16 AnalysisFollows on to Coding and Analysis (7)

–Presentations (14)

NEXT CLASS Analysis II Helene Starks

READ THE ARTICLES SENT OUT- Malcolm SE, Ng JJ, Rosen RK, Stone VE. An examination of HIV/AIDS patients who have excellent adherence to HAART. AIDS Care. 2003;15(2):251-261

-Kylma J, Vehvilainen-Julkunen K, Lahdevirta J. Hope, despair and hopelessness in living with HIV/AIDS: a grounded theory study. J Adv Nurs. March 16, 2001 2001;33(6):764-775

FILL IN THE REVIEW AND SCORE SHEET AND BRING TO THE CLASS

Learning Objectivesexpress analysis in terms of different levels,

specialization and applicability to drawing conclusions

Analysiswhat is done between the gathering of data,

and the output, –usually a report/presentation

an attempt to draw meaning from qualitative data

Analysis CharacteristicsIn good analysis researchers clarify their preferences/orientation/bias/paradigm

–Paradigm: world views, ways of ordering and simplifying the perceptual world’s overwhelming complexity by making certain fundamental assumptions about the nature and interrelationships of the university, of the individual and of society

paradigms are normativeReflect a (usually accepted)standardDiscover by determining what individual views as: –important and unimportant

–reasonable and unreasonable

–legitimate and illegitimate

–possible and impossible

–what to attend to, and what to ignore

paradigms are learnedtheory, method, standards all acquired together in an inextricable mixture

paradigms basis for all scientific activity including –underlying assumptions made –problem definition–areas of investigation –questions posed–how data will be interpreted–what conclusions will be drawn–any recommendations made at the end of the research process

In any discussion there are three questions to ask:

What are the facts?

What is the interpretation of those facts.

What are the presuppositions behind the interpretations.–That is in what way are you supposedly constrained to think?

Paradigms–All theories, methodologies and methods -- ULTIMATELY PARADIGM-BASED

–E.g. "dominant ideology" "dominant stratification ideology" or "logic of opportunity syllogism" accepted by 70+% of Americans, but not in many other countries•opportunity for economic advancement based on hard work (Protestant work ethic) is plentiful leads to deductions that:–individuals are personally responsible for own economic fate, hence

–resulting inequality distribution of economic rewards is equitable and fair

VALUE CRITICAL SYSTEMS APPROACH

Tenets• properties or behavior of each element in the system affect the

properties or behavior of the whole system

• properties or behavior of each element and the way each affects the whole, are, in turn, affected by the properties or behavior of at least one other element in the system

• since each element exerts a non-independent effect on the whole, a system cannot be understood by analyzing its elements independently, for each element interacts with others and each affects the performance of the whole

• a system is always more than the sum of its parts, because any system always exhibits some properties or behavior that none of its elements can

Value Critical: Based on doctrines of:

expansionism–all problems are subsets of larger wholes, tend to focus on whole, rather than parts

relativity–there are no universal (non-contextual) laws or truths,

–only contextually determined truths

teleology–all systems are purposeful, hence fundamentally normative and value-laden,

so scientists and researchers inevitably take sides, consciously, or unconsciously, and are interested an influenced by what is good or bad, right or wrong, what ought to be

–Self-serving

Value Critical: Based on doctrines of:

integrative mode of thinkingconflicting ideologies and purposes are at the heart of every urgent practical

problem

technical and scientific considerations inevitably merge with value structures, so implicitly or explicitly address issues such as:

»Equity»POWER»individual or collective human rights»social obligation»guiding ethics»basic value assumptions

data and findings are less a matter of fact, than of interpretation»but dominant research paradigm assumes a value-free or value-neutral approach

Value critical approachasks that all value-structures, means and ends, basic assumptions

and ethical frames associated with competing perspectives regarding the problem under study, BE MADE EXPLICIT in order to subject them to critical review

My value: humans basically act in their best interests given their circumstances–E.g. Harlem fires

»Keeping infants malnourished in Madagascar so the families could receive food supplements

Question the following:Purpose in doing the research

Problem Identification–Who has identified the problem, and why is it perceived as a problem, ie what is explicitly the rationale for such a definition?»what is known about any given problem depends on how the problem was defined

–Whose interests are served by defining the problem in this particular way?

–Are there other stakeholders (individuals or collectivities) in the outcome of this research project, and therefore, in the way in which this particular problem is to be defined? If so, have their definitions of the same problem been considered and given equal consideration? If not, why not?

FUNDING BIAS

Theory Selection–Have I made my theoretical framework explicitly?

»Have I made the basic assumptions that underlie the theory explicitly? That is, have I made the assumptions and the underlying values that led me to seek this particular theory explicit for all to see?

