Chapter 19 Analyzing Qualitative Data Copyright 2008 Wolters

Qualitative Analysis Styles • Template analysis style • Editing analysis style • Immersion/crystallization style

Qualitative Analysis Process • Comprehending • Synthesizing • Theorizing • Recontextualizing Copyright © 2008

Tasks in Qualitative Data Management and Organization • Transcribing the data • Developing a

General Analytic Overview—Some Analytic Steps • Identify themes • Search for patterns among themes,

Spradley’s 12 -Step Ethnographic Method 1. Locating an informant 2. Interviewing an informant 3.

Spradley’s 12 -Step Ethnographic Method (cont’d) 7. Asking structural questions 8. Making a taxonomic

Phenomenological Analysis Three broad schools of phenomenology: 1. Duquesne school of phenomenology (descriptive phenomenology)

Phenomenological Analysis (cont’d) 2. Utrecht school of phenomenology (descriptive and interpretive) § Van Manen

Colaizzi’s Method 1. Read all protocols, get a feeling for them 2. Extract significant

Colaizzi’s Method (cont’d) 5. Integrate results into exhaustive description of phenomenon 6. Formulate exhaustive

Grounded Theory Analysis • Uses constant comparative method of analysis • Two competing grounded

Coding in Glaser and Strauss’ Approach 1. Substantive codes • Open codes—end when core

Examples of Families of Theoretical Codes (Glaser) 1. The six Cs: Causes, contexts, contingencies,

Selected Criteria for Deciding on a Core Category (Glaser) 1. It must be central,

Strauss and Corbin’s Method of Grounded Theory Three Types of Coding • Open coding

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Tasks in Qualitative Data Management and Organization • Transcribing the data • Developing a categorization scheme • Coding qualitative data • Organizing qualitative data – Manual methods of organization – Computerized methods of organization Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

General Analytic Overview—Some Analytic Steps • Identify themes • Search for patterns among themes, variations in the data • Develop charting devices, timelines • Validate themes, patterns • Calculate quasi-statistics • Integrate thematic pieces Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Spradley’s 12 -Step Ethnographic Method 1. Locating an informant 2. Interviewing an informant 3. Making an ethnographic record 4. Asking descriptive questions 5. Analyzing ethnographic interviews 6. Making a domain analysis (1 st level of analysis) Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Spradley’s 12 -Step Ethnographic Method (cont’d) 7. Asking structural questions 8. Making a taxonomic analysis (2 nd level) 9. Asking contrast questions 10. Making a componential analysis (3 rd level) 11. Discovering cultural themes, theme analysis (4 th level) 12. Writing the ethnography Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Phenomenological Analysis Three broad schools of phenomenology: 1. Duquesne school of phenomenology (descriptive phenomenology) § Colaizzi § Giorgi § Van Kaam Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Phenomenological Analysis (cont’d) 2. Utrecht school of phenomenology (descriptive and interpretive) § Van Manen 3. Heideggerian hermeneutics (interpretive) § Diekelmann, Allen, and Tanner Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Colaizzi’s Method 1. Read all protocols, get a feeling for them 2. Extract significant statements 3. Spell out meaning of each significant statement 4. Organize formulated meanings into clusters of themes Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Colaizzi’s Method (cont’d) 5. Integrate results into exhaustive description of phenomenon 6. Formulate exhaustive description of phenomenon into unequivocal statement of identification 7. Validate by asking participants about findings Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Grounded Theory Analysis • Uses constant comparative method of analysis • Two competing grounded theory strategies: § Glaser and Strauss § Strauss and Corbin Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Coding in Glaser and Strauss’ Approach 1. Substantive codes • Open codes—end when core category is identified § Level I (in vivo) codes § Level III codes • Selective codes—codes relating to core category only 2. Theoretical codes Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Examples of Families of Theoretical Codes (Glaser) 1. The six Cs: Causes, contexts, contingencies, consequences, covariances, and conditions 2. Process: Stages, phases, passages, transitions 3. Degree: Intensity, range, grades, continuum 4. Strategy: Tactics, techniques, maneuverings 5. Interaction: Mutual effects, interdependence, reciprocity Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Selected Criteria for Deciding on a Core Category (Glaser) 1. It must be central, i. e. , related to many categories 2. It must reoccur frequently in the data 3. It takes more time to saturate than other categories 4. It has clear and grabbing implications formal theory Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Strauss and Corbin’s Method of Grounded Theory Three Types of Coding • Open coding • Axial coding • Selective coding—deciding on the central (or core) category Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins