Doing Qualitative Research Designs, Methods, and Techniques
Doing Qualitative Research Designs, Methods, and Techniques
- ISBN 13:
9780205695935
- ISBN 10:
0205695930
- Edition: 1st
- Format: Paperback
- Copyright: 02/21/2012
- Publisher: Pearson
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Summary
Author Biography
Read moreGreg Scott
Greg Scott, Associate Professor of Sociology and Director of the Social Science Research Center (SSRC) at DePaul University in Chicago, Illinois, received his doctorate in sociology in 1998 from the University of California at Santa Barbara. From 1995-2000 he served as Director of Research and Associate Director of the Illinois Attorney General’s Gang Crime Prevention Center where he conducted and supervised primary and evaluation research on community prevention and intervention programs.
Since arriving at DePaul University in 2000, he has conducted quantitative, qualitative, and ethnographic research on injection drug use (hepatitis B vaccination clinical trials, syringe-facilitated HIV/AIDS transmission, opiate overdose, and the network impact of sterile syringe exchange efforts, safer injection) and on the relationship between street gangs and the reintegration of ex-offenders. Between 1990 and 2001 Greg conducted extensive ethnographic fieldwork on drug-dealing street gangs, immersing himself in the world of illicit heroin and cocaine commerce. In 2001 he began to examine the "demand and use" side of the drug market. At this point he took up living with homeless and precariously housed injection drug users, habitual crack smokers, sex workers, burglars, thieves, and drug dealers. Greg has become an independent documentary filmmaker, concentrating his efforts on the social, economic, cultural, political, and health issues facing illicit drug users; he produces training films for health professionals and laypersons in order to contribute to safe injection practices and overdose prevention as well as social documentaries to educate the public and policy makers on the lives of drug users. He is making a documentary called “The Brickyard,” a feature-length film on a West Side Chicago encampment of homeless people among whom Greg has lived and worked for the past 7 years.
In 2005 Greg established a non-profit organization ("Sawbuck Productions") whose mission revolves around creating and producing multi-media educational and political materials concerning the well-being of illicit drug users. Recently, Greg began using his films as a catalyst for organizing a social movement in Chicago, Chicago Area Network of Drug Users (CANDU) whose goal is to create the city's first-ever "drug users' union” to improve the well being and life chances of illicit drug users.
As well as conducting ethnographic research and producing doc films and radio documentaries (and trying to keep up with his teenage son Ben), Greg teaches upper-division courses on ethnographic filmmaking, substance use and abuse, public health and high-risk behavior, and urban cultural research. Greg also runs the Social Science Research Center (SSRC) at DePaul University. To find out more about the SSRC’s work and Greg’s involvement in the enterprise, visit the website (www.depaul.edu/~ssrc).
Roberta Garner
Roberta Garner is a professor of sociology at DePaul University; she earned a PhD at the University of Chicago in the late 1960s, coming of age in the sixties between the Beatniks and the hippy/Baby-boom generation. Her PhD dissertation was based on 250 life narratives of first generation college students, and since then she has conducted qualitative research in the Italian school system and written (with a colleague and grad students) a mixed qualitative-quantitative study of Midwestern high school students’ aspirations, school engagement, and perceptions of their schools.
She has traveled extensively in Europe and Latin America and was field director of four DePaul Study Abroad trips and programs. She lived in Italy in 1979 during a period of intense political activism there, in Budapest, Hungary in 1984 in the waning years of the socialist era, in Merida, Mexico in 1986, in Florence, Italy in 1987-88 (where she used a “parent-as-researcher” method to write about schooling in Italy), and most recently in Paris.
