Showing papers in "The Qualitative Report in 1995"

A Pragmatic View of Thematic Analysis

Abstract: Ethnographic interviews have become a commonly used qualitat ive methodology for collecting data (Aronson, 1992). Once the information is gathered, res earchers are faced with the decision on how to analyze the data. There are many ways to anal yze informants' talk about their experiences (Mahrer, 1988; Spradley, 1979; Taylor & Bogdan, 1984), a nd thematic analysis is one such way. Although thematic analysis has been described (Benner, 1985; Leininger, 1985; Taylor & Board, 1984), there is insufficient literature that outlines the pragmatic process of thematic analysis. This article attempts to outline the procedure for perform ing a thematic analysis. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss1/3 A Pragmatic View of Thematic Analysis by Jodi Aronson The Qualitative Report, Volume 2, Number 1, Spring, 1994 Ethnographic interviews have become a commonly used qualitative methodology for collecting data (Aronson, 1992). Once the information is gathered, researchers are faced with the decision on how to analyze the data. There are many ways to analyze informants' talk about their experiences (Mahrer, 1988; Spradley, 1979; Taylor & Bogdan, 1984), and thematic analysis is one such way. Although thematic analysis has been described (Benner, 1985; Leininger, 1985; Taylor & Board, 1984), there is insufficient literature that outlines the pragmatic process of thematic analysis. This article attempts to outline the procedure for performing a thematic analysis. Performing a Thematic Analysis The ethnographic interview is a commonly used interviewing process employed by researchclinicians (Kuehl & Newfield, 1991; Kuehl, Newfield & Joanning, 1990; Newfield, Joanning, Kuehl, & Quinn, 1990; Newfield, Kuehl, Joanning & Quinn, 1991; William, 1992). From the conversations that take place in a therapy session or those that are encouraged for the sake of researching a process, ideas emerge that can be better understood under the control of a thematic analysis. Thematic analysis focuses on identifiable themes and patterns of living and/or behavior. The first step is to collect the data. Audiotapes should be collected to study the talk of a session or of an enthnographic interview (Spradley, 1979). From the transcribed conversations, patterns of experiences can be listed. This can come from direct quotes or paraphrasing common ideas. The following is an example. A family was interviewed to get a better understanding of their experience with a juvenile justice system. The entire interview was transcribed. The first pattern of experience listed, was the process of the juvenile being arrested, and the different explanations from the various family members. The second pattern of experience listed was the attitude that each family member had toward the process (Aronson, 1992). The next step to a thematic analysis is to identify all data that relate to the already classified patterns. To continue the above example, the identified patterns are then expounded on. All of the talk that fits under the specific pattern is identified and placed with the corresponding pattern. For example, each family member somehow named their "attitude" while they were speaking. The father stated that he is "anti-statist," the mother said that she is "protective," and the son stated that "felt bad for what he had done" (Aronson, 1992). The next step to a thematic analysis is to combine and catalogue related patterns into sub-themes. Themes are defined as units derived from patterns such as "conversation topics, vocabulary, recurring activities, meanings, feelings, or folk sayings and proverbs" (Taylor & Bogdan, 1989, p.131). Themes are identified by "bringing together components or fragments of ideas or experiences, which often are meaningless when viewed alone" (Leininger, 1985, p. 60). Themes that emerge from the informants' stories are pieced together to form a comprehensive picture of their collective experience. The "coherence of ideas rests with the analyst who has rigorously studied how different ideas or components fit together in a meaningful way when linked together" (Leininger, 1985, p. 60). Constas (1992) reiterates this point and states that the "interpretative approach should be considered as a distinct point of origination" (p. 258). When gathering sub-themes to obtain a comprehensive view of the information, it is easy to see a pattern emerging. When patterns emerge it is best to obtain feedback from the informants about them. This can be done as the interview is taking place or by asking the informants to give feedback from the transcribed conversations. In the former, the interviewer uses the informants' feedback to establish the next questions in the interview. In the latter, the interviewer transcribes the interview or the session, and asks the informants to provide feedback that is then incorporated in the theme analysis. The next step is to build a valid argument for choosing the themes. This is done by reading the related literature. By referring back to the literature, the interviewer gains information that allows him or herself to make inferences from the interview or therapy session. Once the themes have been collected and the literature has been studied, the researcher is ready to formulate theme statements to develop a story line. When the literature is interwoven with the findings, the story that the interviewer constructs is one that stands with merit. A developed story line helps the reader to comprehend the process, understanding, and motivation of the interviewer. References Aronson, J. (1992). The interface of family therapy and a juvenile arbitration and mediation program. Unpublished doctoral dissertation, Nova Southeastern University, Fort Lauderdale, FL. Benner, P. (1985). Quality of life: A phenomenological perspective on explanation, prediction, and understanding in nursing science. Advances in Nursing Science, 8(1), 1-14. Constas, M. A. (1992). Qualitative analysis as a public event: The documentation of category development procedures. American Educational Research Journal, 29(2), 253-266. Kuehl, B. P., & Newfield, N. A. (1991). Family listeners among the Nacirema: Their curative ceremonies and how the natives view them. Family Therapy Case Studies, 6(1), 55-66. Kuehl, B. P., Newfield, N. A., & Joanning, H. (1990). Toward a client-based description of family therapy. Journal of Family Psychology, 3(3), 310-321. Leininger, M. M. (1985). Ethnography and ethnonursing: Models and modes of qualitative data analysis. In M. M. Leininger (Ed.), Qualitative research methods in nursing (pp. 33-72). Orlando, FL: Grune & Stratton. Mahrer, A. R. (1988). Discovery-oriented psychotherapy research. American Psychologist, 43(9), 694-702. Newfield, N. A., Kuehl, B. P., Joanning, H., & Quinn, W. H. (1990). A mini-ethnography of the family therapy of adolescent drug abuse: The ambiguous experience. Alcoholism Treatment Quarterly, 7(2), 57-80. Newfield, N. A., Kuehl, B. P., Joanning, H., & Quinn, W. H. (1991). We can tell you about psychos and shrinks: An ethnography of the family therapy of adolescent substance abuse. In T. C. Todd & M. D. Selekman (Eds.), Family therapy approaches with adolescent substance abusers (pp. 277-310). Boston: Allyn & Bacon. Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston. Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. New York: John Wiley & Sons. William, J. L. (1992). Don't discuss it: Reconciling illness, dying, and death in a medical school anatomy laboratory. Family Systems Medicine, 10(1), 65-78. Jodi Aronson, Ph.D., LMFT is the Clinical Director of MCC Behavioral Care, 3313 West Commercial Boulevard, Suite 112, Fort Lauderdale, FL 33309.

