In the following passage, identifying sample, population, attribute of interest, and the
extent to which the claims involved are knowable. Consider carefully the size and
diversification of the sample and the extent to which the population differs or may differ
from the sample; remember, what’s important is that the sample be representative. Would
our professor’s conclusion, “About 32 percent of college faculty nationwide maintain home
offices,” be more likely if she had included faculty from other institutions among her
survey? Why?
A college professor converted one room of her house into a home office and intended to
deduct her expenses on her federal income tax return. She wondered how many other
college faculty had done the same, thinking that the more who deducted home offices, the
less likely her own return would be noticed by the IRS and hence the less likely she would
be audited. So she decided to do her own informal survey of her colleagues to see how
many of them had home offices. She sent out a questionnaire of three questions to all
1,200 instructors at her campus, and she received 950 responses. (Her promise to share
the results of the survey apparently motivated faculty to respond.)
As it turned out, 32 percent of her respondents answered yes to the question, “Do you
maintain an office at home?” Half of these also answered yes to the question, “Do you
deduct your home office expenses on your federal income tax return?” And 24 percent of
the entire group of respondents answered yes to the question, “Is your campus office
adequate?”
It would be much more likely to be accurate. Faculty at different kinds of colleges
(community colleges, state colleges, state universities, and private universities) have
different requirements and hence a different level of need for offices at home—the more
research a faculty does, the more likely the need for home offices.