Qualitative Residency Defense

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Exploring Research Design for Dissertation: A Doctoral Perspective

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Introduction

The selection of an appropriate research design forms the bedrock of doctoral research and orients the direction and value of scholarly investigation (Rana et al., 2025). At GCU, aligning research efforts with approved Core Designs has ensured that studies meet the highest standards of methodological rigor and relevance. This alignment is particularly critical in research that addresses issues affecting underrepresented populations and complex social phenomena, such as experiences and perceptions among Black male educators. These educators make a transformative impact on the academic performance and social-emotional development of Black students but have seldom been represented in educational research (Jeter & Melendez, 2022).

This paper identifies the qualitative descriptive design as the most appropriate GCU Core Design for the intended dissertation. This is because it elicits thick descriptions of narratives that detail the participants' experiences. It is the depth and context, as provided by the qualitative descriptive research design, that allows for nuanced meanings to emerge concerning educators' perceptions and performances of their influence. Additionally, the paper reviews other designs, such as quantitative, mixed-methods, and case studies, and discusses why they do not fit as well for this study. By providing a sound rationale and adhering to the criteria accepted by scholarship today, the proposed study lays a valid and appropriate foundation for the dissertation that makes a contribution to equity in education (Levinson et al., 2022).

Discussion of Qualitative Descriptive Design

Among the GCU Core Designs, the qualitative descriptive most suitably approaches complex perceptions on the influence Black male educators have upon students. This design allows the researcher to gather rich, detailed narratives that outline the lived experiences and subjective perspectives of participants (Grand Canyon University, 2021) while experimental or quantitative designs focus on measurement and hypothesis testing, qualitative descriptive research focuses on context and depth. It is, hence, particularly suited to an in-depth look at complex social phenomena (Salmona & Kaczynski, 2024).

Colorafi and Evans (2016) emphasize that in this study, the qualitative descriptive design allows researchers to holistically consider educators' strategies, challenges, and self-perceptions. By employing semi-structured interviews and thematic analysis, the research aims to uncover patterns and themes that illuminate educators' roles within educational systems. As emphasized by Tenny et al. (2022), qualitative approaches excel in capturing the intricacies of human interactions and societal structures, providing insights that are often obscured by quantitative methods. This approach will ensure that the research is congruent with the exploratory and interpretative nature of the investigation into the focus of the study.

Rationale for the Chosen Design Based on the Literature

Qualitative descriptive design befits the nature of the research problem, which is exploratory and seeks to investigate the underrepresented voices of Black male educators. For all that, richness within qualitative data has always been imperative; for example: How do Black male educators describe their influence on the academic performance and social-emotional development of Black students? The voices will be core, being presented from a position through which participants gain opportunities to talk with their voices as authenticity and depth enter within the findings of Tobias (2023).

This also aligns with the theoretical underpinning of such a design through Critical Race Theory and Role Model Theory, introducing systemic factors and agency that contribute to educational outcomes, as identified by Bracey (2022) and Ismail et al. (2022). The qualitative descriptive design situates the participants' narratives within broader societal and institutional contexts to add layers to the analysis.

Another strong justification would be the feasibility of such a design. Designs for qualitative descriptive studies are relatively easy to conduct, as methods like interviews and thematic analysis are so well established (Pilcher & Cortazzi, 2023). These methods require fewer resources and logistical arrangements than experimental designs; therefore, these kinds of designs perfectly fit into a doctoral dissertation bound by time and budgetary limitations (Rahman et al., 2021). The flexibility in the design for adaptation and in-depth narration also assures its suitability for this context.

Why Other Alternative GCU Core Designs Are Less Appropriate

The other GCU Core Designs, though they carry useful methodologies in general, are not as appropriate in relation to the study's objectives and its specific scope.

1. Quantitative Designs: Methods such as survey or experimental techniques under the quantitative approach emphasize the processes of measurement and statistical analyses (Winkler & Wofford, 2024). While these methods give breadth and generalizability, they lack the depth required to explore complex social phenomena such as the experiences of Black male educators. Quantitative data often does not capture nuances in interpersonal relationships and cultural dynamics, which are at the core of this research (Tenny et al., 2022). Moreover, the study focuses on lived experiences and personal narratives; therefore, it needs a qualitative lens.

2. Mixed-Methods Designs: Mixed-methods research combines qualitative and quantitative approaches, offering both depth and breadth (Hutson & He, 2024). However, the complexity and resource demands of mixed-methods studies can be prohibitive for a single dissertation project. Furthermore, the exploratory nature of the research question does not require quantitative validation, and thus, a purely qualitative approach is more efficient and targeted (Cormier et al., 2022).

3. Case Study Designs: Although the case study research method does share some similarities with qualitative descriptive design, it is better suited to an in-depth inquiry into one individual, group, or event (Priya, 2021). In light of the scope of this study on common themes among a diverse sample population of Black male educators, it best fits the qualitative descriptive approach. Case studies often depend on singularity, which might hinder the study from generalizing findings to the broader population of Black male educators (Patton & Catching, 2009).

