Class Notes for Qualitative Research Methods for the Social Sciences, 9th Edition

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Berg/Lune,Qualitative Research for the Social Sciences,9/e1Chapter 1: IntroductionChapter Overview:This chapter introduces the concept of social scientific research and gives a broad overview ofwhat this book will discuss, chapter by chapter. It also describes qualitative methods andqualitative data, the use of triangulation in research, and the symbolic interactionist perspective.This chapter also discusses why qualitative research is a prominent area in the social sciences.Learning Objectives:1.1:Differentiate between qualitative and quantitative methods in research1.2:Describe how the triangulation methodology is used in research1.3:Analyze the general purpose of qualitative data1.4:Examine symbolic interactionism as a school of thought of the social sciences1.5:Recognize the significance of the right tools for effective qualitative research1.6:Report how the book helps students of the social sciencesChapter Outline1.QualitativeMethods,QualitativeDataa.Meaning of the word “quality”b.Qualitative vs. quantitative researchc.Normsd.Garfinkel2.Use of Triangulation in Research Methodologya.Definition oftriangulationb.Importance oftriangulationofrelated methodsc.Types oftriangulationi.Dataii.Investigatoriii.Theoryiv.Methodological3.Qualitative Strategies: Defining an Orientationa.Goal of Qualitative Researchb.Qualitative Examination Methodc.Definition of Symbolic Interactionism4.From a Symbolic Interactionist Perspectivea.Goal of Symbolic Interactionismb.Blumer/Chicago School Symbolic Interactionismi.Focus on anthropological participant observationii.How people define scenario constitutes realityc.Kuhm/Iowa School of Symbolic Interactionismi.Focus on generalizable research of operationalized conceptsii.Stable structure creates predictable reactions in people

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Berg/Lune,Qualitative Research for the Social Sciences,9/e2d.Similaritiesi.People use symbols to designate meaning to social objects and shapeinteractionii.Humans can self-objectify through reflectione.Differencesi.Blumer: Humans actively shape the way structures are created andmaintainedii.Kuhn: Structure creates predictability of reaction in peoplef.Goal of Each School5.Why Use Qualitative Methods?a.Whatqualitativecaptures that quantitative cannotb.Whyquantitative is not necessarily more accurate6.A Plan of Presentationa.Chapter 2: Basicresearch skillsfornoviceb.Chapter 3: Ethicsc.Chapter 4: Traditionalinterviewing techniquesd.Chapter 5: Focusgroupse.Chapter 6: Ethnographyf.Chapter 7:Participatory actionresearchg.Chapter 8: Unobtrusivemeasuresh.Chapter 9: Historiographyi.Chapter 10: Casestudyj.Chapter 11: How tomanage collected datak.Chapter 12: DisseminatingfindingsLecture Suggestions1.Symbolic Interactionism: Chicago School vs. Iowa School2.How toChooseQualitative or QuantitativeMethods3.Triangulation and How to Combine Methods Effectively

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e3Chapter 2: Designing Qualitative ResearchChapter Overview:This chapter offers a basic description of how to design a research project. It provides the basicinformation necessary for understanding the research enterprise. This chapter discusses theresearch process and proposes a spiraling model to follow when developing a research agenda.Chapter 2 also offers advice about how to organize and conduct a literature review. Additionally,this chapter examines topics such as operationalization, conceptualization, and how to frame aproject.Learning Objectives:2.1:Evaluate the applicability of theory and concepts in qualitative research2.2:Explain how research progresses from the original idea2.3:Describe the importance of authentic literature in research2.4:Give an example of a problem-statement with researchable questions2.5:Describe the process of operationally defining a concept2.6:Examine how the technique of concept mapping assists the research design process2.7:Recognize the importance of advance planning before beginning the data-collectionprocess2.8:Describe the three concurrent flows of action comprising data analysis2.9:Explain why dissemination of research findings is important2.10:Analyze why the design logic is important in understanding research2.11:Recognize why research fails at timesChapter Outline1.Theory and Conceptsa.Patterns in social lifeb.Meaning underlying patternsc.Theory to explain meaningd.Concepts defined by theoryi.Symbolic elementii.Definitional elemente.Propositions explain relationships between conceptsf.Hypotheses test propositions about research concepts2.Ideas and Theorya.Relationship between idea and theoryb.Theory-before-research methodologyc.Research-before-theorymethodologyd.Linear progression of researche.Spiral progression of research3.Reviewing the Literaturea.Rough idea