–Have the major contending theoretical constructions been examined critically for “fit” with the problem understudy? »What are those factors (assumptions, rationale, values, technical considerations, etc.) that provide the bases for rejecting those alternative theories

»Have individuals from other disciples of who hold a different theoretical perspective been consulted for critiques and suggestions?

–Have the potential consequences for different population groups of selecting one theory when an alternative theory may in fact be correct been assessed?

Analysisevery qualitative researcher approaches this differently

Paradigms in qualitative research (these terms used below do not have universal meaning, each writer uses them differently):

Paradigms in Qualitative ResearchREALISTS

–social phenomena exist not only in mind, but in objective world, and there are relationships among these phenomena

Qualitative Paradigms also called Strategies

interpretivists (symbolic anthropology)–knowledge, facts, come laden with theory

•e.g. table before me is a desk rather than a dressing table (interpret certain physical sensations)

•or I feel happy (rather than say, drunk - interpret physical sensations, and a mental state)

–useful in approaching meaning and action–many other "paradigms" strategies

•not get bogged down there

Body ritual among the naciremA

Varieties of

Qualitative Strategies

qualitative research 3 types of questions

1. characteristics of language itself

2. regularities in human experience

3. comprehension of meaning of text or action

Type of Research Question Strategy Paradigm Method Other Data Sources

Meaning questions --(Eliciting essence ofexperiences)

Phenomenology Philosophy(phenomenology)

audio-taped conversations,written anecdotes of personalexperiences

Phenomenological literature;philosophical reflections; poetry, art

Descriptions questions – ofvalues, beliefs, practices ofa cultural group

Ethnography Anthropology(culture)

Unstructured interviews;participant observations;field notes

Documents; records; photographs;maps; genealogies; social networkdiagrams

"Process"questions—experienceover time or change; mayhave stages and phases

Grounded theory Sociology (symbolicinteractionalism)

Interviews Participant observations; memoing;dairy

Questions regarding

verbal interaction anddialogue

Ethnomethodology;

discourse analysis

Semiotics Dialogue Observations; fieldnotes

Behavioral questions Macro

Micro

ParticipantobservationQualitative ethology

Anthropology

Zoology

Observations; field notes

observations

interviews, photographs

videotapes;note taking

Major types of Qualitative Strategies

features of qualitative research:intense or prolonged contact with "field" or life situation (which are

normal in the sense of everyday phenomena)

researcher attempts to gain "holistic" overview of study question

researcher tries to get emic view

in process researcher may isolate themes (interpretation) (informants may not necessarily agree with interpretation)

task is to try to explain ways people manage/understand day-to-day situations–many ways to interpret this material, some may be more compelling than others

no standard instrument for doing this

words are the key features of qualitative analysis – computers make words too easily accessible

Bernard Chapter 16, 17process of analysis (looking for patterns in data and explanation of why patterns there) via–Coding

–looking for themes (he doesn't call them that, Spradley uses that word, Bernard talks more about analytic categories)

–matrix displays (profile and proximity)

–causal flowcharts (far advanced into analysis when can draw these)

CONTACT SUMMARY FORMContact type:Visit ___________________ Site: ________________Phone ___________________ Contact date: ________________ (with whom) Today's date: ________________

Written by: ________________

1. What were the main issues or themes that struck you in this contact?

2. Summarizre the information you got (or failed to get) on each of the target questions youhad for this contact?

Question Information

3. Anthing else that struck you as salient, interesting, illuminating or important in this contact?

4. What new (or remaining) target questions do you have in considering the next contact withthis site?

CONTACT SUMMARY FORM WITH CODED THEMESType of contact: Mtg. _______________ ___________________

place_____________ date

SITE ______________

Coder ______________Phone ______________ with whom, by whom

___________________ place

_____________ date

Date coded __________

Inf. Int. _____________ with whom, by whom

___________________ place

_____________ date

1. Pick out the most salient points in the contact. Number in order on this sheet and note page number on which point appears. Number point in text of write-up. Attach theme or aspect to each point in CAPITALS. Invent themes where no existing onesapply and asterisk those. Comment may also be included in double parentheses.

PAGE SALIENT POINTS THEMES/ASPECTS

DOCUMENT SUMMARY FORM Site: ____________Document: ____________

Date received or picked up: ____________

Name or description of document:

Event or contact, if any, with which document is associated:

Significance or importance of document:

Brief summary of contents:

IF DOCUMENT IS CENTRAL OR CRUCIAL TO A PARTICULAR CONTACT(e.g. a meeting agenda, newspaper clipping discussed in an interview)make a copy and include with write up. Otherwise put in document file.

