Week 2 - Assignment: Appraise the Merits of Using the Qualitative Method

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Brief Contents

Part I Understanding Qualitative Research

ChaP ter 1 What Is Qualitative Research— 3 and Why Might You Consider Doing Such Research?

ChaP ter 2 Getting Ready to Do Qualitative Research 27

ChaP ter 3 How to Start a Qualitative Research Study 53

Part II doing Qualitative Research

ChaP ter 4 Choices in Designing Qualitative Research Studies 83

ChaP ter 5 Doing Fieldwork 116

ChaP ter 6 Data Collection Methods 137

ChaP ter 7 Recording Data 163

ChaP ter 8 Analyzing Qualitative Data, I: 184 Compiling, Disassembling, and Reassembling

ChaP ter 9 Analyzing Qualitative Data, II: 218 Interpreting and Concluding

Yin, Robert K.. Qualitative Research from Start to Finish, Guilford Publications, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=2008479. Created from ncent-ebooks on 2023-01-05 13:22:09.

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Part III Presenting the Results from Qualitative Research

ChaP ter 10 Displaying Qualitative Data 249

ChaP ter 11 Composing Research to Share It with Others 271

Part IV taking Qualitative Research one Step Further

ChaP ter 12 Broadening the Challenge of Doing 297 Qualitative Research

aPPendIx a Illustrative Study Bank 321

aPPendIx B Two Levels of Data Collection Units in Illustrative 325 Qualitative Studies Cited in This Book

aPPendIx C A Semester- or Year-Long Project: Career Paths 329

A Glossary of Special Terms Used 333 in Qualitative Research

References 343

Author Index 366

Subject Index 370

About the Author 386

xviii Brief Contents

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Part I Understanding Qualitative Research

ChaP ter 1 What Is Qualitative Research— 3 and Why Might You Consider Doing Such Research? A. The Allure of Qualitative Research: A Topical Panorama

of Studies 3 Vignette 1.1. A QuAlitAtiVe Study of HomeleSS Women 4

B. The Distinctiveness of Qualitative Research 7 Qualitative Research: A Broad Area of Inquiry 7 Five Features of Qualitative Research 8

Vignette 1.2. uSing QuAlitAtiVe ReSeARcH to PRoduce neW inSigHtS 10

Vignette 1.3. uSing An oVeRARcHing concePt to oRgAnize A QuAlitAtiVe Study 11

Brief Preview of the Research Procedures Covered in the Rest of This Book 11

C. Qualitative Research as a Craft 12 Doing Original Research 13 Transparency 13 Methodic‑ness 14 Adherence to Evidence 14

D. Qualitative Research and Its Belief Systems 15 The Nature of Reality (Whether Multiple or Singular) 16 The Conduct of Research (Whether Value‑Free or Value‑Bound) 18 The Quality of Research Findings (Whether Time‑ and Context‑Free

or Time‑ and Context‑Specific) 19 Vignette 1.4. An immeRSion Study of PHySiciAnS’ tRAining 20

Causal Relationships (Whether Causes and Effects Are Readily Discerned) 21 Alternative Worldviews 22

Vignette 1.5. fifteen yeARS of etHnogRAPHy in tHe ticuAnenSe community 24

Illustrative Studies Offered in the Remainder of This Book 24 Vignette 1.6. QuAlitAtiVe ReSeARcH AddReSSing A mAjoR

u.S. Policy SHift 25

Recap for Chapter 1 26 Exercise for Chapter 1 26

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Chap ter 2 Getting Ready to Do Qualitative Research 27 A. Personal Attributes in Doing Field‑Based Research 28

“Listening” 28 Asking Good Questions 29 Knowing Your Topic of Study 30 Caring about Your Data 31 Doing Parallel Tasks 32 Persevering 32

Vignette 2.1. OVercOming the challenges Of DOing intensiVe, fielD-BaseD research 33

B. Managing Field‑Based Research 33 Vignette 2.2. a QualitatiVe stuDy BaseD sOlely

On Open-enDeD interViews 34 Making Time to Think Ahead 34

exhiBit 2.1. stephen cOVey’s (1989) time management matrix 35 Managing Field Teams 36

