Chapter 9 Qualitative Methods Why Should a Researcher

Chapter 9 Qualitative Methods

Why Should a Researcher Choose Qualitative Research? n Often best method for hard to study populations, where experiment and survey would not work - i. e. gangs, prostitutes, cults

Fundamentals of Qualitative Methods n n n Qualitative methods refer to several distinctive research techniques, including participant observation, intensive (depth) interviewing, and focus groups. Participant observation and intensive interviewing are often used in the same project, while focus groups combine some elements of these two approaches into a unique datacollection strategy. These techniques often can be used to enrich experiments and surveys.

Fundamentals of Qualitative Methods, cont. n n n Participant observation A qualitative method for gathering data that involves developing a sustained relationship with people while they go about their normal activities. Intensive (depth) interviewing A qualitative method that involves open-ended, relatively unstructured questioning in which the interviewer seeks in-depth information on the interviewer’s feeling, experiences, and perceptions (Lofland & Lofland 1984: 12). Focus groups A qualitative method that involves unstructured group interviews in which the focus group leader actively encourages discussion among participants on the topics of interest.

Features of Qualitative Research n n n Although these three qualitative designs differ in many respects, they share several features that distinguish them from experimental and survey research designs: Collection primarily of qualitative rather than quantitative data. Exploratory research questions, with a commitment to inductive reasoning.

Features of Qualitative Research, cont. n n An orientation to social context, to the interconnections between social phenomena rather than to their discrete features. A focus on human subjectivity, on the meanings that participants attach to events and that people give to their lives.

Features of Qualitative Research, cont. n n Reflexive research design, in which the design develops as the research progresses. Sensitivity to the subjective role of the researcher.

History of Qualitative Research n n Anthropologists and sociologists laid the foundation for modern qualitative methods while doing field research in the early decades of the 20 th century. Qualitative researchers were emphasizing the value of direct participation in community life and sharing in subjects’perceptions and interpretations of events (Emerson 1983: 6– 13).

The Case Study n n n Qualitative research projects often have the goal of developing an understanding of an entire slice of the social world, not just discrete parts of it. Case study is not so much a single method as it is a way of thinking about what qualitative data analysis can, or perhaps should, focus on. The case may be an organization, community, social group, family, or even an individual; as far as the qualitative researcher is concerned, it must be understood in its entirety.

The Case Study, cont. n n The idea is that the social world really functions as an integrated whole, so that the focus in quantitative research on variables and hypotheses “slices and dices” that whole in a way that may obscures how the social world actually functions. Central to much qualitative case study research is the goal of creating a thick description of the setting studied—a description that provides a sense of what it is like to experience that setting from the standpoint of the natural actors in that setting (Geertz 1973).

Participant Observation n n It is the seminal field research method—a means for seeing the social world as the research subjects see it, in its totality, and for understanding subjects’interpretations of that world (Wolcott 1995: 66). By observing people and interacting with them in the course of their normal activities, participant observers seek to avoid the artificiality of experimental design and the unnatural structured questioning of survey research (Koegel 1987: 8).

Participant Observation, cont. n n n This method encourages consideration of the context in which social interaction occurs, of the complex and interconnected nature of social relations, and of the sequencing of events (Bogdewic 1999: 49). The term participant observer actually refers to several different specific roles that a qualitative researcher can adopt (see Exhibit 9. 3). As a covert observer, a researcher observes others without participating in social interaction and does not identify herself as a researcher.

Exhibit 9. 3

Participant Observation, cont. n n n A qualitative researcher is a covert participant when she acts just like other group members and does not disclose her research role. In many settings, a qualitative researcher will function as an overt observer, who does not participate in group activities and is publicly defined as a researcher. If she publicly acknowledges being a researcher but nonetheless participates in group activities, she can be termed an overt participant, or true participant observer.

Choosing a Role n n n The first concern of every participant observer is to decide what balance to strike between observing and participating and whether to reveal his or her role as a researcher. These decisions must take into account the specifics of the social situation being studied, the researcher’s own background and personality, the larger sociopolitical context, and ethical concerns. And the researcher’s ability to maintain either a covert or an overt role will many times be challenged.