Her interests include political sociology, urban sociology, sociology of youth and education, and sociological theory; and she enjoys teaching stats and methods courses. She was one of the six editors of The New Chicago (Temple University Press, 2006), a collection of essays that explored changes in Chicago in recent decades, including the making of a post-industrial economy, the impact of immigration, and gentrification and displacement in the inner city. Recently she co-authored (with Black Hawk Hancock) a book on contemporary sociological theories (Changing Theories: New Directions in Sociology, U. of Toronto Press) and translated (from French) an interview with Loïc Wacquant about his experiences as an ethnographer, a critical reflexive theorist in France and the U.S., and an apprentice boxer engaged in carnal sociology (published in Qualitative Sociology in 2009). As you will see when you read the book, she is open to both qualitative and statistical methods and is enthusiastic about integrating research and theory.
Table of Contents
Read morePreface | p. x |
Getting Started.ùThinking about Research Choices | p. 1 |
Introduction: Logic of Inquiry, Research Designs and Strategies, and the Methods Tool-Kit | p. 3 |
Overview | p. 3 |
Guiding Principles | p. 3 |
The Book's Organization | p. 4 |
Getting StartedùThinking about Research Choices | p. 4 |
Choosing a Research Design | p. 4 |
Focus on Ethnography | p. 6 |
Choices from the Methods Tool-Kit | p. 6 |
Telling the Story | p. 6 |
Key Concepts | p. 6 |
An Example: Studying the Unhoused | p. 8 |
Quantitative versus Qualitative Research | p. 9 |
Unobtrusive and "Obtrusive" (or Interactive) Research | p. 10 |
Fieldwork | p. 10 |
Understanding the Experiences of Others | p. 11 |
Exercises | p. 12 |
Key Terms | p. 13 |
A Brief History Of Qualitative Research | p. 14 |
Overview | p. 14 |
Classical Ideas | p. 14 |
Max Weber | p. 15 |
VerstehenùUnderstanding | p. 15 |
The Historical-Comparative Method | p. 15 |
The Construction of "Ideal-Types" | p. 15 |
The Chicago School and its Legacy | p. 16 |
Spatial Mapping and Spatial Analysis | p. 16 |
The Life History Method | p. 16 |
Analysis of Documents | p. 17 |
Observations and Descriptions of Neighborhood Life | p. 17 |
Occupational Studies | p. 17 |
Ethnographic Research in Anthropology | p. 17 |
Anthropologists of the Early 1900s | p. 18 |
Sociology and Anthropology: An Often Uneasy Union | p. 18 |
The Frankfurt Institute | p. 19 |
Street Corner Society: Paragon of Early Qualitative Research | p. 23 |
Critical Community Studies | p. 23 |
The Rise of Microsociologies and the Great Surge in Qualitative Research | p. 24 |
Foundational Concepts of Early Qualitative Research | p. 24 |
The Common Denominator: Get Out of the Office and into the Mix of Real Life! | p. 25 |
Principles of the New Qualitative Methodology | p. 25 |
Ethnomethodologists and "Breaching" Experiments | p. 26 |
The Birth of a Contentious Divide | p. 27 |
Feminist and Postmodernist Approaches: New Directions at the End of the Twentieth Century | p. 27 |
Feminist Research Strategies | p. 27 |
Postmodernism in Qualitative Research | p. 28 |
Toward More Comprehensive Orientations | p. 29 |
Conclusion | p. 29 |
Exercises | p. 30 |
Key Terms | p. 30 |
Asking Research Questions | p. 31 |
Overview | p. 31 |
Introduction: What is a Research Question? | p. 31 |
What Does a Research Question Produce? | p. 32 |
The Sociologist's Way | p. 32 |