Vignette 2.3. DesiraBle teamwOrk fOr a stuDy BaseD On Open-enDeD interViews 36

Vignette 2.4. DOing fielDwOrk with multiple persOns wOrking in multiple settings 37

Vignette 2.5. Organizing a research team tO cOllect extensiVe fielD Data 38

Practicing 38 Using the Exercises in This Book to Practice 38 Doing a Pilot Study 39 Getting Motivated 39

C. Acknowledging Your Research Lens 40

D. Setting and Maintaining Ethical Standards of Conduct 41 An Illustrative Ethical Challenge: Fairly Examining All of Your Data 42 Codes of Ethics 43

exhiBit 2.2. illustratiVe items in cODes Of ethics Of six prOfessiOnal assOciatiOns 43

Research Integrity 44 Disclosure as One Way of Demonstrating Research Integrity 45

Vignette 2.6. Detailing the methODOlOgical chOices anD persOnal cOnDitiOns in DOing a QualitatiVe stuDy 45

Vignette 2.7. DOing QualitatiVe research anD aDVOcating a sOciOpOlitical cause 46

E. Protecting Human Subjects: Obtaining Approval from an Institutional Review Board 47 Submitting Study Protocols for Review and Approval 48 Specific Considerations in Protecting Human Subjects 49 Preparing for IRB Review 50 The Informed Consent Dialogue (in the Field) as an Opportunity

for Participants to Query You 51

Recap for Chapter 2 52 Exercise for Chapter 2 52

Chap ter 3 How to Start a Qualitative Research Study 53 A. The Challenge of Starting an Empirical Study 54

Three Goals for Successfully Starting Up 55 Ways of Getting Started 55

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B. Developing a Study Bank 56 Results from Creating an Illustrative Study Bank 56

exHiBit 3.1. jouRnAlS SeARcHed to identify QuAlitAtiVe StudieS foR tHe Study BAnk in APPendix A 57

1. Identifying a Topic of Inquiry 57 exHiBit 3.2. toPicS coVeRed By illuStRAtiVe StudieS cited

in tHe Study BAnk in APPendix A 58 2. Identifying a Data Collection Method 60

Vignette 3.1. An inteRVieW Study leAding to A Policy AgendA 61

exHiBit 3.3. multiPle SouRceS of dAtA uSed By leVitt 62 3. Identifying a Source of Data (e.g., Identifying a Field Setting) 62

Vignette 3.2. A QuAlitAtiVe Study WitH elementARy ScHool cHildRen AS tHe mAin SouRceS of dAtA 63

4. Remembering Time and Resource Constraints 64

C. Revealing the Multifaceted World of Qualitative Research 65 Specialized Types of Qualitative Research 65 Whether (or Not) to Emulate One of Qualitative

Research’s Variants 66 Sources for Starting with 12 Specialized Types

of Qualitative Research 67 exHiBit 3.4. tWelVe SPeciAlized tyPeS (VARiAntS)

of QuAlitAtiVe ReSeARcH 68

D. Reviewing the Research Literature 71 Conducting a Literature Review 71 Role of a Literature Review in Starting a Study 72

Vignette 3.3. defining A neW Study’S contRiBution in RelAtion to exiSting liteRAtuRe 73

Brief Summary: Different Types of Literature Reviews 74 Taking Notes about Existing Studies 74 Downloading Materials from Websites 75

E. Detailing a New Qualitative Study 76 Starting a Bit of Fieldwork First 76 Starting with Research Questions 77 Examining Your Own Research Lens in Relation to a New Study 79 Conceptual Frameworks 79

Recap for Chapter 3 80 Exercise for Chapter 3 80

Part II Doing Qualitative Research

ChaP ter 4 Choices in Designing Qualitative Research Studies 83 Choice 1: Starting a Research Design at the Beginning of a Study

(or Not) 84 Choice 2: Taking Steps to Strengthen the Credibility of a Study

(or Not) 85 Trustworthiness 86 Triangulation 87 Validity 88

Vignette 4.1. eigHt StRAtegieS foR comBAting tHReAtS to VAlidity in QuAlitAtiVe ReSeARcH 89