Covert Observation n In both observational roles, researchers try to see things as they happen, without actively participating in these events. Although there is no fixed formula to guide the observational process, observers try to identify the who, what, when, where, why, and how of activities in the setting. In social settings involving many people, in which observing while standing or sitting does not attract attention, covert observation is possible and is unlikely to have much effect on social processes.

Overt Observation n When a researcher announces her role as a research observer, her presence is much more likely to alter the social situation being observed. This is the problem of reactive effects. It is not “natural” in most social situations for someone to be present who will record her or his observations for research and publication purposes, and so individuals may alter their behavior.

Overt Participation (Participant Observer) n n n Most field researchers adopt a role that involves some active participation in the setting. Usually they inform at least some group members of their research interests, but then they participate in enough group activities to develop rapport with members and to gain a direct sense of what group members experience. This is not an easy balancing act.

Overt Participation (Participant Observer), cont. n n n Participating and observing have two clear ethical advantages as well. Because group members know the researcher’s real role in the group, they can choose to keep some information or attitudes hidden. By the same token, the researcher can decline to participate in unethical or dangerous activities without fear of exposing his or her identity.

Covert Participation n n To lessen the potential for reactive effects and to gain entry to otherwise inaccessible settings, some field researchers have adopted the role of covert participant, keeping their research secret and trying their best to act like other participants in a social setting or group. Although the role of covert participant lessens some of the reactive effects encountered by the complete observer, covert participants confront other problems.

Covert Participation, cont. n n n Covert participants cannot take notes openly or use any obvious recording devices. They must write up notes based solely on memory and must do so at times when it is natural for them to be away from group members. Covert participants cannot ask questions that will arouse suspicion. Thus, they often have trouble clarifying the meaning of other participants’ attitudes or actions. The role of covert participant is difficult to play successfully.

Covert Participation, cont. n Covert participants need to keep up the act at all times while in the setting under study. Researchers may experience enormous psychological strain, particularly in situations where they are expected to choose sides in intragroup conflict or to participate in criminal or other acts.

Entering the Field n n n Entering the field, the setting under investigation, is a critical stage in a participant observation project because it can shape many subsequent experiences. Some background work is necessary before entering the field—at least enough to develop a clear understanding of what the research questions are likely to be and to review one’s personal stance toward the people and problems likely to be encountered. Often researchers need the help of a gatekeeper when entering the field. ¡ Gatekeeper - a person in a field setting who can grant researchers access to the setting.

Entering the Field, cont. n n n Field researchers must be very sensitive to the impression they make and the ties they establish when entering the field. This stage lays the groundwork for collecting data from people who have different perspectives and for developing relationships that the researcher can use to surmount the problems in data collection that inevitably arise in the field. The researcher should be ready with a rationale for her participation and some sense of the potential benefits to participants.

Developing and Maintaining Relationships n n n Researchers must be careful to manage their relationships in the research setting so they can continue to observe and interview diverse members of the social setting throughout the long period typical of participant observation (Maxwell 1996: 66). Every action the researcher takes can develop or undermine this relationship. Interaction early in the research process is particularly sensitive, because participants don’t know the researcher and the researcher doesn’t know the routines.

Sampling People and Events n n n Sampling decisions in qualitative research are guided by the need to study intensively the people, places, or phenomena of interest. In fact, most qualitative researchers limit their focus to just one or a few sites or programs, so that they can focus all their attention on the social dynamics of those settings. This focus on a limited number of cases does not mean that sampling is unimportant.

Sampling People and Events, cont. n n n The researcher must be reasonably confident that she can gain access and that the site can provide relevant information. The sample must be appropriate and adequate for the study, even if it is not representative. Studying more than one case or setting almost always strengthens the causal conclusions and makes the findings more generalizable (King et al. 1994).

Exhibit 9. 4

Taking Notes n n Written notes are the primary means of recording participant observation data It is almost always a mistake to try to take comprehensive notes while engaged in the field— the process of writing extensively is just too disruptive. The usual procedure is to jot down brief notes about highlights of the observation period. These brief notes (called jottings) can then serve as memory joggers when writing the actual field notes at a later session.

