Terms

Question 1

Qualitative Research

Answer 1

Collecting, analyzing and interpreting data by observing what people do and say.

Refers to the meanings, concepts, definitions, characteristics, metaphors, symbols and description of things.

It is subjective and uses very different methods of collecting information, including individual, in-depth interviews and focus groups. the nature of this type of research is exploratory and open-ended

Question 2

Nacirema

Answer 2

Term uses in anthropology and sociology in relation to aspects of the behavior and society of citizen of the USA.

A deliberate sense of self-distancing in order that American anthropologists might look at their own culture more objectively.

Think of yourself as an alien, if you come today to earth, would you think that certain things, behaviors are weird?

Question 3

Serendipity

Answer 3

When you are looking for something and you find something else unexpectedly

Question 4

Deductive Approach

Answer 4

A type of logic in which one goes from a general statement to a specific instance

Question 5

Inductive Approach

Answer 5

Going from a series of specific cases to a general statement. The conclusion in an inductive argument is never guaranteed.

Question 6

Thin Description

Answer 6

The description of what meets the eye, things that can be observed.

Question 7

Thick Description

Answer 7

The meaning behind the action.

a way of writing that includes not only describing an observation but also the context in which that behavior occurs.

It goes beyond surface appearances to include the context, detail, emotion and webs of social relationship

It presents the significance of an observation, event or behavior. Thick description includes voices, feelings, actions and meanings. Thick description always comes with a thin description

Question 8

Emic

Answer 8

From the perspective of the subjects, how the subjects sees it. An “emic” point of view. THEM

Question 9

Research Strategies

Answer 9

• Observations
• Case Study
• Interviews
• Focus Groups

Question 10

Etic

Answer 10

Bringing your own perspective to the field. Examining the group through your own eyes. How I see the behavior, how I think about, etc. ME

Question 11

Macro Questions

Answer 11

Get to know the environment, the general feeling of someone.

Question 12

Micro Questions

Answer 12

More personal, more intriguing, more emotional, touch the nerve of the people you are interviewing

Question 13

Exploratory Questions

Answer 13

Best for the first steps of the field. In situations where there is little knowledge or understanding. Especially for exposing key characteristics.

Example: “What is happening inside the hall where people come together?”

Question 14

First Order Questions

Answer 14

Questions that arise from information collected directly from the informants (emic).

Focuses on a rough description and explanation of the investigated phenomenon.

They may invite basic or complex answers of descriptive nature.

They challenge researchers to a deeper interaction with the informants.

Example: “How do teachers perceive their role?”

Question 15

Secondary Order Questions

Answer 15

Integration of information between emic-etic + added general interpretation of the investigator.

These questions tie together the things said by the informant, observations and sight from literature (information from your own research + studies from your field).

Example: “What is the linkage between individual identities of youth and their attituted towards school rules?”

Question 16

Structured Interviews

Answer 16

The use of pre-formulated questions, strictly regulated with regards to the order of the questions, and sometimes with regards to the time available

Question 17

Semi-Structured Interviews

Answer 17

The use of some pre-formulated questions, but no strict adherance to them. New questions might emerge during the conversation.

Question 18

Unstructured (Narrative) Interviews

Answer 18

Few if any pre-formulated questions. In effect, the interviewee has a free reign to say what they want. Often no set time limit,

Question 19

Descriptive Questions

Answer 19

The expectation to hear a description - keywords: “what”, “how”, “where”.

Comprehensive descriptive questions:
“Describe your job”

Focused descriptive questions: “ What happened when you met at work this morning?”

Questions that invite examples: “You talked about embarassing situations at work, can you give an example?” Experience questions: “How did you feel about that meeting?”

Questions to clarify cultural terms: “Can you explain the words spoke in the prayer you pray?”

Question 20

“Searching for Meaning” Questions

Answer 20

Based on descriptions of the informants who are asked to clarify and explain the meaning and logics behind their descriptions: “why”, “what” or “for what purpose”

Question 21

Comparative Questions

Answer 21

Questions that invite further reference from the infromants to the descriptions and implications that they raised. This is a technique to depen the knowledge without repeating the same question.

