16 Analysis

1. 16 Analysis • Follows on to Coding and Analysis (7) • Presentations (14)

2. NEXT CLASS Analysis II Helene Starks READ THE ARTICLES SENT OUT - Malcolm SE, Ng JJ, Rosen RK, Stone VE. An examination of HIV/AIDS patients who have excellent adherence to HAART. AIDS Care. 2003;15(2):251-261 Kylma J, Vehvilainen-Julkunen K, Lahdevirta J. Hope, despair and hopelessness in living with HIV/AIDS: a grounded theory study. J Adv Nurs. March 16, 2001 2001;33(6):764-775 FILL IN THE REVIEW AND SCORE SHEET AND BRING TO THE CLASS

3. Learning Objectives • express analysis in terms of different levels, specialization and applicability to drawing conclusions

4. Analysis • what is done between the gathering of data, and the output, • usually a report/presentation • an attempt to draw meaning from qualitative data

5. Analysis Characteristics • In good analysis researchers clarify their • preferences/orientation/bias/paradigm • Paradigm: world views, ways of ordering and simplifying the perceptual world’s overwhelming complexity by making certain fundamental assumptions about the nature and interrelationships of the university, of the individual and of society

6. paradigms are normative • Reflect a (usually accepted)standard • Discover by determining what individual views as: • important and unimportant • reasonable and unreasonable • legitimate and illegitimate • possible and impossible • what to attend to, and what to ignore

7. paradigms are learned • theory, method, standards all acquired together in an inextricable mixture

8. paradigms • basis for all scientific activity including • underlying assumptions made • problem definition • areas of investigation • questions posed • how data will be interpreted • what conclusions will be drawn • any recommendations made at the end of the research process

9. In any discussion there are three questions to ask: • What are the facts? • What is the interpretation of those facts. • What are the presuppositions behind the interpretations. • That is in what way are you supposedly constrained to think?

10. Paradigms • All theories, methodologies and methods -- ULTIMATELY PARADIGM-BASED • E.g. "dominant ideology" "dominant stratification ideology" or "logic of opportunity syllogism" accepted by 70+% of Americans, but not in many other countries • opportunity for economic advancement based on hard work (Protestant work ethic) is plentiful leads to deductions that: • individuals are personally responsible for own economic fate, hence • resulting inequality distribution of economic rewards is equitable and fair

11. VALUE CRITICAL SYSTEMS APPROACH Tenets • properties or behavior of each element in the system affect the properties or behavior of the whole system • properties or behavior of each element and the way each affects the whole, are, in turn, affected by the properties or behavior of at least one other element in the system • since each element exerts a non-independent effect on the whole, a system cannot be understood by analyzing its elements independently, for each element interacts with others and each affects the performance of the whole • a system is always more than the sum of its parts, because any system always exhibits some properties or behavior that none of its elements can

12. Value Critical: Based on doctrines of: expansionism • all problems are subsets of larger wholes, tend to focus on whole, rather than parts relativity • there are no universal (non-contextual) laws or truths, • only contextually determined truths teleology • all systems are purposeful, hence fundamentally normative and value-laden, so scientists and researchers inevitably take sides, consciously, or unconsciously, and are interested an influenced by what is good or bad, right or wrong, what ought to be • Self-serving

13. Value Critical: Based on doctrines of: integrative mode of thinking conflicting ideologies and purposes are at the heart of every urgent practical problem technical and scientific considerations inevitably merge with value structures, so implicitly or explicitly address issues such as: • Equity • POWER • individual or collective human rights • social obligation • guiding ethics • basic value assumptions data and findings are less a matter of fact, than of interpretation • but dominant research paradigm assumes a value-free or value-neutral approach

14. Value critical approach asks that all value-structures, means and ends, basic assumptions and ethical frames associated with competing perspectives regarding the problem under study, BE MADE EXPLICIT in order to subject them to critical review My value: humans basically act in their best interests given their circumstances • E.g. Harlem fires • Keeping infants malnourished in Madagascar so the families could receive food supplements

15. Question the following: Purpose in doing the research Problem Identification • Who has identified the problem, and why is it perceived as a problem, ie what is explicitly the rationale for such a definition? • what is known about any given problem depends on how the problem was defined • Whose interests are served by defining the problem in this particular way? • Are there other stakeholders (individuals or collectivities) in the outcome of this research project, and therefore, in the way in which this particular problem is to be defined? If so, have their definitions of the same problem been considered and given equal consideration? If not, why not? FUNDING BIAS

16. Theory Selection • Have I made my theoretical framework explicitly? • Have I made the basic assumptions that underlie the theory explicitly? That is, have I made the assumptions and the underlying values that led me to seek this particular theory explicit for all to see? • Have the major contending theoretical constructions been examined critically for “fit” with the problem understudy? • What are those factors (assumptions, rationale, values, technical considerations, etc.) that provide the bases for rejecting those alternative theories • Have individuals from other disciples of who hold a different theoretical perspective been consulted for critiques and suggestions? • Have the potential consequences for different population groups of selecting one theory when an alternative theory may in fact be correct been assessed?