Synthesis and Argument

The choice of a qualitative descriptive design is informed by a strong synthesis of theoretical and empirical evidence. This not only addresses the aims of the research but also covers the literature gaps on what distinctive contributions Black male educators make. Thematic analysis can, therefore, be used to provide practical insights from this study to inform policy and practice with the aim of fostering equity and inclusion in educational settings (Brooms, 2021).

More importantly, the rationale for excluding other designs accounts for some extent of methodological integrity for a qualitative descriptive design. Quantitative methods, despite their merits, would be inappropriate in the investigation of subjective experiences. Mixed-methods designs are inappropriate, for they are rather resource-intensive in nature (Reimann, 2024). Case studies provide illuminating insights but may not be comprehensive enough to support broad patterns across different settings. These three taken together give credence to choosing a qualitative descriptive design.

Conclusion

The qualitative description is the most suitable design for GCU core to accommodate a dissertation intended on exploring how Black male educators experience their impact on Black students. Such a design emphasizes richness and contextualized narratives, which are in line with the exploratory nature of the research question and the theoretical frameworks guiding the study. This thereby rules out any other designs that are targeted at breadth and not depth or singularity and not diversity, and the research, therefore, reaches both methodological rigor and relevance.

This research, in its focus on lived experiences, adds to a more profound understanding of the transformative potential of Black male educators. It highlights targeted policies and practices that support educators and, in the process, enhance educational outcomes for Black students. In so doing, it maintains the academic integrity and consideration expected of doctoral work and lays a strong foundation for further research and impact.

References

Bracey, G. E. (2022). The spirit of Critical Race Theory. Sociology of Race and Ethnicity, 8(4), 233264922211148. https://doi.org/10.1177/23326492221114814

Brooms, D. R. (2021). Educational desires and resilience among Black male students at a Hispanic-serving institution. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000381

Cormier, C. J., Scott, L. A., Powell, C., & Hall, K. (2022). Locked in glass classrooms: Black male special education teachers socialized as everything but educators. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 45(1), 77–94. https://doi.org/10.1177/08884064211061038

Grand Canyon University. (2021). 5 Qualitative Research Designs and Research Methods. GCU. https://www.gcu.edu/blog/doctoral-journey/5-qualitative-research-designs-and-research-methods?form=MG0AV3

Hutson, B. L., & He, Y. (2024). Mixed Methods Research Centering on Minoritized Students in Higher Education: A Literature Review. Innovative Higher Education. https://doi.org/10.1007/s10755-024-09748-y

Ismail, U. S., Yusop, J. S., & Chulan, M. (2022). Role Model Theory as a solution to overcome challenges in education. Theory and Practice in Language Studies, 12(8), 1516–1524. https://doi.org/10.17507/tpls.1208.07

Jeter, F., & Melendez, J. (2022). Too Few Black Male Educators. Impacting Education: Journal on Transforming Professional Practice, 7(2), 19–25. https://doi.org/10.5195/ie.2022.200

Levinson, M., Geron, T., & Brighouse, H. (2022). Conceptions of educational equity. AERA Open, 8(1), 1–12. https://doi.org/10.1177/23328584221121344

Patton, L. D., & Catching, C. (2009). “Teaching while Black”: Narratives of African American student affairs faculty. International Journal of Qualitative Studies in Education, 22(6), 713–728. https://doi.org/10.1080/09518390903333897

Pilcher, N., & Cortazzi, M. (2023). “Qualitative” and “Quantitative” Methods and Approaches Across Subject Fields: Implications for Research Values, Assumptions, and Practices. Quality & Quantity, 58(1), 2357–2387. https://doi.org/10.1007/s11135-023-01734-4

Priya, A. (2021). Case Study Methodology of Qualitative research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. sagepub. https://doi.org/10.1177/0038022920970318

Rana, K., Aitken, S. J., & Chimoriya, R. (2025). Interdisciplinary Approaches in Doctoral and Higher Research Education: An Integrative Scoping Review. Education Sciences, 15(1), 72. https://doi.org/10.3390/educsci15010072

Reimann, P. (2024). Methodological challenges of research on interdisciplinary learning. Journal of the Learning Sciences, 33(2), 443–449. https://doi.org/10.1080/10508406.2024.2354153

Salmona, M., & Kaczynski, D. (2024). Qualitative data analysis strategies. Edward Elgar Publishing. https://www.elgaronline.com/abstract/book/9781803927008/chapter6.xml

Tenny, S., Brannan, J., & Brannan, G. (2022). Qualitative study. National Library of Medicine; StatPearls Publishing. https://pubmed.ncbi.nlm.nih.gov/29262162/

Tobias, H. (2023). Addressing the disparity of Black male educators: Building capacity to mentor Black male youth. ProQuest. https://search.proquest.com/openview/091d9187fbeb1dc0b962e0049a8e0546/1?pq-origsite=gscholar&cbl=18750

Winkler, C. E., & Wofford, A. M. (2024). Trends and Motivations in Critical Quantitative Educational Research: A Multimethod Examination Across Higher Education Scholarship and Author Perspectives. Research in Higher Education. https://doi.org/10.1007/s11162-024-09802-w