Question 22

Completion Questions

Answer 22

Technique designed to penetrate the depth of the story while informants change the subject. Refers to points mentioned but not developed: “What did you mean when you said…”

Question 23

Contrast Questions

Answer 23

Much like completion questions, these are based on information we got during the interview, but unlike completion questions, they are meant to clarify contradicting parts of the story.

Question 24

Stimulating Questions

Answer 24

These are meant to confront the informants with their opinions and stories. They should stimulate response and cause interviewees to express themselves. The goal is to refine the stories of the informants by confronting their opinions with our/others’ opinions and asking them to comments (must be careful and take into account that by this you may potentially lose the trust of the interviewee)

Question 25

Reference Questions

Answer 25

Held after the observation phase and/or when you don’t have enough time in the field.

Showing protocols (or video) to the informants and requesting them to explain their point of view.

Another option is to choose several parts of the interview and present them to the informants.

You can also show them parts/ojects that they themselves reffered to during the interview: these would be significant references that you want the interviewee to elaborate in order to get their perspective.

Question 26

Demographic Questions

Answer 26

Record age, gender, ethnicity/race without asking. Record status: student, faculty, advisor, etc. Ask what is or was their major. Depending on the purpose of the interview, other demographic (locational) items may be appropriate

Question 27

Essential Questions

Answer 27

Asked to everybody. Try to order them, but be flexible about order during interview.

Follow up questions under each essential questions to check clarity or understanding.

Extra questions on each essential questions to ask on different points to assess reliability of answers.

Question 28

Throw-Away Questions

Answer 28

Used to develop rapport, provide context. For example: a question about related topics, about sports/fraternities or something else you think they like.

Used to redirect away from problems where things get too upseting.

Used to keep participant engaged in interview.

Question 29

Probes

Answer 29

Try to develop these for each essential question by anticipating how to probe when an answer is inadequate: too short, not specific, etc.

Question 30

Informed Consent

Answer 30

You need to have an informed consent for the participants to sign: Describe the purpose of the interview/study, indicate confidentiality. Participation is voluntary, they can quit or not answer a question. The researcher acted on the basis of the agreement and did not exceed it

Question 31

The Camera Lens Metaphor

Answer 31

Operate as a camera lens that absorbs everything in an attempt to also focus on the obvious. We should begin with a “wide lens” so we can connect the limited information and meanings we see to the wider context. From this holistic view of things and the load of results, questions will arise and you will find yourself targeting specific events, case studies and practices. At the end of this process, the research questions will be clear

Question 32

10 Commandments of an Interview

Answer 32

1. Never begin an interview cold.
2. Remember your purpose. You want to obtain information.
3. Present a natural front.
4. Demonstrate aware hearing (active listening).
5. Think about appearance. Dress appropriately.
6. Interview in a comfortable, non-threatening place.
7. Don’t be satisfied with monosyllabic answers. Be aware when subjects begin giving yes-and no answers. When this does occur, be sure to probe.
8. Be respectful.
9. Practice, practice, and practice some more.
10. Be cordial and appreciative. Remember to thank the subject when you finish and answer any questions he or she might have about the research.

Question 33

Case Study

Answer 33

The case can be a person, group, organization or any other unit defined by the researcher as a case. Deals with the study of the particular, however, universal understanding can be reached. Allows close observation and understanding as a social and cultural whole. Does not represent the world in its broadest sense, but the case itself can helpt us comprehend a wider reality. Process is not objective

Question 34

Complete Particioant

Answer 34

Member of the group being studied and conceals the researcher role from the group to avoid disrupting normal activity. Disadvantages: researcher may lack objectivity, the group members may feel distrustful of the researcher when the role is revealed and the ethics of the situation are questionable, since the group members are being deceived.

Question 35

Observer as Participant

Answer 35

Enables the researcher to participate in the group activities as desired, yet the main role of the researcher in this stance is to collect data, and the group being studied is aware of the researcher’s observation activities. The researcher is an observer who is not a memeber of the group and who is interested in participating as a means for conducting better observation. The group memebers control the level of infromation given.

