week 5- five qualitative approaches to inquiry

8/10/2019 WEEK 5- Five Qualitative Approaches to Inquiry

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Dr. Najma Sadiq


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What are a narrative study, a phenomenology, a grounded theory, anethnography, and a case study?

What are the procedures and challenges to using each approach to qualiresearch?

What are some similarities and differences among the five approaches?


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Narrative might be the term assigned to any text or discourse, or, it migused within the context of a mode of inquiry in qualitative research (Chase,a specific focus on the stories told by individuals(Polkinghorne, 1995)

Qualitative design in which narrative is understood as a spoken or wrigiving an account of an event/action or series of events/actions, chrono

connected

originated from literature, history, anthropology, sociology, sociolinguiseducation


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Types of Narrative Research

Narrative Analysis

collect descriptions of

events or happenings

Configure them into astory using a plot line

Narrative Forms

Biographical study Oral


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do not follow a lock-step approach, but instead represent an informal coof topics.

1. Determine if the research problem or question best fits narrative resea

2. Select one or more individuals who have stories or life experiences to spend considerable timewith them gathering their stories through multypes of information (diaries, letters, photographs, memory boxes mem

3. Collect information about the contextof these stories


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4. Analyzethe participants stories, and then restory them into a framewmakes sense (chronological order, provide a causal link among ideas)

three-dimensionalnarrative inquiry space

1. the personal and social (the interaction)

2. the past, present, and future (continuity)

3. and the place (situation)

a description of both the story and themes that emerge from it

a deconstruction of the stories (exposing dichotomies, examining silences, anto disruptions and contractions)


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5. Collaborate with participants by actively involving them in the researchthe meaning of the stories, adding a validation check to the analysis)

Challenges

Who ownsthe story?

Who can tellit?

Who can changeit?

Whose versionis convincing?

What happens when narratives compete?

As a community, what do stories do among us?


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describes the meaning for several individuals of their l ived experiences ofor a phenomenon

describing what all participants have in common as they experience aphenomenon

consists of what they experienced and how they experienced it

Major work by Edmund Husserl (18591938) and those who expanded onsuch as Heidegger, Sartre, and Merleau-Ponty (Spiegelberg, 1982).


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1. hermeneutical phenomenology (oriented toward lived experience(phenomenology) and interpreting the texts of life (hermeneutics), interprocess)

2. empirical, transcendental, or psychological phenomenology (focusethe interpretations of the researcher and more on a description of the

experiences of participants)

a. textura l descr ipt ion of the experiences of the persons (whatparticipants expe

b. a structura l descr ipt ion of their experiences (howthey experienced it in termconditions, situations, or context)


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1. determines if the research problemis best examined using a phenomenapproach

2. A phenomenon of interest to study is identified

3. The researcher recognizes and specifies the broad philosophical assof phenomenology (to bracket out own experiences.)


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4. Data are collected from the individuals who have experiencedthe phen1. In-depth interviews(recommended interview from 5 to 25 individuals).

2. observations, journals, art, poetry, music, accounts of vicarious experiences of films, poetry, and novels

5. The participants are asked two broad, general questions (Moustakas, 1. What have you experiencedin terms of the phenomenon?

2. What contexts or situations have typically influenced or affected your expthe phenomenon?


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6. Phenomenological data analysis1. Horizonal izat ion

data analysts go through the data (e.g., interview transcriptions) and highligsignificant statements, sentences, or quotes that provide an understand

2. c lusters of meaning

Develop significant statements into themes

7. structural and textural descriptions

8. essential, invariant structure (or essence)


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Challenges requires at least some understanding of the broader philosophical assumptio

Participants in the study need to be carefully chosen

Bracketing personal experiences


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beyond description and to generate or dis cov er a theory, an abstract anschema of a process

inquirer generates a general explanation (a theory) of a process, actioninteraction shaped by the views of a large number of participants (StraCorbin, 1998).

developed in sociologyin 1967by two researchers, Barney Glaser and AStrauss

theories should be grounded in data from the field, especially in the actions,interactions, and social processes of people


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1. Systematic approach of Strauss and Corbin (1990, 1998)

2. Constructivist approach of Charmaz (2005, 2006)


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collect data to saturate the categories (category represents a unit of infocomposed of events, happenings, and instances)

The participants interviewed are theoretically chosen (called theoret ical sa

Constant comparative method of data analysis (process of taking informdata collection and comparing it to emerging categories)

open cod ing axial cod ing select ive cod i


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conditional matrix (a coding device to help the researcher make connectiobetween the macro and the micro conditions influencing the phenomenon)


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more emphasison the views, values, beliefs, feelings, assumptions, anideologies of individuals than on the methods of research

although she does describethe practices of gatheringrich data, codingtmemoing, and using theoretical sampling

She suggests that complex terms or jargon, diagrams, conceptual mapsystematic approaches (such as Strauss & Corbin, 1990) detractfrom grtheory and represent an attempt to gain power in their use


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1. Grounded theory is a good design to use when a theory is not availabexplain a process

a theory may be needed to explain how people are experiencinga phenomen

2. After initially exploringthese issues, the researcher then returns to theparticipants and asks more detailed questions that help to shape the axphase, questions such as:

What was central to the process? (the core phenomenon);

What influenced or caused this phenomenon to occur? (causal conditions);

What strategies were employed during the process? (strategies);

What effect occurred? (consequences).