The Scientific Method | p. 33 |
The Scientific Method: A Set of Rules Guiding Procedures, Presentation of Evidence, and Storytelling | p. 33 |
Principles of the Scientific Method | p. 34 |
Framing Research Questions | p. 38 |
Learning the Language: Qualitative Research Vernacular | p. 38 |
Doubts and Concerns: Are We Being Too Scientific? | p. 42 |
Choosing Research Activities | p. 43 |
Where do Research Questions Come From? | p. 44 |
Studying a Tattoo Parlor: Using the Scientific Method | p. 45 |
Qualitative Research Principles in Action: Paul Willis, Learning to Labor: How Working Class Kids Get Working Class Jobs | p. 47 |
Tips for Formulating a Research Question | p. 48 |
Conclusion | p. 49 |
Exercises | p. 49 |
Key Terms | p. 50 |
The Ethics 0f Qualitative Research | p. 51 |
Overview | p. 51 |
A Mental Exercise in Role-Taking | p. 51 |
You're a Survey "Respondent" | p. 51 |
You're an "Informant" Neighbor | p. 52 |
Ethical Conduct in Qualitative Research | p. 52 |
Qualitative Research as a "Complicated Relationship" | p. 53 |
The Question of Meaning | p. 53 |
Rules on the Books versus Rules in Action | p. 53 |
Formal Safeguards: Human Subjects Research, the Irb, and Professional Codes of Ethics | p. 54 |
To Obey or Not to Obey: "The Milgram Study" | p. 54 |
"Prisoner 819 Did a Bad Thing": The Stanford Prison Experiment | p. 55 |
The Spy Who Didn't Love Me: Laud Humphreys' Tea Room Trade | p. 55 |
Institutional Review Boards | p. 56 |
Beyond Formal Codes of Ethics | p. 59 |
Informed Consent | p. 60 |
The (Hollow) Right to Withdraw | p. 60 |
Informed Consent Is a Process, Not a Document | p. 60 |
Some Suggestions for Resolving the Tension between Law on the Books and Law in Action | p. 61 |
Deception | p. 61 |
"Instrumentalization" of Relationships | p. 62 |
Give in Order to Take. . . and Take More | p. 63 |
Caveat: The Subject is Not a Dishrag | p. 63 |
The "Gaze" | p. 63 |
Revealing Subjects'Ignorance | p. 64 |
Caveat: "Studying Up" versus "Studying Down"ùThe Patterning of Ethical Issues | p. 64 |
Looking Ahead at Ethics | p. 65 |
Exercises | p. 65 |
Key Terms | p. 66 |
The Politics of Qualitative Research | p. 67 |
Overview | p. 67 |
Research and Politics: Together But Mostly Apart | p. 67 |
Limiting Personal Bias by Exposing It: Embracing Transparency and Falsifiability | p. 68 |
Research as a Means for Championing Rights: Social Justice and Social Science | p. 69 |
Politicizing Research Without Compromising Science | p. 70 |
Clusters of Values: Truth, Sociological Imagination, and Social Justice | p. 70 |
Politically Engaged Science: Different Strokes for Different Folks | p. 71 |
Political Engagement in Theory and Interpretation | p. 72 |
Mounting a Critique of Existing Concepts and Constructing Alternative Concepts that more Accurately capture Social Realities | p. 72 |
Dissecting Misrecognition | p. 73 |
Controversy over Context | p. 74 |
Engaging in Public Discussion | p. 75 |
Combating Stereotypes | p. 75 |
Exposing Misrecognition and Debunking Stereotypes | p. 76 |
The Dangers of Trying a Little Politically Motivated Tenderness | p. 76 |
Critical Examination of the State of Social Services and Government Policies | p. 77 |
Identifying Inequalities in Service Delivery | p. 78 |
Critique of Organizational Practices | p. 79 |
Studying the Rich and Powerful | p. 79 |
Activism: From Spokesperson to CBPR | p. 81 |
Realistic Ways for Sociologists to Assist Straggling Communities | p. 82 |