Question 36

Complete Observer

Answer 36

The opposite extreme from complete participant, in which the researcher is completely hidden from view while observing or when he/she is in plain sight in a public setting, yet the publis being studied is unaware of being observed. In either case, the observation in this stance is unobstrusive and unknown to participants

Question 37

Literal Replication

Answer 37

More of the same. If I want to take a case study and have a theory and I want to see similar patterns in every place/case

Question 38

Theoretical Repliction

Answer 38

Different, identified according to a theoretical stand point. Must be linked to research question

Question 39

Focus Groups

Answer 39

Group of people with certain characteristics generate narrative data in a focused discussion. Focus groups involves a number of people collaborateively sharing ideas, feelings, thoughs and perceptions about a certain topic or specific issue linked to the area of interes. Face to face in a semi-structured style of interviewing (mostly). Common to aim for homogeneity within the group in order to capitalize on people’s shared (but often not the same) experiences. Size: 4-8 people per group. 4-10 groups.

Question 40

The Puzzle Metaphor

Answer 40

Identify the pieces, knowing the data, identifying frequency of a recurring phenomenon. Sort data by repeating characteristics sorted into categories or issues. Tension between the need to avoid “seeing” the picture too early, in order to make the aseembly process and interpretation easier.
Problems with the metaphor: reality is diverse, there isn’t one image, and so, one connection logical and valid as it may be doesn’t mean that aren’t alternative connections that will create a completely different picture.

Question 41

Open Coding

Answer 41

Identifying recurring themes (primary categories), naming categories, temporaty categories and interpretations. Based on the voice of the subjects (emic)

Question 42

Axial Coding

Answer 42

Anaysis on the axis of categories drafted and improved. Highliting the unique content that arise under the same category. Search for connections between the themes through the discovery of associations between categories (the cement between the blocks). Dividing into sub-categories and reations between them

Question 43

Focused Analysis

Answer 43

Focusing on key categories and sub-categories. Sorting through the categories. Deciding which ones are recurring and central and which are less significant or invalid or mistaken. Focusing on coherent explanation and major categories. A complete picture is created from the data. Final phases of building a theoretical framework.

Question 44

Theoretical Analysis

Answer 44

Making sense of the data from a wider perspective. Constructing a model or using an established theory to explicate the findings of the study. Based on data and theoretical literature. Translation of categories from everyday terms and strenghtening them with theoretical concepts. The etic perspective. This is actually a process of grounded theory.

Question 45

Grounded Theory

Answer 45

It’s not about testing a theory. It’s about developing, creating and building a theory simultaneousy while you are in the field and not to “bring a theory from home and see if it works”

Question 46

Triangulation

Answer 46

To ensure qualitative data is credible you can check one source of data against another.

Question 47

Temporary Suspension of Disbelief

Answer 47

Refers to the researchers needing to hide their beliefs and understanding in order to extract as much info as possible. This is important when administering the method of participant observation

Question 48

Research Question

Answer 48

Focus questions that the researcher is focusing on. This question also illuminates to future readers what the research was about. The question may change throught data collection

Question 49

Theoretical Sampling

Answer 49

Refers to the researcher taking the info that was coded and interpreted and the theory that was generated on the particular culture, creating a sample group to prove the generated theory

Question 50

Miltisited Ethnography

Answer 50

is a strategy used when a researcher is focusing on a phenomenon rather than a specific location? The researcher follows the phenomenon to the different locations that it affects, generating a macro understanding

Question 51

Five Historical Moments

Answer 51

The Traditional (1900-1950)

Associated with the positivist paradigm where qualitative research aims to reflect the principles of (natural) scientific inquiry

The Modernist or Golden Age (1950-1970)

Where we see the appearance of post-positivist arguments. This is also part of

The Blurred Genres (1970-1986)

Where a variety of new interpretive, qualitative perspectives come into the foreground –> hermeneutics, structuralism, semiotics, phenomenology, cultural studies and feminism. The humanities also became a central resource for critical and interpretive theory.

The Crisis of Representation (1986- 1990)

Where researchers struggles with how to locate themselves and their subjects in reflexive texts

The Postmodern or Present (1990- today)

A new sense that doubts all previous paradigms.