![]() Even if the final analytical sample is less than representative, it is important to document the extent of the differences between population and sample. Achieving representativeness of the undergraduate student population from which the study sample is drawn is a feasible goal and allows researchers to demonstrate that their findings are generalizable to populations with similar characteristics. Though a single study based on a sample of undergraduate students from a particular college is likely not representative of the attitudes, beliefs, and behaviors of the full population of young adults (or even of the population of undergraduate students), it is typically the only means by which researchers can contribute to the field. Researchers of human sexuality often are interested in sexual attitudes, beliefs, and behaviors that exist beyond the college campus. ![]() We increase confidence that this expectation has been met by collecting data from people with a wide range of characteristics and/or by measuring constructs in slightly different ways. The aim of much of social research is to make observations in a research setting that reflects what would be observed among different people, in different settings, under different treatment conditions, and using alternative measurements (Shadish, Cook, & Campbell, 2002). Additionally, there are practical considerations regarding the time and expense required for additional data collection to achieve gender balance in samples. That is, we will have 10.6% of all the women and 42.5% of all the men from this population (students at this college). ![]() Although this might be useful to address the research questions, it may come at the cost of representativeness. Because a sample size of men ( n = 15) in one group is likely too small to test differences between men and women, we could increase the number of male participants (i.e., collect data from 70 more males while not collecting data from additional females). Our resulting sample is clearly not balanced, but it may well be representative in that it approximates the distribution of gender groups of the college. Given that females may be more inclined to agree to participate in our research, we could easily end up with a sample of 100 students containing 85 females and 15 males. As an example, consider a study conducted at a small college of 1,000 students in which the distribution of gender groups at the college is quite imbalanced (e.g., 80% female and 20% male). Gender imbalance should be understood through representativeness and statistical power. Other research, however, has pointed out that men may volunteer more frequently for particular types of studies, such as those involving the viewing of images of heterosexual activity (Gaither et al., 2003). Specific concerns have been raised regarding the imbalance between the number of men and women participating in sexuality research, particularly a general overrepresentation of women (McCray, King, & Bailly, 2005) or women’s willingness to volunteer (Rosenbaum, 1997). Undergraduate research pools can be overrepresented by women, freshman, and psychology majors (Barlow & Cromer, 2006), and gender, prior sexual experience, and sexual attitudes may be related to the types of studies in which students are willing to participate (Gaither, Meier, & Sellbom, 2003 Wiederman, 1999). Although such a concern is well-rooted in statistical theory, it can pose practical limitations for those who rely largely on undergraduate student samples, as undergraduates are often given the opportunity to self-select into particular research studies (Miller, 1981). Researchers are often concerned with obtaining balanced samples, equally- or nearly equally-sized subgroups.
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