The Critical Analysis of Research Methods | p. 82 |
The Politics of Researching Research: A Critique of Respondent-Driven Sampling | p. 83 |
Case Study | p. 83 |
Conclusion | p. 85 |
Exercises | p. 85 |
Key Terms | p. 86 |
Integrating Theory Into Qualitative Research: Foundational, Grounded, and Critical-Reflexive Theories | p. 87 |
Overview | p. 87 |
The Meaning of "Theory": What it is, What it Isn't | p. 87 |
Foundational Theory | p. 88 |
Grounded Theory | p. 88 |
Critical-Reflexive Theory | p. 88 |
Foundational Theory in Action: Research Illustrations | p. 89 |
Foundational Theory in Action | p. 89 |
Evaluating Foundational Theories in Action | p. 90 |
Connecting Theory with Research Design and Methods | p. 92 |
When Does Theory Begin? Before the Beginning | p. 92 |
Foundational Theories and the Problematic of a Research Project | p. 93 |
Grounded Theory in Action: Research Illustrations | p. 93 |
To See the World in a Grain of Sand | p. 94 |
Key Elements of Grounded Theory | p. 94 |
But is Grounded Theory Really Built from the Ground Up? | p. 96 |
The "Always Already" Contradiction of Grounded Theory | p. 96 |
Critical-Reflexive Theory in Action | p. 97 |
Getting Back to "Bias"ùSimply but Not Simplistically | p. 97 |
The Theory-Research "Dialogue" | p. 97 |
Moving Ahead With Theory: A Practical Guide for Overcoming the Abstraction Paralysis | p. 98 |
Levels of Analysis | p. 98 |
Research and Theory: A Continuous Conversation | p. 100 |
How Much Theory? | p. 100 |
From Empirical Observation to Reflexive Theorizing: Four Steps for Getting Started | p. 102 |
Conclusion | p. 106 |
Acknowledgement | p. 106 |
Exercises | p. 106 |
Key Terms | p. 107 |
Choosing a Research Design | p. 109 |
Ethnography: A Synopsis | p. 111 |
Overview | p. 111 |
An ExampleùIn Search of Respect: Selling Crack in El Barrio | p. 111 |
An ExampkùLiquidated: An Ethnography of Wall Street | p. 112 |
Ethnography in Everyday Life | p. 112 |
Professional Strangeness | p. 112 |
Solving Puzzles in Reverse | p. 113 |
Ethnography: A Logic of Knowing | p. 115 |
The Culture Question: "How?" | p. 115 |
Culture as Process and Structure in Context | p. 116 |
Depth versus Breadth | p. 117 |
Falsification | p. 118 |
Questioning Reality | p. 119 |
Parsimony and Ockham's Razor | p. 120 |
The World in a Grain of Sand | p. 120 |
Ethnography Holds Up a Mirror | p. 120 |
Ethnography and Journalism | p. 121 |
Conclusion | p. 123 |
Exercises | p. 124 |
Key Terms | p. 124 |
Historical-Comparative Research | p. 125 |
Overview | p. 125 |
History of Historical-Comparative Research | p. 125 |
Exemplary Historical-Comparative Research Studies | p. 126 |
Characteristics of Historical-Comparative Research | p. 131 |
When and How to Use Historical-Comparative Analysis | p. 132 |
Conclusion | p. 132 |
Exercises | p. 133 |
Key Terms | p. 133 |
Social Autopsies: Adverse Events and What they Tell Us About Society | p. 134 |
Overview | p. 134 |
Contemporary Life and the Demand for Autopsies | p. 134 |
Types of Events: Natural Disasters, Accidents, and Intentional Acts | p. 135 |
Examples of Social Autopsies | p. 136 |
The Design of Social Autopsies | p. 139 |
Appropriate Types of Research Questions | p. 139 |
The Logic of the Social Autopsy | p. 139 |
Social Autopsies are Contentious | p. 140 |
Against the "Conspiracy Theory" | p. 140 |
Components of a Social Autopsy | p. 141 |
Who Was Affected? | p. 141 |
The Role of Organizations and Institutions | p. 145 |
