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Qualitative methods > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

3 Distinctive features of qualitative research

A
  1. Inductive
  2. Interpretivist
  3. Constructionist
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2
Q

Inductive

A

With an inductive approach, research comes first and theory follows

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3
Q

Interpretivist

A

The focus is on understanding the social world via the interpretations that humans make of it

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4
Q

Constructionist

A

Social realities exist as the result of the interactions of individuals. They are not “things” that exist outside of people and their interactions

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5
Q

Inductive approach

A

From the ground up: theory is generated from research

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6
Q

Deductive approach

A

Begins from existing theories or hypotheses

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7
Q

Abductive

A

Reflects a middle ground between inductive and deductive approaches
- Collecting data about how participants see the world is the point of departure
- The theoretical account might borrow from existing literature but remains grounded in the worldview of participants

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8
Q

Interpretivist standpoint

A

We can know the social world via the interpretations that participants make of it

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9
Q

Constructionism

A

For constructionism, “social properties are seen as outcomes of the interactions between individuals, rather than phenomena ‘out there’ and separate from those involved in constructing them”

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10
Q

Are words qual or quan

A

QUAL

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11
Q

Is POV of participants quan or qual

A

QUAL

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12
Q

Is researcher distant qual or quan?

A

QUAN

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13
Q

Is “theory emerges from data” quan or qual?

A

QUAL

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14
Q

Is “emphasis on process” qual or quan?

A

QUAL

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15
Q

Is “micro” quan or qual?

A

QUAL

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16
Q

Research methods in qualitative social research (categories)

A
  1. Data as observation
  2. Data as talk
  3. Data as text
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17
Q

Data as observation

A
  • Ethnography
  • Participant observation
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18
Q

Data as talk

A
  • In-depth interviewing
  • Life histories
  • Focus groups
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19
Q

Data as text

A
  • Archival research (texts and documents)
  • Discourse and conversation analysis
  • Comparative historical research
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20
Q

Reliability asks…

A

Are measures consistent?

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21
Q

Validity asks…

A

Are conclusions believable?

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22
Q

Replicability asks…

A

Is the study repeatable?

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23
Q

Research strategy

A

The general approach to research
- Qualitative
- Quantitative

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24
Q

Research design

A

The general framework for the collection and analysis of data
- Case study
- Longitudinal
- Comparative
- Cross sectional

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25
Cross sectional design
Looking at a sample of cases to look for patterns of association/themes - At a single period of time
26
Typical forms of cross sectional design
- Survey research - Structured observation - Qualitative interviews
27
Longitudinal design
Data-gathering of the same sample that is repeated on more than one occasion over time - Used to observe change
28
Is longitudinal qualitative or quantitative?
It can be BOTH
29
Typical forms of longitudinal design:
- Surveys - Content analysis - Ethnographies - Interviews
30
Case study design
Detailed and intensive analysis of one case
31
Typical forms of case study design
- Surveys - Ethnographies - Interviews in a particular setting
32
Case studies can be both
longitudinal and comparative
33
Are case studies qualitative or quantitative?
They can be BOTH
34
Comparative design
Using the same methods to compare two ore more meaningfully contrasting cases - Often involves cross-cultural comparisons
35
Is comparative design quantitative or qualitative?
Can be BOTH
36
Reliability
How sure are we about the extent to which measurements used in the study are repeatable, stable and consistent?
37
Validity
How sure can we be about the conclusions of a study and can they be generalized?
38
Replicability
Is the study repeatable?
39
What are the options to apply validity and reliability in qualitative research?
1. Redefine terms 2. Come up with new terms
40
Definition of internal reliability in qualitative research
Whether, when there is more than one observer, members of the research team agree about what they see and hear.
41
Definition of external reliability in qualitative research
The degree to which a study can be replicated.
42
Definition of internal validity in qualitative research
Whether there is a good fit between researchers’ observations and the theoretical ideas they develop.
43
Definition of external validity in qualitative research
The degree to which findings can be generalized across social settings.
44
Alternative criteria
1. Trustworthiness 2. Authenticity
45
Trustworthiness
- Credibility - Transferability - Dependability - Confirmability
46
Authenticity
- Fairness - Ontological - Educative - Catalytic - Tactical
47
Credibility
Respondent validation/triangulation
48
Transferability
Thick description allows comparison
49
Dependability
Peer auditing of methods, procedures, and inferences
50
Confirmability
Evaluation of good faith of researcher
51
Fairness
Fair representation of different viewpoints
52
Ontological
Leads participants to a better understanding of the social situation
53
Educative
Better appreciation of other's perspectives
54
Catalytic
Encourages change
55
Sampling
The process of deciding what or whom to observe when you cannot observe and analyze everything or everyone
56
Target population
The population being studied
57
Sampling unit
The elements considered for selection in sampling (ex. people, cities...)
58
Sampling frame
The full list (if available) of sampling units from which the sample is selected
59
Probability sampling
Large, statistically representative sample of a population
60
When is probability sampling more commonly used?
Quantitative research
61
When probability sampling is used in qualitative research it is usually for...
Large-scale interview-based studies
62
Non-probability sampling
Selecting units from a population using a non-random method
63
What is NOT the aim of non-probability sampling
Describe characteristics of large populations
64
Pro of non-probability sampling
More in-depth
65
Con of non-probability sampling
Not generalizable
66
Factors that affect sample choice
- Time - Money
67
What are the 2 main reasons why samples are selected?
1. Their ability to exemplify the population we are interested in 2. Their relevance to research questions
68
Purposive sampling
Sampling strategy in which researchers choose the case or cases and participants that they believe will be especially informative for answering their research questions.
69
Is purposive and convenience sampling the same?
NO
70
Convenience sampling
Involves sampling whoever is available by chance because it's cheap and convenient.
71
Purposive samples can be:
1. Sequential (evolving) 2. Non-sequential (fixed from the outset)
72
Types of purposive samples (cases)
- Extreme/deviant case - Typical case - Critical case
73
Critical case sampling
Type of purposive sampling. Most likely to give you the info you need
74
Types of purposive sample (units)
- Maximum variation - Criterion - Theoretical sampling - Snowball - Opportunistic - Stratified purposive - Generic purposive
75
Theoretical sampling
A sampling strategy associated with the grounded theory approach of Glaser and Strauss. - The sampling approach evolves to fit the emerging theory
76
What does theoretical sampling emphasize?
Theoretical saturation - Data collection continues until all theoretical concepts are fully supported
77
What is snowball sampling?
A sampling technique that can be useful when there is no sampling frame, making probability sampling impossible
78
Sample size in qualitative research
- The larger the scope and the more comparisons, the larger the sample - Goal: saturation
79
When can snowball sampling be especially useful?
When networks of individuals are the research focus

Qualitative methods (3 decks)

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