Rival Thinking 89

Detailed Contents xxi

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Choice 3: Clarifying the Complexity of Data Collection Units (or Not) 91

Nested Arrangements 91 Relationship between the Level of the Data Collection Units

and the Main Topic of a Study 92

Choice 4: Attending to Sampling (or Not) 93 Purposive and Other Kinds of Sampling 93

Vignette 4.2. Seeking MaxiMuM Variation in a Methodic Way 94 The Number of Instances to Be Included in a Study 95

Broader Level 95 Vignette 4.3. Studying inequality in the retail Marketplace 96

Vignette 4.4. Six ethnographic accountS aS part of a Single Study 97

Vignette 4.5. a coMparatiVe, four-caSe deSign acroSS tiMe, Within the SaMe Venue 97

Narrower Level 97

Choice 5: Incorporating Concepts and Theories into a Study (or Not) 99

Worlds Devoid of Concepts? 99 Inductive versus Deductive Approaches 99

Vignette 4.6. hoW fieldWork can lead to a uSeful typology 100

Vignette 4.7. Studying a preeStabliShed concept: pedagogical content knoWledge 101

Vignette 4.8. Studying priVatization Within forMer SoViet-bloc countrieS 102

Choice 6: Being Concerned with the Generalizability or Transferability of a Study’s Findings (or Not) 102

Downplaying Statistical Generalizations 103 Making Analytic Generalizations 104

Vignette 4.9. generalizing the findingS froM a Single-caSe Study 105

Vignette 4.10. an exaMple of analytic generalization froM a Single qualitatiVe Study 106

Transferability 106

Choice 7: Preparing a Research Protocol (or Not) 107 Protocols, Not Instruments 108 Protocols as Mental Frameworks 108 Operational Definitions 110

exhibit 4.1. exaMple of field protocol for Study of neighborhood organization 111

exhibit 4.2. protocol for interVieWing a Single perSon 112

Choice 8: Planning at an Early Stage (or Not) to Obtain Participant Feedback 113

Feedback Choices 114 Potential Influence on a Study’s Later Narrative 114

Recap for Chapter 4 115 Exercise for Chapter 4 115

Chap ter 5 Doing Fieldwork 116 A. Thinking about Doing Fieldwork 116

B. Working in the Field 118 Variety of Field Settings 118

Vignette 5.1. exaMpleS of “eVeryday” SettingS 119

xxii Detailed Contents

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Differing Rules and Expectations for Public or Private Places as Field Settings 120

Varying the Amount of Time in the Field 120

C. Gaining and Maintaining Access to the Field 121 Gaining Access to a Field Setting: A Process, Not an Event 122

Vignette 5.2. AcceSS gAined And tHen ReStRicted 122

Vignette 5.3. QueStionS of continuAtion RAiSed in tHe tHiRd yeAR of fieldWoRk 123

How the Process Can Influence the Substance of a Study 123 Vignette 5.4. WoRking AS A StoRe cleRk 123

Vignette 5.5. ReSiding And WoRking in A tRAnSitioning uRBAn neigHBoRHood 124

D. Nurturing Field Relationships 125 Portraying Your Authentic Self 125

Vignette 5.6. tHe fieldWoRkeR in Action 126 The Importance of Personal Demeanor 126 Doing Favors for Participants: Part of the Relationship or Not? 127 Coping with Unexpected Events 127 Planning How to Exit, Not Just Enter, the Field 128

E. Doing Participant‑Observation 128 The Participant‑Observer as the “Research Instrument” 129

Vignette 5.7. doing fieldWoRk in tWo HouSeS of WoRSHiP 130

Vignette 5.8. RAciAl And etHnic congRuencieS 131 Taking an Inductive Stance Even If a Study Started

with Some Propositions 131

F. Making Site Visits 132 Studying a Large Number of Field Settings 133 Adhering to Formal Schedules and Plans 133 Being “Hosted” during a Site Visit 134 Building Teamwork 134