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e4b.Locate relevant databases, periodicals, booksc.Develop variety of subject terms to searchd.Investigate variety of topic key wordse.EvaluatingWebsitesi.Legitimacyii.Large missed body of workiii.Whose Web site is it, and what’s in the URL?iv.What is the nature of the domain?v.Is material current or dated?vi.Can the information be corroborated?f.Content versususei.How to take notes on research1.What does material say?2.How does this relate to my research?ii.Take good notesiii.Record full citationiv.Identify major claims of workv.Write out best quotes, definitions, unique findingsvi.Don’t paraphrasevii.Save keywords for each workviii.Sort notes into categories on key wordg.How to use your notesi.Create solid ground to base new work uponii.Relate new idea to pillars of researchiii.Use classic works to establish conceptual frameworkh.Create literature reviewi.Dispel mythsii.Explain competing conceptual frameworksiii.Clarify focus of your workiv.Justify assumptions4.TryingIt Outa.Family Research Councilb.Searches on homelessness5.Framing Research Problemsa.Create clear problem statementb.Define several specific research questions6.Operationalization and Conceptualizationa.Operationally define key termsi.Define meaning of concept in studyii.Create criteria to empirically measure conceptb.Use defined concept to design measuring technique7.Designing Projectsa.Create plan for researchi.What type of information is gathered and how?

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e5ii.Where will research take place,andwho will be the subject?iii.Will you use single method or triangulation?iv.Will you work alone or with other researcher?v.Will you use one theory or multiple related?vi.How much will it cost?vii.What is appropriate data collection strategy?viii.What will data look like?ix.How will data be organized?b.Determine pacingc.Consider ethicsd.Conceptmappingi.Creating a concept mapii.List concepts on one pageiii.Rearrange to move from abstract to specificiv.Divide concepts into stacksv.Move stacks into clustersvi.Review literature and assign descriptions to clustersvii.Add additional descriptionviii.View visual relationship between conceptsix.Show map to others and refinee.Setting andpopulationappropriatenessi.Identify site that is reasonable in size and complexityii.Entry is possibleiii.Target population is availableiv.Study’sfocus processes are availablev.Research can be conducted effectivelyf.Sampling Strategiesi.Convenience samplesii.Purposive samplesiii.Snowball samplesiv.Quota samples8.Data Collection and Organizationa.What will research data look like?b.How will data be organized for analysis?9.DataStorage,Retrieval,andAnalysisa.Data reductionb.Data displayc.Conclusions and verification10.Disseminationa.Presentationsb.Publications11.WhyIt Worksa.Relationships between theories and conceptsb.Previous research

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e612.WhyIt Failsa.Biasb.Poor measurement13.TryingItOuta.Asthmab.Operational definitionsLecture Suggestions1.How to Structure Research: Comparing andContrastingtheResearch-before-theory,Theory-before-research,Linear Progression,andSpiralMethods2.Research Strategies: How toSearchandIdentify Valid Sources3.The Importance of Specificity toAllow ReproductionofStudyandDefine Concepts4.Choosing aSampling Strategy5.WhyItWorks andWhyItFailsClass ActivitiesActivity 1:Using your favorite search engine on the Web, look up “Family Research Council.”Take a look at the research data available at several of the hits that the search has found.Consider the merits of the documents on each of these sites. Does the material seem biased?Does the material sound reasonable? How heavily would you rely on this information in a reportor research?(LO 2.3: Describe the importance of authentic literature in research)Activity 2:Locate the Index to the Social Sciences in a college or university library. Use theindex to find 10 sources of reference material for a potential study on homelessness. Now go tothe Web,and,using your favorite search engine,enter the search term “homelessness”tolocate10 additional reference items. Compare the two sets of materials.(LO 2.3: Describe theimportance of authentic literature in research)Activity 3:Run a Web search on the term “asthma.”Now compare the different resources thatmay be available if you add the search terms “peer reviewed” or “magazine.” Based on thesedifferent answers, offer a conceptual definition of the term that would be suitable for research.(LO 2.5: Describe the process of operationally defining a concept)Activity 4:Identify six concepts and operationally define each. Be sure to consult relevantliterature before the terms are defined. Do not make up definitions off the top of your head.When operationalizing how each concept will be measured, be certain these operations conformto both relevant literature and the qualitative paradigm.(LO 2.5: Describe the process ofoperationally defining a concept)Key TermsTheory: A system of logical statements or propositions that explain the relationship between twoor more objects, concepts, phenomena, or characteristics of humans.