Exhibit 9. 5

Taking Notes, cont. n n n Complete field notes must provide even more than a record of what was observed or heard. Notes also should include descriptions of the methodology: where researchers were standing or sitting while they observed, how they chose people for conversation or observation, what counts of people or events they made and why. Sprinkled throughout the notes also should be a record of the researchers’ feelings and thoughts while observing.

Taking Notes, cont. n n Notes may, in some situations, be supplemented by still pictures, videotapes, and printed material circulated or posted in the research setting. Such visual material can bring an entirely different qualitative dimension into the analysis and call attention to some features of the social situation and actors within it that were missed in the notes (Grady 1996).

Managing the Personal Dimensions n n n Because field researchers become a part of the social situation they are studying, they cannot help but be affected on a personal, emotional level. At the same time, those being studied react to researchers not just as researchers but as personal acquaintances—often as friends, sometimes as personal rivals. Managing and learning from this personal side of field research is an important part of any project.

Managing the Personal Dimensions, cont. n n n The impact of personal issues varies with the depth of researchers’involvement in the setting. The more involved researchers are in multiple aspects of the ongoing social situation, the more important personal issues become and the greater the risk of “going native. ” Even when researchers acknowledge their role, “increased contact brings sympathy, and sympathy in its turn dulls the edge of criticism” (Fenno 1978: 277).

Managing the Personal Dimensions, cont. n n There is no formula for successfully managing the personal dimension of field research. It is much more art than science and flows more from the researcher’s own personality and natural approach to other people than from formal training. But novice field researchers often neglect to consider how they will manage personal relationships when they plan and carry out their projects. Then, suddenly, they find themselves doing something they don’t believe they should, just to stay in the good graces of research subjects, or juggling the emotions resulting from conflict within the group.

Systematic Observation n n Observations can be made in a more systematic, quantitative design that allows systematic comparisons and more confident generalizations. A researcher using systematic observation develops a standard form on which to record variation within the observed setting in terms of variables of interest.

Exhibit 9. 7

Intensive Interviewing n n n Intensive or depth interviewing is a qualitative method of finding out about people’s experiences, thoughts, and feelings. Although intensive interviewing can be an important element in a participant observation study, it is often used by itself (Wolcott 1995: 102– 105). It shares with other qualitative research methods a commitment to learning about people in depth and on their own terms, and in the context of their situation.

Intensive Interviewing, cont. n n n Unlike the more structured interviewing that may be used in survey research, intensive or depth interviewing relies on open-ended questions. Rather than asking standard questions in a fixed order, intensive interviewers may allow the specific content and order of questions to vary from one interviewee to another. Rather than presenting fixed responses that presume awareness of the range of answers that respondents might give, intensive interviewers expect respondents to answer questions in their own words.

Intensive Interviewing, cont. n n n What distinguishes intensive interviewing from less structured forms of questioning is consistency and thoroughness. The goal is to develop a comprehensive picture of the interviewee’s background, attitudes, and actions, in his or her own terms; to “listen to people as they describe how they understand the worlds in which they live and work” (Rubin & Rubin 1995: 3). Intensive interviewers actively try to probe understandings and engage interviewees in a dialogue about what they mean by their comments.

Establishing and Maintaining a Partnership n n n Because intensive interviewing does not engage researchers as participants in subjects’ daily affairs, the problems of entering the field are much reduced. However, the social processes and logistics of arranging long periods for personal interviews can still be pretty complicated. It also is important to establish rapport with subjects by considering in advance how they will react to the interview arrangements and by developing an approach that does not violate their standards for social behavior.

Establishing and Maintaining a Partnership, cont. n n The intensive interviewer’s relationship with the interviewee is not an equal partnership, because the researcher seeks to gain certain types of information and strategizes throughout to maintain an appropriate relationship (Kvale 1996: 6). During the interview, the interviewer should maintain an appropriate distance from the interviewee, one that doesn’t violate cultural norms; the interviewer should maintain eye contact and not engage in distracting behavior.