Cycle of data --->analysis/interpretation---> data

monitor & report your own thought processes as much as possible (keep info on decision you make about coding & extracting patterns), ie keep a log book

Analytic Focichronological

key events

setting

people

processes

issues

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Analytic Foci: ChronologicalSeries of events:

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Analytic Foci: Key events

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Analytic Foci: settings, places, sites, locations, then

cross-setting analysis

how does behavior change in different sites, why?

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Analytic Foci: Peoplepeople (within or across

cases),

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Analytic Foci: Processescontrol, recruitment,

decision making, socialization, communication, etc.

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Analytic Foci: issues

GRAND THEORYMid-Range Theorymeaning, interaction

patterns, grouping

describing items, concepts

Big Time

Determinants of Health

Development at FIUTS

Trader Jo's

Blood Donors

Colonics

University Police

Madison Markets

Elevator riders

Bernard: text analysishermaneutics: looking for meanings and interconnection in expression of culture, began with seeking truths, interpretation of scriptures

narrative and performance analysis: looking at how people give speeches or tell stories–example May 21, 2002 Lakewood, going to Walmart bathroom

schema analysisdiscourse analysis

Grounded theoryidentify concepts from text, and link them into

theories (discovery hypothesis)

Mechanics–produce transcripts of interviews and read through text parts

–identify themes/analytic categories–compare themes/categories–think about how themes are linked together

–build models using relations among categories

–present results using quotes that illuminate theory

Analysis focus for SF Street youth

"Using methods developed by Strauss and Glaser, the investigator and co-investigator read and hand-coded field notes and interview data during weekly analytic sessions. Analytic sessions were summarized in written memos. Concepts in the text were identified and labeled. Similar concepts were grouped into categories. Categories and relationships among categories were then used to generate a preliminary model. This provisional model was tested through theoretical sampling, a method of targeted sampling of subjects in the field based on emerging concepts in the analysis"

Value Critical with SF Homeless youth“In our efforts to understand the reasons behind the high levels of risk-taking and low levels of service utilization in this population, we have been guided by our clinical and research experience that sociocultural context strongly influences the decisions people make, including decisions regarding risky behaviors. Social epidemiologists have argued that to understand individuals’ decisions regarding health-related behaviors, we must understand that the social context of people’s lives shapes norms, expectations, opportunities to engage in risk (or avoid it), and exposure to stresses or changes for which risky behaviors may represent effective short-term coping behaviors.”

SF Youth Model similar to others:“…lives of the marginalized and homeless

are not simply chaotic, but instead follow reproducible patterns;

…marginalized youth and adults share belief systems that reinforce and rationalize their inability to exit their marginalized roles.”

Content analysis (test hypothesis)

develop set of codes, and apply them to the text

can use statistical methods to analyze the results

Ethnographic decision Models

Fol

k T

axon

omie

s

COVER TERMSEMANTIC RELATIONSHIP

INCLUDED TERMS

BOUNDARIES

Related terms/items that are not part of the domain (especially mentioned by informant as not

part of the domain)

MATRIX FOR CONSTRUCTING A DOMAIN ANALYSIS

Com

pone

ntia

l Ana

lysi

s

Componential Analysisspecify conditions under what a native speaker of a

language will call something by a particular term

understand cognitive process by which native speakers decide which of several particular terms they should apply to a particular thing–ie. try to distinguish items within a domain

Pattern IdentificationDescriptive

–what are different types/categories of response?

–how frequently are the different types/categories of response mentioned?• free lists are easiest way to get this

–what are the key quotes or observations which illustrate the main theme?

Pattern Identification: InterpretiveWhat is relative priority of different types/categories of response? How is this expressed?

What is level of agreement between respondents (are there several different cultural models, or is it all the same model?) Bernard Table 16.1

How do these types/categories of response relate to each other ie what is the interrelationship between these causes

How do these patterns relate to patterns you have identified in other analyses? Is there synergy?

Do the data collected using different techniques appear to validate the patterns you see? (triangulation)

Do the data satisfactorily answer your research question? Is there a next step?

VolunteeredDirected byObserver

Total

Statements

Behavior orActivities

to observeralone

to others ineverydayconversation

individual

group

I

II

III

IV

V

VI

VII

VIII

Chart for Checking the Shared Character of a Perspective Offered by Informants

TOTAL

Bernard Table 16.1

NEXT CLASS Analysis II Helene Starks

READ THE ARTICLES SENT OUT

Class Exercise (30 minutes)Each Group to write 3 themes they have discovered, and an illustrating quote for each theme –consider their paradigm or value or belief–PARADIGM WILL BE DIFFICULT TO CONCEPTUALIZE

we will then take those themes and see how they can be linked to a paradigm

CLASS to consider overall paradigm/belief system/orientation

Group Themes Quotes Paradigm

Big Time

Determinants of Health

Development at FIUTS

Blood Donors

GRAND THEORYMid-Range Theory

meaning, interactionpatterns, grouping

describing items, concepts