Chapter 19 Analyzing Qualitative Data

1. Chapter 19Analyzing Qualitative Data

2. Qualitative Analysis Styles • Template analysis style • Editing analysis style • Immersion/crystallization style

3. Qualitative Analysis Process • Comprehending • Synthesizing • Theorizing • Recontextualizing

4. Tasks in Qualitative Data Management and Organization • Transcribing the data • Developing a categorization scheme • Coding qualitative data • Organizing qualitative data • Manual methods of organization • Computerized methods of organization

5. General Analytic Overview—Some Analytic Steps • Identify themes • Search for patterns among themes, variations in the data • Develop charting devices, timelines • Validate themes, patterns • Calculate quasi-statistics • Integrate thematic pieces

6. Spradley’s 12-Step Ethnographic Method • Locating an informant • Interviewing an informant • Making an ethnographic record • Asking descriptive questions • Analyzing ethnographic interviews • Making a domain analysis (1st level of analysis)

7. Spradley’s 12-Step Ethnographic Method (cont’d) • Asking structural questions • Making a taxonomic analysis (2nd level) • Asking contrast questions • Making a componential analysis (3rd level) • Discovering cultural themes, theme analysis (4th level) • Writing the ethnography

8. Phenomenological Analysis Three broad schools of phenomenology: • Duquesne school of phenomenology (descriptive phenomenology) • Colaizzi • Giorgi • Van Kaam

9. Phenomenological Analysis (cont’d) 2.Utrecht school of phenomenology (descriptive and interpretive) • Van Manen 3.Heideggerian hermeneutics (interpretive) • Diekelmann, Allen, and Tanner

10. Colaizzi’s Method • Read all protocols, get a feeling for them • Extract significant statements • Spell out meaning of each significant statement • Organize formulated meanings into clusters of themes

11. Colaizzi’s Method (cont’d) • Integrate results into exhaustive description of phenomenon • Formulate exhaustive description of phenomenon into unequivocal statement of identification • Validate by asking participants about findings

12. Grounded Theory Analysis • Uses constant comparative method of analysis • Two competing grounded theory strategies: • Glaser and Strauss • Strauss and Corbin

13. Coding in Glaser and Strauss’ Approach • Substantive codes • Open codes—end when core category is identified • Level I (in vivo) codes • Level II codes • Level III codes • Selective codes—codes relating to core category only • Theoretical codes

14. Examples of Families of Theoretical Codes (Glaser) • The six Cs: Causes, contexts, contingencies, consequences, covariances, and conditions • Process: Stages, phases, passages, transitions • Degree: Intensity, range, grades, continuum • Strategy: Tactics, techniques, maneuverings • Interaction: Mutual effects, interdependence, reciprocity

15. Selected Criteria for Deciding on a Core Category (Glaser) • It must be central, i.e., related to many categories • It must reoccur frequently in the data • It takes more time to saturate than other categories • It has clear and grabbing implications for formal theory

16. Strauss and Corbin’s Method of Grounded Theory Three Types of Coding • Open coding • Axial coding • Selective coding—deciding on the central (or core) category