Exhibit 9. 9

Asking Questions and Recording Answers n n Intensive interviewers must plan their main questions around an outline of the interview topic. The questions should generally be short and to the point. Tape recorders commonly are used to record intensive and focus group interviews. Most researchers who have tape recorded interviews feel that they do not inhibit most interviewees and, in fact, are routinely ignored.

Interviewing Online n n Our social world now includes many connections initiated and maintained through e-mail and other forms of web-based communication, so it is only natural that interviewing has also moved online. Online interviewing can be either: ¡ ¡ Synchronous – in which the interviewer and interviewee exchange messages as in online chatting. Asynchronous – in which the interviewee can respond to the interviewer’s questions whenever it is convenient, usually through e-mail.

Interviewing Online, cont. n n n Online interviewing can facilitate the research process by creating a written record of the entire interaction without the need for typed transcripts. The relative anonymity of online communications can also encourage interviewees to be more open and honest about their feelings than they would be if interviewed in person (James & Bushner 2009: 24 -25). However, online interviewing lacks some of the most appealing elements of qualitative methods: The revealing subtleties of facial expression, intonation, and body language are lost, and the intimate rapport that a good intensive interviewer can develop in a face-to-face interview cannot be achieved.

Focus Groups n n Focus groups are groups of unrelated individuals that are formed by a researcher and then led in group discussion of a topic for 1 to 2 hours. The researcher asks specific questions and guides the discussion to ensure that group members address these questions, but the resulting information is qualitative and relatively unstructured.

Focus Groups, cont. n n n Focus groups do not involve representative samples; instead, a few individuals are recruited who have the time to participate, have some knowledge pertinent to the focus group topic, and share key characteristics with the target population. Focus groups have their roots in the interviewing techniques developed in the 1930 s by sociologists and psychologists who were dissatisfied with traditional surveys. Focus groups are used to collect qualitative data, using open-ended questions posed by the researcher (or group leader).

Focus Groups, cont. n n Focus group methods share with other field research techniques an emphasis on discovering unanticipated findings and exploring hidden meanings. They can be an indispensable aid for developing hypotheses and survey questions, for investigating the meaning of survey results, and for quickly assessing the range of opinion about an issue.

Participatory Action Research n n William Foote Whyte (1991) urged social researchers to engage with research participants throughout the research process. He formalized this recommendation into an approach he termed participatory action research (PAR). PAR is a type of research in which the researcher involves members of the population to be studied as active participants throughout the research process, from the selection of a research focus to the reporting of research results. Also termed community-based participatory research.

Participatory Action Research, cont. n PAR can bring researchers into closer contact with participants in the research setting through groups that discuss and plan research steps and then take steps to implement research findings.

Ethical Issues in Qualitative Research n n No matter how hard the qualitative researcher strives to study the social world naturally, leaving no traces, the very act of research itself imposes something “unnatural” on the situation, so the qualitative researcher may have an impact that has ethical implications. Six ethical issues should be given particular attention:

Ethical Issues in Qualitative Research, cont. 1. 2. 3. 4. 5. 6. Voluntary participation. Subject well-being. Identity disclosure. Confidentiality. Appropriate boundaries. Researcher safety.

Conclusions n n Qualitative research allows the careful investigator to obtain a richer and more intimate view of the social world than is possible with more structured methods. And the emphases in qualitative research on inductive reasoning and incremental understanding help to stimulate and inform other research approaches.

Conclusions, cont. n n Exploratory research to chart the dimensions of previously unstudied social settings and intensive investigations of the subjective meanings that motivate individual action are particularly well served by the techniques of participant observation, intensive interviewing, and focus groups. The very characteristics that make qualitative research techniques so appealing restrict their use to a limited set of research problems.

Conclusions, cont. n n n It is not possible to draw representative samples for study using participant observation, and, for this reason, the generalizability of any particular field study’s results cannot really be known. In the final analysis, qualitative research involves a mode of thinking and investigating different from that used in experimental and survey research. Qualitative research is inductive and idiographic, whereas experiments and surveys tend to be conducted in a deductive, quantitative.