Evaluate the Public Representations of the Event | p. 146 |
Putting it all Together: The Need for Multilevel Design | p. 147 |
Theoretical Foundations | p. 147 |
Related Types of Inquiries | p. 148 |
Applications | p. 149 |
Conclusion | p. 150 |
Exercises | p. 150 |
Key Terms | p. 151 |
Community-Based Participatory Research or Participatory Action Research (With Krista Harper) | p. 152 |
Overview | p. 152 |
What is CBPR? | p. 152 |
A Brief History (or Rather, "Herstory") | p. 153 |
What is the Meaning of "Community?" | p. 155 |
Problem-Solving? Whose Problems, Whose Solutions? | p. 155 |
Par in Action: Environmental Justice in a Hungarian Village | p. 156 |
Starting with Justice | p. 156 |
Getting to Know the Roma | p. 156 |
A Key Informant Emerges | p. 157 |
Jointly Designing the Project | p. 158 |
An Overview of CBPR as a Design Choice | p. 159 |
Practical Tips | p. 160 |
PAR as Method and Object of Teaching: Critical Perspectives | p. 160 |
A Retelling of PAR's History | p. 161 |
Revising the Definition of PAR | p. 161 |
PAR and Pedagogy: The Politics of Teaching and Learning through CBPR | p. 162 |
Beware the Backfire Effect: When CBPR Becomes the "Cure That Kills" | p. 162 |
Conclusion | p. 165 |
Exercises | p. 165 |
Key Terms | p. 166 |
The Analysis of Cultural Objects and Discourses as a Research Design (With Martha Martinez and Christopher Carroll) | p. 167 |
Overview | p. 167 |
Why Conduct Cultural Objects Research? | p. 168 |
Practical Reasons for Studying Cultural Objects | p. 168 |
Theory-Driven Reasons for Studying Cultural Objects | p. 168 |
Research in Action: Examples of Studying Cultural Objects | p. 169 |
Entertainment | p. 169 |
Advertising | p. 170 |
Understanding the Religious Imaginary: Thank You, St. Jude! | p. 170 |
Style | p. 171 |
Architecture and Urban Design | p. 172 |
Managers'Views of Workers: Developing a Research Design and Asking a Research Question | p. 172 |
The Invisible Metropolis (by Christopher Carroll) | p. 176 |
Analysis of High School Yearbooks | p. 178 |
Content Analysis Exercise: Home Pages of Colleges and Universities | p. 180 |
Summary: When and How Do We Use This Design? | p. 181 |
Formulate the Research Questions and Think about Relevant Theories | p. 181 |
Carefully Specify the Units of Analysis and Organize Your Sampling | p. 182 |
Identify Key Variables to Record | p. 182 |
Select Your Time Period(s) | p. 182 |
Create a Data File | p. 183 |
Conclusion | p. 183 |
Exercises | p. 183 |
Key Terms | p. 184 |
Multimethod Designs | p. 185 |
Overview | p. 185 |
Mixing Methods: The Value of Triangulation | p. 185 |
Reasons and Strategies For Bringing Methods Together | p. 185 |
Using Qualitative Research to Understand Forces that Produce Patterns of Variable Relationships | p. 186 |
Including Quantitative Analysis within an Overall Qualitative or Ethnographic Design | p. 186 |
Using Quantitative Methods to Analyze Qualitative Materials | p. 187 |
Using Qualitative Data to Contextualize Quantitative Data | p. 187 |
Using Quantitative Tools in Comparative Research | p. 189 |
Using Multimethod Research to Understand Contemporary Issues: The Example of Youth Crime and Homelessness | p. 190 |
Conclusion | p. 192 |
Exercises | p. 192 |
Key Terms | p. 192 |
Focus on Ethnography | p. 193 |
Ethnography: Defining, Preparing For, and Entering the field | p. 195 |
Overview | p. 195 |
What is Ethnography? | p. 195 |
The Field | p. 196 |