Presenting Qualitative Data

Abstract: After all the data have been collected and the analysis has been completed, the next major task for qualitative researchers is to re-present the study in the form of a paper or a lecture. The challenge of converting mounds of data and analysis can be quite overwhelming even for the experienced researcher. To help you with your efforts at presenting qualitative research in your papers and in your talks, I ask you to consider the following ideas: Openness, Data as Star, Juxtaposition, and Data Presentation Strategies. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss3/5 Presenting Qualitative Data by Ronald J. Chenail The Qualitative Report, Volume 2, Number 3, December, 1995 After all the data have been collected and the analysis has been completed, the next major task for qualitative researchers is to re-present the study in the form of a paper or a lecture. The challenge of converting mounds of data and analysis can be quite overwhelming even for the experienced researcher. To help you with your efforts at presenting qualitative research in your papers and in your talks, I ask you to consider the following ideas: Openness, Data as Star, Juxtaposition, and Data Presentation Strategies.

Semiotics and Qualitative Research in Education: The Third Crossroad

Abstract: In this paper, I would like to show how qualitative research in education and semiotics can be brought together for the benefit of each field. Starting with attempts to define both qualitative research and semiotics in ways that can inform both disciplines, I hope to accomplish this task by mapping a series of three crossroads that define the past, present, and hopefully the future of the field. Acknowledgements This article is an expanded and revised version of a paper read at the Annual Meeting of the Semiotic Society of America, October 1995. Special thanks to Deborah Smith-Shank and Ron Chenail for suggestions for revising and expanding this work, but all the dumb ideas left are my responsibility This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss3/1 Semiotics and Qualitative Research in Education: The Third Crossroad by Gary Shank The Qualitative Report, Volume 2, Number 3, December, 1995