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e7Concepts: Symbolic elements representing objects, properties, or features of objects, processes,orphenomenathat allow communication of thought.Propositions: Concept clusters, or statements about the relationships between concepts.Hypotheses: Testable propositions about the relationsamong research concepts.Cognitivereality: The thoughts in your mind, inwhich anything is possible.Sensoryreality: The world around you, in which there are clear limitations and conditions are notin your control.Operationaldefinition: A concrete intended meaning of a concept in relation to a particular studythat provides criteria for measuring the empirical existence of thatconcept.Concept mapping: A technique used to pictorially represent ideas and their connections andenhances understanding of relationshipsbetween ideas/concepts.Sampling: A research technique in which a subset (the sample) of a larger population is used tomake inferences about thepopulation as a whole.Probability sampling: A research technique in which a sample is selected mathematically torepresent subgroups of some larger population.Simplerandom sample: A sampling technique in which each element of the full population hasan equal and independent chance of inclusion in the eventual sample to be studied based on a fulllisting of every element in the full population to be investigated.Conveniencesampling: A sampling technique relying on subjects who are close athand or easilyaccessible.Purposivesampling:A sampling technique in which researchers use special knowledge orexpertise to select subjects who represent the population for inclusion in the sample.Snowballsampling: A sampling technique in which a sample is obtained through respondentreferrals to obtain entrance to a difficult-to-access population by gaining participants from asmall group of original subjects who share similar characteristics.Quotasampling: A sampling technique where the sample is designed to match the percentage ofcertain named groupings in the general population studied.

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e8Chapter 3: Ethical Issuesin ResearchChapter Overview:This chapter considers a number of ethical concerns that are important for new investigators tounderstand before actually conducting research. Among the salient issues considered are covertversus overt research concerns, privacy rights, human subject institutional review boards, andinformed consent in human subject research. Additionally, this chapter reviews new issues forethics, including cyberspace, and addresses problems with misconduct.Learning Objectives:3.1:Explain why questionable research practices involving humans signaled the need forregulation3.2:Determine how informed consent and implied consent are obtained in research3.3:Outline how confidentiality and anonymity are maintained in research3.4:Recognize the need for securing research data3.5:Report classic cases of work where researchers violated ethical standards3.6:Examine how the duties of institutional review boards safeguard the well-being of humansubjects3.7:List codes of ethical conduct3.8:Report ethical concerns in behavioral research3.9:Examine two areas of ethical concerns in the anonymity of web-based data-collectionstrategies3.10:Recall the importance of careful research design3.11:Analyze the need to safeguard against academic fraud in research3.12:Recognize the importance of ethical consultants in protecting the well-being of researchsubjects3.13:Identify the reasons why researchers violate ethical standardsChapter Outline1.Research Ethics in Historical Perspectivea.Historical aspectsi.Nuremberg Code of 19491.Declaration of Helsinki2.Ethical Guidelines for Clinical Investigationii.TuskegeeSyphilis Study(1932)b.Regulations in theresearchprocessi.Statement by Surgeon General on Guidelines for Public Health Service (PHS)Research (1966)ii.The Institutional Guide to DHEW Policy on Protection of Human Subjects(1971)a.Requires committee reviewb.Establishes idea of informed consent

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e9c.National Research Act (1974)i.Creation of institutional review boards (IRBs)ii.All research on human subjects must be reviewed by IRBiii.Buckley Amendment (Family Educational Rights to Privacy Act)iv.Privacy Acts of 19742.Informed Consent and Implied Consenta.Informed consent statementsb.Ethical concernsc.Under-sharingd.Over-sharing3.Confidentiality and Anonymitya.Keepingidentifyingrecordsb.Strategies forsafeguardingconfidentialityi.Federal Certificate of Confidentialityii.Limit time holding data4.Securing the Dataa.Statement ofconfidentiality5.Why Researchers Violatea.Trade-offs between risks and benefitsb.Stanley Milgramc.Zimbardod.CIA’s ARTICHOKE programe.Laud Humphrey’sTearoom Trade6.Institutional Review Boards (IRBs)a.Ideal goal of IRBb.Potential negatives of IRBc.IRBs andtheirdutiesi.Fit of IRB and quantitative researchii.Fit of IRB and qualitative researchiii.Difficult task of defining riskd.Clarifying therole of IRBsi.Expedited reviewii.Review risk versus moralizinge.Activeversuspassiveconsentf.Activeversuspassiveconsent inInternetresearchg.Membershipcriteria for IRBsi.Guidelines of who should be on boardii.No guidelines on how to select, length of term, or research qualifications7.Ethical Codesa.Professional associations create codes of conductb.Avoid harm to human subjects8.Some Common Ethical Concerns in Behavioral Researcha.“Non-reactivity” studiesb.Subjects must be voluntarily involved and informed of risks