Casting a Big Light with a Small Lampz | p. 197 |
Getting Ready to Get Close: Planning for Ethnographic Work | p. 198 |
Doing Your Homework: Background Research | p. 198 |
Refiexivity Exercises: Placing Your Vague Preconceptions in a Vivid Foreground | p. 199 |
Asking Questions and Planning to Seek Answers | p. 200 |
Prepare for Your Role on a Stage Not Your Own | p. 201 |
Reflecting on Reduction and Recognizing Your Blinders! A Preparatory Exercise | p. 203 |
Thinking About Your Project: The Logic of Ethnographic Discovery | p. 204 |
Mental Habits of Ethnographers | p. 205 |
Sameness and Difference: Not the Same Difference | p. 205 |
Generalizing from Your Sample of One: Culture X | p. 205 |
Iterative Recursive Abduction | p. 206 |
Speculation, Imagination, and Surprise | p. 208 |
Maintaining the Capacity to Be Surprised | p. 210 |
Entering the Field | p. 211 |
New People | p. 211 |
Knowing When to Keep Quiet | p. 213 |
Conclusion | p. 214 |
Key Terms | p. 214 |
Types of Ethnographic Data | p. 215 |
Overview | p. 215 |
Review: Designing Research, Knowing the Data you Need | p. 215 |
Types of Data | p. 215 |
Behavior/Action | p. 216 |
Words | p. 221 |
Nonbehavioral Data | p. 224 |
Objects and Styles | p. 226 |
Events and Rituals | p. 227 |
The Intangibles: Norms, Values, Standards, and Beliefs | p. 228 |
People and Personas | p. 229 |
Conclusion | p. 231 |
Key Terms | p. 231 |
Writing Ethnographic Field Notes (With Gerald R.Suttles) | p. 232 |
Overview | p. 232 |
The Significance of Field Notes | p. 232 |
The Basics of Field Notes | p. 232 |
Handling Time | p. 233 |
Language and Terminology: The Key to Understanding Insider Views | p. 236 |
Concreteness | p. 237 |
Present Tense | p. 238 |
Contemporaneity | p. 238 |
Writing to Think, Thinking to Write: Writing as Thinking | p. 239 |
From the Periphery to the Core: Lessons from a Student Ethnography of a Tattoo Parlor in Chicago, IL | p. 240 |
Putting the Blinders Back On: Smartly This Time! | p. 240 |
Digital Recording Technology | p. 241 |
Integrity of Data | p. 241 |
Logistics | p. 242 |
Conclusion: Field Notes and Professional Standards | p. 243 |
Exercises | p. 244 |
Key Terms | p. 244 |
Directed Strategies for Data-Making | p. 245 |
Overview | p. 245 |
Ethnography Essentials: A Brief Review | p. 245 |
The Directed Strategies | p. 246 |
When Should I Use Directed Strategies? | p. 246 |
What Do Directed Strategies Produce? | p. 248 |
Asking Questions | p. 248 |
Processual Interviewing | p. 250 |
Manualize | p. 251 |
Free-Listing and Pile-Sorting | p. 251 |
Sociometric Grid Mapping | p. 252 |
Daily Diary | p. 253 |
Ethnographic Shadowing | p. 255 |
Informant Mapping: Individuals and Focus Groups | p. 256 |
Systematic Social Observation (SSO) | p. 258 |
Conclusion | p. 261 |
Exercises | p. 262 |
Key Terms | p. 262 |
Choices from the Methods Tool-Kit | p. 263 |
Observation, Participant-Observation, and Carnal Sociology | p. 265 |
Overview | p. 265 |
A Spectrum of Observation: Degrees of Separation | p. 265 |
Unobtrusive Observation | p. 265 |
"Obtrusive" Observation: A Range of Involvement | p. 266 |
Carnal Participation and Observation | p. 266 |
Choosing Carnal Sociology | p. 267 |
The "Goodness of Fit" between Observer and Observed | p. 267 |
Research Ethics and IRB Restrictions | p. 268 |
Entry and Guides | p. 268 |
Entry | p. 269 |
The Guide, Key Informants, and Research Bargains | p. 270 |
Recording Observation and Participation: Field Notes and Analytic Memos | p. 272 |