Recap for Chapter 5 135 Exercise for Chapter 5 135

ChaP ter 6 Data Collection Methods 137 A. What Are Data? 137

B. Introduction to Four Types of Data Collection Methods 138 exHiBit 6.1. dAtA collection metHodS And tyPeS of dAtA

foR QuAlitAtiVe ReSeARcH 139

C. Interviewing 140 Structured Interviews 141 Qualitative Interviews 141

Vignette 6.1. QuAlitAtiVe inteRVieWing AS A SociAl RelAtionSHiP 142 Doing Qualitative Interviews 143

Vignette 6.2. uSing “gRAnd touR” QueStionS to StARt youR conVeRSing 145

Vignette 6.3. nondiRectiVely inteRVieWing PeoPle ABout tHe key toPic of Study 145

“Entering” and “Exiting” Qualitative Interviews 147 Interviewing Groups of People 148 Focus Group Interviewing as a Method of Collecting

Qualitative Data 148

Detailed Contents xxiii

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Vignette 6.4. A diStinguiSHed “mAnuAl” foR collecting focuS gRouP dAtA 149

Vignette 6.5. uSing focuS gRouPS AS tHe only dAtA fRom tHe “field” 150

D. Observing 150 “Systematic Observational” Studies and “Observational Studies” 150

Vignette 6.6. SyStemAtic oBSeRVAtionS in ScHool clASSRoomS 151

Vignette 6.7. “oBSeRVAtionAl StudieS” AlSo RefeR to ReSeARcH defined By StAtiSticAl PRinciPleS And metHodS 151

Deciding When and Where to Observe 152 Deciding What to Observe 152 Taking Advantage of Unobtrusive Measures 153

Vignette 6.8. “unoBtRuSiVe meASuReS” AS tHe SuBject of oBSeRVAtionS 153 Deriving Meaning from Observations, and Triangulating Observational

Evidence with Other Sources 154

E. Collecting and Examining 154 Vignette 6.9. inteRtWining HiStoRicAl And field eVidence 155

Collecting Objects (e.g., Documents, Artifacts, Records, and Videos) in the Field: Invaluable but Also Time‑Consuming 155

Using Documents to Complement Field Interviews and Conversations 156 Surfing and Googling for Related Information 156 Collecting or Examining Objects as a Complementary Part of Your

Data Collection 157

F. Feelings 157 “Feelings” Take Different Forms 157 Documenting and Recording Feelings 158

G. Desirable Practices Pertinent to All Modes of Data Collection 158 Recap for Chapter 6 161 Exercise for Chapter 6 161

ChaP ter 7 Recording Data 163 A. What to Record 164

Trying to Record “Everything” versus Being Too Selective 164 Highlighting Actions and Capturing Words Verbatim 165

Vignette 7.1. diffeRent exAmPleS of “ViVid imAgeS” 166

Vignette 7.2. tHe VeRBAtim PRinciPle 167 Remembering Your Research Questions 167 Taking Notes about Written Studies, Reports, and Documents Found

in the Field 168 Duplicating Copies of Documents and Written Materials While

in the Field 168

B. Note‑Taking Practices When Doing Fieldwork 169 Being Prepared 169 Setting Up Your Notes 169 Developing Your Own Transcribing Language 170

exHiBit 7.1. SAmPle of field noteS 171 Creating Drawings and Sketches as Part of the Notes 172

exHiBit 7.2. SketcHeS in field noteS 173

C. Converting Field Notes into Fuller Notes 174 Converting Field Notes Quickly 174 Minimum Requirement for the Daily Conversion of the Original

Field Notes 175

xxiv Detailed Contents

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Four Additional Ways of Enhancing the Original Field Notes 175 Deepening Your Understanding of Your Fieldwork 176 Verifying Field Notes 176

exHiBit 7.3. SAmPle itemS needing fuRtHeR field clARificAtion, AS ReVeAled duRing nigHtly ReVieW of field noteS 177

Vignette 7.3. “cHecking Stuff” 177

exHiBit 7.4. illuStRAtiVe tyPeS of VeRificAtionS BetWeen diffeRent SouRceS of field eVidence 178