Representative Research: A Qualitatively Driven Approach

Abstract: Research methodologies represent complex sociohistorical evolutions within the social sciences ranging from reductionist to reflexive sensibilities (Tuchman, 1994). These inquiries each emphasize dissimilar variations of data analysis as found in their subsequent conclusions obtained from and during the research process. Unlike quantitative methodology with its explicit formulaic constructions, qualitative research includes a veritable cornucopia of methodologies, paradigms and methods. This paper briefly reviews those experiences encountered and processes which unfolded during a pilot project for a research class. Although Miller and Crabtree (1992) proposed a research roadmap with associated typologies within qualitative research, this paper focuses on the process of learning to "drive" with this roadmap by synthesizing theory to the field and back to theory. Agar's (1986) observation of research, specifically ethnography, as requiring "intense personal involvement. . .and an ability to learn from a long series of mistakes" (p. 12) best characterizes the research process written about here. This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss3/2 Representative Research: A Qualitatively Driven Approach by Mark P. Combs The Qualitative Report, Volume 2, Number 3, December, 1995 Research methodologies represent complex sociohistorical evolutions within the social sciences ranging from reductionist to reflexive sensibilities (Tuchman, 1994). These inquiries each emphasize dissimilar variations of data analysis as found in their subsequent conclusions obtained from and during the research process. Unlike quantitative methodology with its explicit formulaic constructions, qualitative research includes a veritable cornucopia of methodologies, paradigms and methods. This paper briefly reviews those experiences encountered and processes which unfolded during a pilot project for a research class. Although Miller and Crabtree (1992) proposed a research roadmap with associated typologies within qualitative research, this paper focuses on the process of learning to "drive" with this roadmap by synthesizing theory to the field and back to theory. Agar's (1986) observation of research, specifically ethnography, as requiring "intense personal involvement. . .and an ability to learn from a long series of mistakes" (p. 12) best characterizes the research process written about here. Looking for a Vehicle Within qualitative research different methodologies posit and subscribe to different epistemological and ontological assumptions that comprise and provide distinctions about the research process (Guba, 1990). Understanding one's self-referencing or paradigmatic grounding requires that there is a fit between chosen research sensibilities with their explicit paradigmatic groundings. This resonance between researcher and research paradigm/methodology, is critical to the "steering" of the research process. This steering input may require significant research effort, such as in the case with field based research, or be more limited such as in quantitative correlation studies. Unique destinations and conclusions are reached, based upon the linkage between steering input and paradigmatic directions. My perspective on research favors a social constructionist orientation (Gergen, 1985); therefore, it follows that my approach to research differs from the positivist-representative paradigm. Subsequently, there is a collaborative and reflexive orientation in my research which allows for a jointly constructed endeavor "with" others thus distinguishing my approach as interactional and meaning-making. Another way of understanding this initial step in research, is to think of how we go about looking for cars. Do we want a truck, sports car, family sedan or all-terrain vehicle? Based on the answer to these initial questions, we then look at models which fit the parameters of our search and needs. The fit between function and form lead us to a mental schema which informs our car search.

New and Notable

Abstract: Women’s Periodicals in the United States ConsumerMagazines. Kathleen L. Endres and Therese L. Lueck, eds. Westport, CT: Greenwood Press, 1995. 509 pp. $99.50 hbk. Professors of magazine journalism and of journalism history will want to consider adding this compendium to their shelves. While probably not appropriate as a textbook, Women’s Periodicals is definitely useful as a reference for anyone seeking information on current and defunct consumer women’s magazines. Forty-six contributors wrote the seventyfive profiles that were edited by Endres and Lueck. Both are associate professors at the School of Communication at the University of Akron. Endres edited the Trade, Industrial, and Professional Periodicals of the United States that was published in 1994. Women’s Periodicals contains profiles of a variety of magazines that were read chiefly by American women. The editors explain that they decided against doing profiles of current magazines only because in doing so they would ignore the contributions that women’s magazines have made to America’s social, literary and artistic history. They also decided to include profiles on magazines published outside New York City to offer the geographic variety of women’s magazines. Along with the profile for each magazine, the notes of the contributor are provided as well as other information sources and a publication history. The book is organized alphabetically from American Baby to Working Woman. An introductorychapterpresentsahistoryof U. S. consumer women’s magazines, and a chronology at the back provides a convenient and concise list of the magazines profiled. Thus a researcher seeking information on a particular magazine finds an easy-to-use tool, and the casual reader can browse. Asa historical reference, the book supplies