Choices about Recording: Descriptive Notes | p. 273 |
The Analytic Memo: A Device for Making Sense of Notes | p. 274 |
Howard Becker's Tips for Improving Objectivity and Plausibility | p. 275 |
Observable Indicators | p. 275 |
Credibility of Informants | p. 275 |
Volunteered and Spontaneous Sharing of Information versus Directed Information: A Clue to the Salience of Concerns | p. 276 |
Noting the Frequency and Distribution of Phenomena | p. 276 |
First Steps: Mapping Space, Identifying Icons, Recording Time | p. 277 |
A Summary of Practical Tips | p. 278 |
Conclusion | p. 279 |
Exercises | p. 279 |
Key Terms | p. 279 |
Interviewing | p. 280 |
Overview | p. 280 |
Background and Orientations | p. 280 |
Orientations toward Interviewing | p. 281 |
The Postmodern View | p. 281 |
Structured, Semi-Structured, and Unstructured Interviews | p. 282 |
Interview Procedures and Practices | p. 285 |
The Sympathetic Ear: An Example of Research in Action | p. 285 |
Believing, Disbelieving and Disbelieving Belief | p. 285 |
Elite Interviews | p. 288 |
Asking Questions Informally and Interacting Effectively | p. 290 |
The "10 Commandments of Informant Interviewing" | p. 290 |
The Basics of Getting Informants to Engage in Revelatory Talk | p. 294 |
A Final Word on the Subject: Observation Trumps Interviewing! | p. 296 |
Conclusion | p. 296 |
Exercises | p. 296 |
Key Terms | p. 297 |
Focus Groups (With Tracey Lewis-Elligan) | p. 298 |
Overview | p. 298 |
The Many Uses of an Unnatural Venue: Focus Group Basics | p. 298 |
One Exception: The In Situ Focus Group | p. 299 |
Gauging Appropriateness of the Method | p. 299 |
Guidelines for Running a Focus Group | p. 300 |
Research in Action: Examples of Focus Group-Based Studies | p. 304 |
Case Example: Are African American girls joining the eating disorder mainstream? | p. 304 |
High School Focus Groups | p. 307 |
Conclusion | p. 310 |
Exercises | p. 310 |
Key Terms | p. 310 |
Life Narratives | p. 311 |
Overview | p. 311 |
The Life Narrative: A Staple Item in the Qualitative Research Method Inventory | p. 311 |
The Chicago School: Exemplary Life Narrative Studies | p. 312 |
The Spontaneity Factor | p. 312 |
Whose Life, Whose Narrative? | p. 313 |
A Suitable Topic | p. 313 |
A Suitable Life | p. 314 |
Motivation | p. 314 |
The Life History Interview | p. 315 |
Levels of Data | p. 315 |
Limitations of the Life History Interview | p. 316 |
FormatsVary | p. 318 |
Practical Guidance for Building the Life Narrative | p. 318 |
Recording | p. 318 |
The Transcript | p. 319 |
Interpretation | p. 319 |
Conclusion | p. 323 |
CODA | p. 324 |
Exercises | p. 324 |
Key Terms | p. 325 |
Visual Methods (With Thomas Fredericks) | p. 326 |
Overview | p. 326 |
The Centrality of "The Visual" | p. 326 |
Having a Vision: The Beginning | p. 327 |
The Image | p. 328 |
Creator and Consumer: A Contested "Relationship" | p. 328 |
Our Basic Assumptions about Imagery | p. 329 |
A Brief History of Visual Methods in the Social Sciences | p. 329 |
In the Beginning: Photography | p. 329 |
Science Poo-Poos Pictures | p. 330 |
Then Came Pictures in Motion... The Movies | p. x331 |
Then Came the 1960s: Peace, Love, and Subjectivity | p. 332 |
50 Years Later... and ... ? | p. 332 |
(Critical) Visual Literacy | p. 334 |
Visual Intelligence and Literacy | p. 335 |
Visual Literacy and Sociology | p. 337 |
How Sociologists Approach Visual Material and Methods | p. 337 |