D. Recording Data through Modes Other Than Writing 179 Obtaining Permission to Record 179 Mastering Recording Devices before Using Them 180 Sharing the Recordings and Maintaining Their Security 180 Being Prepared to Spend Time Reviewing and Editing the Recordings 181 When Electronic Recordings Are the Main Data Collection Technique 181 Producing Finished Products 182

E. Keeping a Personal Journal 183 Recap for Chapter 7 183 Exercise for Chapter 7 183

ChaP ter 8 Analyzing Qualitative Data, I: 184 Compiling, Disassembling, and Reassembling A. Overview of Five Analytic Phases 185

Preview of a Five‑Phased Cycle: (1) Compiling, (2) Disassembling, (3) Reassembling (and Arraying), (4) Interpreting, and (5) Concluding 185

exHiBit 8.1. fiVe PHASeS of AnAlySiS And tHeiR inteRActionS 186 Using Computer Software to Assist in Analyzing Qualitative Data 187

Vignette 8.1. HelPful guideS foR uSing cAQdAS SoftWARe 189

B. Compiling an Orderly Set of Data (Phase 1) 190 Parallel to Quantitative Research? 190 Rereading and Relistening: Getting to “Know” Your Field Notes 191 Putting Everything into a Consistent Format 192 Using Computer Software to Compile Your Records 192

C. Disassembling Data (Phase 2) 194 Starting by Looking Back 194 Starting by Looking Forward 194

Making Analytic Memos 195 To Code or Not to Code 195

Vignette 8.2. guidAnce foR coding QuAlitAtiVe dAtA 196 Coding Data 196

Needed Decisions about Coding 197 Developing a Schematic Diagram as a Heuristic Device 197

exHiBit 8.2. exAmPleS of leVel 1 And leVel 2 coding 198 Disassembling Data without Coding Them 199 Using Computer Software to Assist in Disassembling Data 201

D. Reassembling Data (Phase 3) 202 Looking for Patterns 202 Using Arrays to Help Reassemble Data 204

Creating Hierarchical Arrays 204 Designing Matrices as Arrays 205

Vignette 8.3. cReAting mAtRiceS to ReASSemBle QuAlitAtiVe dAtA 205

Detailed Contents xxv

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Vignette 8.4. Studying neigHBoRHood cHAnge 206

exHiBit 8.3. illuStRAtiVe cHRonology mAtRix 207 Working with Other Types of Arrays, Including Narrative Arrays 209

Summarizing the Arraying Process 209 Important Methodological Procedures during the Reassembling Process 210 Using Computer Software to Assist in Reassembling Data 211

Recap for Chapter 8 213 Exercise for Chapters 8 and 9 213

exHiBit 8.4. HeAdingS And SAmPle gloSSARy foR A Single RecoRd in SAmPle Study 1 215

exHiBit 8.5. eigHt ActiVitieS emeRging fRom ReVieW of dAtABASe, tHen uSed AS codeS in SAmPle Study 1 216

ChaP ter 9 Analyzing Qualitative Data, II: 218 Interpreting and Concluding

Transitioning from Reassembling to Interpreting 218 Reprising the Five‑Phased Cycle and Highlighting the Interpreting

and Concluding Phases 219 exHiBit 9.1. RecuRSiVe RelAtionSHiPS Among fouR AnAlytic PHASeS 220

A. Interpreting (Phase 4) 220 Three Modes of Interpreting 221 “Description” as a Major Type of Interpretation 222

exHiBit 9.2. deScRiPtion AS inteRPRetAtion: AutHoRS, SuBtitleS, And cHAPteR HeAdingS of illuStRAtiVe StudieS 225

Description plus a Call for Action 228 Vignette 9.1. WoRking collABoRAtiVely WitH eigHt teAcHeRS WHo WeRe

tHe SuBject of Study 228

exHiBit 9.3. deScRiPtion-PluS-cAll-foR-Action AS inteRPRetAtion: AutHoRS, SuBtitleS, And cHAPteR HeAdingS of illuStRAtiVe StudieS 229

“Explanation” as a Type of Interpretation 231 exHiBit 9.4. exPlAnAtion AS inteRPRetAtion: AutHoRS, SuBtitleS,