17. Analysis • every qualitative researcher approaches this differently • Paradigms in qualitative research (these terms used below do not have universal meaning, each writer uses them differently):

18. Paradigms in Qualitative Research • REALISTS • social phenomena exist not only in mind, but in objective world, and there are relationships among these phenomena

19. Qualitative Paradigms also called Strategies • interpretivists (symbolic anthropology) • knowledge, facts, come laden with theory • e.g. table before me is a desk rather than a dressing table (interpret certain physical sensations) • or I feel happy (rather than say, drunk - interpret physical sensations, and a mental state) • useful in approaching meaning and action • many other "paradigms" strategies • not get bogged down there Body ritual among the naciremA

20. Varieties of Qualitative Strategies

21. qualitative research 3 types of questions • characteristics of language itself • regularities in human experience • comprehension of meaning of text or action

23. Major types of Qualitative Strategies

24. features of qualitative research: • intense or prolonged contact with "field" or life situation (which are normal in the sense of everyday phenomena) • researcher attempts to gain "holistic" overview of study question • researcher tries to get emic view • in process researcher may isolate themes (interpretation) (informants may not necessarily agree with interpretation) • task is to try to explain ways people manage/understand day-to-day situations • many ways to interpret this material, some may be more compelling than others • no standard instrument for doing this • words are the key features of qualitative analysis • computers make words too easily accessible

25. Bernard Chapter 16, 17 • process of analysis (looking for patterns in data and explanation of why patterns there) via • Coding • looking for themes (he doesn't call them that, Spradley uses that word, Bernard talks more about analytic categories) • matrix displays (profile and proximity) • causal flowcharts (far advanced into analysis when can draw these)

30. Cycle of data --->analysis/interpretation---> data • monitor & report your own thought processes as much as possible (keep info on decision you make about coding & extracting patterns), ie keep a log book

31. Analytic Foci GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • chronological • key events • setting • people • processes • issues

32. Analytic Foci: Chronological GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • Series of events: • Big Time • Determinants of Health • Development at FIUTS • Trader Jo's • Blood Donors • Colonics • University Police • Madison Markets • Elevator riders

33. Analytic Foci: Key events Big Time Determinants of Health Development at FIUTS Trader Jo's Blood Donors Colonics University Police Madison Markets Elevator riders GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts

34. Analytic Foci: settings, GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • Big Time • Determinants of Health • Development at FIUTS • Trader Jo's • Blood Donors • Colonics • University Police • Madison Markets • Elevator riders • places, sites, locations, then cross-setting analysis • how does behavior change in different sites, why?

35. Analytic Foci: People GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • Big Time • Determinants of Health • Development at FIUTS • Trader Jo's • Blood Donors • Colonics • University Police • Madison Markets • Elevator riders • people (within or across cases),

36. Analytic Foci: Processes GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • Big Time • Determinants of Health • Development at FIUTS • Trader Jo's • Blood Donors • Colonics • University Police • Madison Markets • Elevator riders • control, recruitment, decision making, socialization, communication, etc.

37. Analytic Foci: issues GRAND THEORY Mid-Range Theory meaning, interaction patterns, grouping describing items, concepts • Big Time • Determinants of Health • Development at FIUTS • Trader Jo's • Blood Donors • Colonics • University Police • Madison Markets • Elevator riders

38. Bernard: text analysis • hermaneutics: looking for meanings and interconnection in expression of culture, began with seeking truths, interpretation of scriptures • narrative and performance analysis: looking at how people give speeches or tell stories • example May 21, 2002 Lakewood, going to Walmart bathroom • schema analysis • discourse analysis

39. Grounded theory • identify concepts from text, and link them into theories (discovery hypothesis) • Mechanics • produce transcripts of interviews and read through text parts • identify themes/analytic categories • compare themes/categories • think about how themes are linked together • build models using relations among categories • present results using quotes that illuminate theory

40. Analysis focus for SF Street youth • "Using methods developed by Strauss and Glaser, the investigator and co-investigator read and hand-coded field notes and interview data during weekly analytic sessions. Analytic sessions were summarized in written memos. Concepts in the text were identified and labeled. Similar concepts were grouped into categories. Categories and relationships among categories were then used to generate a preliminary model. This provisional model was tested through theoretical sampling, a method of targeted sampling of subjects in the field based on emerging concepts in the analysis"

41. Value Critical with SF Homeless youth • “In our efforts to understand the reasons behind the high levels of risk-taking and low levels of service utilization in this population, we have been guided by our clinical and research experience that sociocultural context strongly influences the decisions people make, including decisions regarding risky behaviors. Social epidemiologists have argued that to understand individuals’ decisions regarding health-related behaviors, we must understand that the social context of people’s lives shapes norms, expectations, opportunities to engage in risk (or avoid it), and exposure to stresses or changes for which risky behaviors may represent effective short-term coping behaviors.”

42. SF Youth Model similar to others: • “…lives of the marginalized and homeless are not simply chaotic, but instead follow reproducible patterns; • …marginalized youth and adults share belief systems that reinforce and rationalize their inability to exit their marginalized roles.”

43. Content analysis (test hypothesis) • develop set of codes, and apply them to the text • can use statistical methods to analyze the results

44. Ethnographic decision Models

45. Folk Taxonomies

46. Componential Analysis

47. Componential Analysis • specify conditions under what a native speaker of a language will call something by a particular term • understand cognitive process by which native speakers decide which of several particular terms they should apply to a particular thing • ie. try to distinguish items within a domain

48. Pattern Identification • Descriptive • what are different types/categories of response? • how frequently are the different types/categories of response mentioned? • free lists are easiest way to get this • what are the key quotes or observations which illustrate the main theme?

49. Pattern Identification: Interpretive • What is relative priority of different types/categories of response? How is this expressed? • What is level of agreement between respondents (are there several different cultural models, or is it all the same model?) Bernard Table 16.1 • How do these types/categories of response relate to each other ie what is the interrelationship between these causes • How do these patterns relate to patterns you have identified in other analyses? Is there synergy? • Do the data collected using different techniques appear to validate the patterns you see? (triangulation) • Do the data satisfactorily answer your research question? Is there a next step?

50. Bernard Table 16.1