The Data are and Must Be Images | p. 338 |
Implementing Visual Methods: Key Ideas | p. 339 |
Straddling the Great Divide: The Image as an Objective-Subjective Matter | p. 339 |
The Practice of Image-Making | p. 340 |
Video (as) Documentation | p. 340 |
Ethnographilm: A Particular Kind of Documentary Movie | p. 341 |
The Heart of Ethnographilm Is Ethnography | p. 341 |
Ethnographilm and Documentary Film: A Shared History | p. 342 |
So What Exactly is an Ethnographilm? | p. 343 |
Approaches You Can Take | p. 343 |
Some Basic Rules of Ethnographilmmaking | p. 344 |
Why Make an Ethnographilm? | p. 346 |
Conclusion ... Actually, We've Only Just Begun | p. 347 |
Exercises | p. 347 |
Key Terms | p. 347 |
Computer Software for Qualitative Data Analysis (With Sarah Korhonen and Rachel Lovell) | p. 348 |
Overview | p. 348 |
CADA | p. 348 |
New Tricks for Old and Young Dogs | p. 349 |
The Importance of Setting Reasonable Expectations | p. 350 |
Introduction to CAQDAS | p. 351 |
A Brief History of CAQDAS | p. 351 |
Reduction: The Key to CAQDAS | p. 353 |
Back to the Future: The Primacy of the Binary | p. 354 |
Garbage in, Garbage OutùRevisited with an Addendum Regarding False Hope | p. 354 |
The Magic Moment: Al Green or Alanis Morissette? | p. 354 |
Remembering Meaning | p. 355 |
Path Forward | p. 355 |
The Contenders: NVivo Versus ATLAS.ti | p. 355 |
A Note on Grounded Theory: Inductive and Deductive Approaches to Making Sense | p. 356 |
Coded Chunks of Text: The Foundation of Qualitative Data Analysis | p. 357 |
Inductive and Abductive Coding: Not Mutually Exclusive | p. 358 |
Logic of NVivo and ATLAS.ti | p. 359 |
Logic of NVivo | p. 360 |
Logic of ATLAS.ti | p. 361 |
The Trinity of Units: Analysis, Observation, and Manipulation | p. 363 |
Specifics of the Program Software | p. 364 |
Data Preparation | p. 367 |
Working With Data | p. 369 |
Coding | p. 369 |
Additional Coding Procedures | p. 371 |
Queries | p. 372 |
Relations/Relationships | p. 373 |
Eyeballing and Beyond: A Graphical View of Your Research | p. 374 |
Conclusion | p. 374 |
Key Terms | p. 374 |
Telling the Story | p. 375 |
The Research Report | p. 377 |
Overview | p. 377 |
The Canons of Form and the Canonical Research Report | p. 377 |
Voice | p. 378 |
Play it Straight | p. 378 |
Or Play it Not So Straight | p. 378 |
Writing Lit Reviews | p. 379 |
Other Elements of the Research Report: Practical Tips | p. 379 |
What Is Paraphrasing and Why is it Often a Problem? | p. 380 |
Truth: The Big Onion | p. 382 |
Truth and Objectivity | p. 385 |
Understanding the Participants' Point of View | p. 385 |
Distinguishing the Insider and the Outsider's Perspectives | p. 385 |
Developing Thick Description | p. 385 |
Considering Macro-Micro Linkages | p. 385 |
Theory-Methods Linkages in the Research Report | p. 386 |
Critical-reflexive sociology (Bourdieu, Wacquant, Burawoy) | p. 389 |
Conclusion | p. 389 |
Exercises | p. 390 |
Key Terms | p. 390 |
Wrapping It Up | p. 391 |
Overview | p. 391 |
Challenges Abound | p. 391 |
Legal Complications | p. 391 |
Holding Up the Mirror: Research Subjects See Themselves in Your Reportùthe Issue of Representation | p. 393 |
Promises to Keep (and Some to Break): Sharing Findings | p. 397 |
The Fading of Friendship | p. 398 |
Post-Project Blues | p. 400 |
Conclusion | p. 401 |
Exercises | p. 401 |
Key Terms | p. 401 |
Bibliography | p. 402 |
Index | p. 408 |
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