And cHAPteR HeAdingS of illuStRAtiVe StudieS 232 Creating Insightful and Useful Interpretations 234

Vignette 9.2. An inteRPRetiVe tHeme tHAt APPeARS tHRougHout A QuAlitAtiVe Study 235

B. Concluding (Phase 5) 235 1. Concluding by Calling for New Research and by Making Substantive

(Not Methodological) Propositions 236 2. Concluding by Challenging Conventional Social Stereotypes 237

Vignette 9.3. concluSionS tHAt cHAllenge conVentionAl geneRAlizAtionS 238

3. Concluding with New Concepts, Theories, and Even Discoveries about Social Behavior 238

Vignette 9.4. uSing QuAlitAtiVe ReSeARcH to cReAte And teSt A tHeoReticAl conStRuct: “tHe code of tHe StReet” 239

Vignette 9.5. Studying neigHBoRHood tRAnSition in uRBAn mexico 239 4. Concluding by Generalizing to a Broader Set of Situations 240

Vignette 9.6. etHnogRAPHic StudieS in ten locAl SettingS 241 5. Concluding by Taking Action 242

Recap for Chapter 9 243 Exercise for Chapters 8 and 9 243

xxvi Detailed Contents

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Part III Presenting the Results from Qualitative Research

ChaP ter 10 Displaying Qualitative Data 249 A. The Challenge of Presenting Qualitative Data 249

B. Narrative Data about the Participants in a Qualitative Study 251 Interspersing Quoted Passages within Selected Paragraphs 252 Using Lengthier Presentations, Covering Multiple Paragraphs 253

Vignette 10.1. collecting in-dePtH mAteRiAl ABout A SuBgRouP of PeoPle in A Study 254

Making Chapter‑Long Presentations about a Study’s Participants 254 Vignette 10.2. A Study BASed entiRely on tHe VoiceS of tHe PeoPle

WHo WeRe Studied 255 Presenting Information about Different Participants, but Not Focusing

on the Life Story of Any of Them 256 Vignette 10.3. citing tHe exPeRienceS And WoRdS of diffeRent PeoPle,

WitHout comPiling Any Single life StoRy 256

C. Tabular, Graphic, Pictorial, and Related Presentations 257 exHiBit 10.1. tHRee modeS foR diSPlAying QuAlitAtiVe dAtA 257

Tables and Lists 258 Vignette 10.4. uSing WoRd tABleS to SummARize

An AnAlytic finding 258

exHiBit 10.2. VARiAtionS Among HouSeHold tyPeS 259

Vignette 10.5. liSting infoRmAtion ABout tHe PeoPle in A Study 260 Graphics and Drawings 260 Photographs and Reproductions 261

Vignette 10.6. mAking good uSe of PHotogRAPHS AS PARt of QuAlitAtiVe StudieS 262

D. Creating Slides to Accompany Oral Presentations 263 Slide Artwork: Not the Same as the Artwork for Printed Exhibits 263 Text‑Only Slides (“Word Slides”) 264 Taking Advantage of Slides’ Free Form 264

exHiBit 10.3. illuStRAtiVe tWo-By-tWo mAtRix 265

exHiBit 10.4. A moRe gRAPHic PReSentAtion of A WoRd liSt 266 Using Icons and Other Symbols 266 Choosing Colors and Artistic Style 266

exHiBit 10.5. uSing iconS to illuStRAte concePtuAl RelAtionSHiPS 267

exHiBit 10.6. Adding iconS to illuStRAte SPecific toPicS 267

exHiBit 10.7. illuStRAting textuAl itemS WitH A collAge 268 Slides as an Adjunct to Your Presentation 269

Recap for Chapter 10 270 Exercise for Chapter 10 270

ChaP ter 11 Composing Research to Share It with Others 271 Vignette 11.1. ReAding ABout comPoSing, in A VARiety

of RelAted fieldS 273

A. Composing: General Hints 273 Vignette 11.2. tAking RiSkS WHen uSing

unconVentionAl PReSentAtionS 273 Knowing the Audience for Your Qualitative Research 274 Having a Way with Words 274