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3. Focus on data saturation (20 to 30 interviews or 50 to 60 interviews)

4. open cod ing :subcategories, and looks for data to dimensionalize, or shoextreme possibilities on a continuum of, the property.

5. ax ial co ding: coding paradigm or logic diagram (i.e., a visual model) in wresearcher:

1. identifies a central p henomenon (i.e., a central category about the phenomenon)2. explores causal condi t ions (i.e., categories of conditions that influence the pheno

3. specifies strategies(i.e., the actions or interactions that result from the central phe

4. identifies the context and in tervening c ondi t ions (i.e., the narrow and broad con

5. influence the strategies),

6. delineates the consequences(i.e., the outcomes of the strategies) for this phenom


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6. select ive cod ing: the researcher may write a story line that connectscategories. Alternatively, propositions or hypotheses may be specifiepredicted relationships.

7. visually portray a conditional matrix that elucidates the social, historieconomic conditionsinfluencing the central phenomenon (Optional)

8. the generation of a theory


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set aside, as much as possible, theoretical ideas or notions so that the asubstantive theory can emerge

systematic approach to research with specific steps in data analysis (StrCorbin)

difficulty of determining when categories are saturatedor when the theosufficiently detailed.


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focuses on an entire cultural group. typically it is large, involving many pwho interact over time

describesand interprets the shared and learned patterns of values, behavbeliefs, and languageof a cul ture-shar ing g roup

part ic ipant observat ion

beginning in the comparative cultural anthropology conducted by early 2century anthropologists, such as Boas, Malinowski, Radcliffe-Brown, and


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Recently, scientific approaches to ethnography have expanded to includeschools or subtypes of ethnography with different theoretical orientatioaims, such as structural functionalism, symbolic interactionism, culturcognitive anthropology, feminism, Marxism, ethnomethodology, criticacultural studies, and postmodernism.

led to a lack of orthodoxy in ethnography and has resulted in pluralisticapproaches


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confessional ethnography, life history, autoethnography, feminist ethnograpethnographic novels, and the visual ethnography found in photography andelectronic media

Two popular forms of ethnography

1. the realist ethnography2. the criticalethnography


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Realist ethnography is an objective account of the situation, typically writtenthird personpoint of view and reporting objectivelyon the information learnedparticipants at a site.

Reports objective data in a measured style uncontaminated by personal biasgoals, and judgment

standard categories for cultural description (e.g., family life, communicationwork life, social networks, status systems)

produces the participants views through closely edited quotations and haword on how the culture is to be interpreted and presented


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advocate for the emancipationof groupsmarginalizedin society

study issues of power, empowerment,inequality, inequity, dominance,

repression, hegemony, and victimization


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1. Ethnography is appropriateif the needs are to describe how a culturaworks and to explore the beliefs, language, behaviors, and issues spower, resistance, and dominance

2. Identify and locate a culture-sharing group to study. gatekeeper or keyin formants (or par t ic ipants)

3. analys is of th e cul ture-shar ing grou p, it consists of what people do (what they say(language), the potential tension between what they doought to do, and what they make and use, such as artifacts


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4. determine which type of ethnography to use

5. Fie ldwork: Gather information where the group works and lives

6. The final product is a holistic cul tu ral port rai t of the group that incorpviews of the participants (emic) as well as the views of the researcher (e


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researcherneeds to have a grounding in cultural anthropology and theof a social-cultural system as well as the concepts typically explored byethnographers

The timeto collect data is extensive

storytelling approach

Possibility that the researcher will go native and be unable to complete tbe compromised in the study


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the study of an issueexplored through one or more cases within a bound(i.e., a setting, a context)

detailed, in-depth data collection involving mu l t ip le sources of in form at ioobservations, interviews, audiovisual material, and documents and reports)reports a case descr ip t ion and case-based themes.

Both quantitative and qualitative approaches to case study development discusses explanatory, exploratory, and descriptive qualitative case stu


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distinguished by the size of the bounded case

intent of the case analysis

1. ins t rum ental case study (Stake, 1995), the researcher focuses on an issue oand then selects one bounded case to illustrate this issue.

2. col lect ive case study (or multiple case study), the one issue or concern is agabut the inquirer selects multiple case studies to illustrate the issue.

3. in t r ins ic case studyin which the focus is on the case itself (e.g., evaluatinor studying a student having difficultysee Stake, 1995) because the case preunusual or unique situation.


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1. good approach when the inquirer has clearly identifiable cases withboundaries and seeks to provide an in-depth understanding of the casescomparison of several cases.

2. identify case or cases.

3. Six types of information to collect: documents, archival records, intedirect observations, participant-observations, and physical artifacts


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4. hol is t ic analys is of the entire case or an embedded analys is of a specof the case

5. the researcher reports the meaning of the case, whether that meaningfrom learning about the issue of the case (an instrumental case) or learan unusual situation (an intrinsic case)


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the researcher must identify his or her case

Must consider whether to study a single case or multiple cases, study othan one case dilutes the overall analysis

Deciding the boundaries of a casehow it might be constrained in termevents, and processesmay be challenging.


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week 5- five qualitative approaches to inquiry

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