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e10c.Are those who volunteer different from those who do not?d.Are volunteer subjects coerced into participation?e.Is informing of study increasing accountability?f.Disadvantages of requiring voluntary, informed consentg.Covertversusovertresearcherrolesi.Researcher rolesii.Complete participantiii.Participant as observeriv.Observer as participantv.Complete observerh.Ethics of covert researchi.Ethical relativistii.Ethical absolutistiii.Hawthorne effectiv.Breaking the law as complete participantv.Subpoenaed information on subjects’ identitiesvi.Gaining access to elite and powerful9.New Areas for Ethical Concern: Cyberspacea.How to maintain ethical integrity ontheInternetb.Positive of great anonymityc.Protection for childreni.Strategies to screen out child participants onInternetd.Debriefing the subjectsi.Strategies to maximize debriefing on Internet studies10.Objectivity and Careful Research Designa.Nurse researchersb.Direct result of researchc.Protecting the interest of participantsd.Tension between academic freedom and law enforcement11.Other Misconducta.Academic fraudb.Motivation to act12.WhyIt Worksa.Carefully planningb.IRBs13.WhyIt Failsa.Unexpected issues and risksb.Pressure to get around the IRB14.TryingIt Outa.Proposal analysis

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e11Lecture Suggestions1.The Institutional Review Board (IRB): Positives and Negatives in Research2.GuidelinesforMaintaining EthicalBoundariesinResearch3.Informed Consent: How toInform What You’re AskingwithoutRevealing Why4.Choosing aParticipant Observation Method5.Strategies to Effectively Debrief Participants6.WhyDo Researchers Ever Act Unethically?7.What New Ethical Issues Face Researchers?Class ActivitiesActivity 1:You have been asked to sit on an institutional review board to consider a doctoralstudent’s planned dissertation project. The summary for this research follows:My proposed research will involve an observational study of children’s classroom behavior andthe effect of praise on student performance. I propose to use sixth grade students in a local publicschool. I plan to enter the setting as a student teacher (the teacher of record will be told what myreal purpose is). I will then divide the class into two separate groups. One group of children I willfrequently compliment and praise for being smart, clever, intelligent, and good students. Theother group I will largely ignore, or when pressed, comment they are doing an adequate job. Iwill collect field notes on how members of each group tend to interact with each other and theirteacher. I will additionally collect discrete data (their various exam and essay scores for theclass) to see if my use of positive labels affects their class performance.After reading the foregoing summary of the proposal, answer the following questions:1.What are some of the important ethical concerns to consider regarding this proposedresearch project?2.If you were the researcher, what might you do to respond to the comments made inquestion 1?3.What safeguards should the researcher take to protect the subjects in this particularstudy?Activity 2:Review Laud Humphrey’sTearoom Trade. Break the class into two groups and haveeach group discuss how the study could be repeated without the ethical concerns. Bring the classtogether and have the groups compare their ideas. (LO 3.5: Report classic cases of work whereresearchers violated ethical standards)Activity 3:Break the class into four small groups. Group 1 is assigned tocyberspace, Group 2 isassigned to medical experiments, Group 3 is assigned to non-reactivity studies, and Group 4 isassigned to behavioral research.Each group will discuss the ethical concerns thatappear with theassigned topic. What strategies do researchers have to overcome these ethical concerns? Whywould a researcher commit ethical violations to conduct a study? (LO 3.8: Report ethicalconcerns in behavioral research; 3.9: Examine two areas of ethical concerns in the anonymity ofweb-based data-collection strategies)

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Berg/Lune,Qualitative Research for the Social Sciences, 8/e12Key TermsActiveconsent: Formal written permission by an informed parent or legal guardian that allows achild to participate in a research project.Passiveconsent: An assumption that parental permission for the child to participate in the studyis granted if the parents do not return a refusal form after being formed about the study’spurpose.Electronicinterview: An agreement between the interviewer and subject, with informed consentthrough use of private chat where interviewer and subject interact in real time, asking andanswering questions over the Internet.Overtresearch: The researcher announces his or her presence to the group studied.Covertresearch: The researcher is a secret part of the group, and may not make hisorher intentto conduct research known.Completeparticipant: A covert researcher role in which the researcher enters a setting covertlyand seeks to engage fully in the activities of the group or organization under investigation.Participant asobserver: An overt researcher role when the researcherintendsto conduct research,but immerses fully in the activities of the group.Observer asparticipant: An overt researcher role in which the researcher does not participatebutformally observes the group’s behavior.Completeobserver: An overt researcher role in which the researcher remains active in theresearch setting for a long period of time, but does not participate in group activities orinteractions.Ethicalrelativist:Researcherswhobelieve they have a scientific right to study any group, even ifthe group is not interested in being studied, in order to further scientificunderstanding.Hawthorneeffect: Subjects alter their behaviors when they learn they are being studied.Ethicalabsolutist: A research perspective in which researchers have no right to invade people’sprivacy for scientific research; and that the deliberate deception of participants regarding theresearcher’s true intentions can always potentially harm the subjects.Confidentiality: An active attempt to remove from the research any elements that might indicatethe subjects’ identities.Anonymity: The subjects remain nameless.

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