Detailed Contents xxvii

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Exhibit 11.1. SEvEn ExamplES of USing EvEryday WordS 275 Composing “Inside Out” 275 Composing “Backwards” 277

B. Composing Qualitative Research 278 Covering the Five Senses 279

vignEttE 11.3. thrEE diffErEnt WayS of rElating yoUr fiEldWork findingS 279

Representing Multiple Voices and Perspectives, and Also Dealing with Issues of Anonymity 280

Being Sensitive to the Interpretive Nature of Your Compositions 280 vignEttE 11.4. tWitchES or WinkS?: intErprEtivE conStrUctionS

of rEality 281

C. Presenting Your Declarative Self 281 Starting Your Composition at an Interesting Place 282

vignEttE 11.5. thrEE ExamplES of attractivE Starting pointS 282 Differing “Shapes” of Compositions 282

vignEttE 11.6. USing a diffErEnt lifE Story in Each chaptEr to highlight itS SUbStantivE mESSagE 284

Using Plain Words and Minimizing Research Jargon 284 Making Headings (or the Titles of Exhibits) State a Substantive

Message 285

D. Presenting Your Reflexive Self 285 Making Your Research Lens as Explicit as Possible 286

vignEttE 11.7. USing a prEfacE to diScUSS thE fiEldWorkEr’S lEnS 287

vignEttE 11.8. USing a SEction titlEd “SElf-rEflExivity” to diScUSS thE fiEldWorkEr’S lEnS 287

Describing Your Research Lens as an Important Quality Control Procedure 288

Keeping Your Reflexive Self Under Control 288 Making Prefatory Remarks Insightful and Enticing 289

E. Reworking Your Composition 290 Helpfulness of Feedback during the Reworking Process 290

Participants 290 Peers 291

Exhibit 11.2. rESponSES to illUStrativE typES of rEviEWErS’ commEntS 292

Time and Effort in Reworking 293 Copyediting and Proofreading—and Reviewing Copyeditors’ Work 293

Recap for Chapter 11 294 Exercise for Chapter 11 294

Part IV Taking Qualitative Research One Step Further

ChaP ter 12 Broadening the Challenge of Doing 297 Qualitative Research A. Qualitative Research as Part of the Broader Realm

of Social Science Research 299 Examples of Craft Similarities 299 Examples of Contrasting Craft Practices 300

xxviii Detailed Contents

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Qualitative versus Quantitative Methods: An Ongoing Dialogue 301 A Gold Standard? 302

B. The Promise and Challenge of Mixed Methods Research 304 The Roots of Mixed Methods Research 304

Vignette 12.1. etHnogRAPHic ReSeARcH AS A long-StAnding PARt of tHe u.S. cenSuS 305

A Mixed Methods Study as a Single Study 306 Mixing of Data 306 Mixing of Designs 306

exHiBit 12.1. comBinAtionS foR mixing QuAlitAtiVe And QuAntitAtiVe comPonentS in A mixed metHodS Study 307

Mixing of Analyses 308 Expertise Needed for Doing a Mixed Methods Study 308

Vignette 12.2. exAmPleS of PitfAllS to Be oVeRcome in QuAntitAtiVe ReSeARcH 309

The Continuing Promise of Mixed Methods Research 310

C. Moving Onward 312 Different Motives for Moving Onward 312 Putting Principles, Not Just Procedures, into Practice 313 Making Your Own Contribution to the Craft of Doing

Qualitative Research 314

Recap for Chapter 12 315 Exercise for Chapter 12 315

exHiBit 12.2. eStimAted coSt PeR PRoPoSAl, By numBeR of PRoPoSAlS SuBmitted 317

exHiBit 12.3. PRoPoSAl PRoceSSing At tWo illuStRAtiVe uniVeRSitieS 319

aPPendIx a Illustrative Study Bank 321

aPPendIx B Two Levels of Data Collection Units in Illustrative 325 Qualitative Studies Cited in This Book

aPPendIx C A Semester- or Year-Long Project: Career Paths 329

A Glossary of Special Terms Used 333 in Qualitative Research

References 343

Author Index 366

Subject Index 370

About the Author 386

Detailed Contents xxix

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