BOOK
Qualitative Research Methods for the Social Sciences, Global Edition
(2016)
Additional Information
Book Details
Abstract
For courses in Research Methods in Political Science and Sociology, and in Qualitative Research Methods
Raising questions, rather than giving answers
Qualitative Research Methods for the Social Sciences is written with the recognition that different researchers in different fields each bring their own needs and intentions to the process. Authors Howard Lune and Bruce Berg aim to guide the reader through the process of research planning, carrying out one’s projects, and making sense of the results. Each chapter provides examples of the best and worst approaches to the kinds of questions that arise with each form of research, as well as discussions of what makes an approach successful or not. Like its predecessors, the Ninth Edition stresses the importance of ethics in research and respect for subjects.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | 1 | ||
| Copyright Page | 2 | ||
| Brief Contents | 3 | ||
| Contents | 5 | ||
| Preface | 9 | ||
| 1 Introduction | 11 | ||
| 1.1: Qualitative Methods, Qualitative Data | 12 | ||
| 1.2: Use of Triangulation in Research Methodology | 14 | ||
| 1.3: Qualitative Strategies: Defining an Orientation | 15 | ||
| 1.4: From a Symbolic Interactionist Perspective | 17 | ||
| 1.5: Why Use Qualitative Methods? | 19 | ||
| 1.6: A Plan of Presentation | 20 | ||
| 2 Designing Qualitative Research | 22 | ||
| 2.1: Theory and Concepts | 22 | ||
| 2.2: Ideas and Theory | 24 | ||
| 2.3: Reviewing the Literature | 26 | ||
| 2.3.1: Evaluating Web Sites | 27 | ||
| 2.3.2: Content versus Use | 28 | ||
| Trying It Out | 31 | ||
| 2.4: Framing Research Problems | 31 | ||
| 2.5: Operationalization and Conceptualization | 31 | ||
| 2.6: Designing Projects | 33 | ||
| 2.6.1: Concept Mapping | 34 | ||
| 2.6.2: Creating a Concept Map | 34 | ||
| 2.6.3: Using a Concept Map | 36 | ||
| 2.6.4: Setting and Population Appropriateness | 36 | ||
| 2.6.5: Sampling Strategies | 38 | ||
| 2.6.6: Representativeness | 39 | ||
| 2.7: Data Collection and Organization | 40 | ||
| 2.8: Data Storage, Retrieval, and Analysis | 40 | ||
| 2.9: Dissemination | 41 | ||
| 2.10: Why It Works | 41 | ||
| 2.11: Why It Fails | 42 | ||
| Trying It Out | 42 | ||
| 3 Ethical Issues in Research | 43 | ||
| 3.1: Research Ethics in Historical Perspective | 44 | ||
| 3.1.1: Regulations in the Research Process | 45 | ||
| 3.2: Informed Consent and Implied Consent | 46 | ||
| 3.3: Confidentiality and Anonymity | 48 | ||
| 3.3.1: Keeping Identifying Records | 48 | ||
| 3.3.2: Strategies for Safeguarding Confidentiality | 48 | ||
| 3.4: Securing the Data | 49 | ||
| 3.5: Why Researchers Violate | 49 | ||
| 3.6: Institutional Review Boards | 52 | ||
| 3.6.1: IRBs and Their Duties | 52 | ||
| 3.6.2: Clarifying the Role of IRBs | 54 | ||
| 3.6.3: Active versus Passive Consent | 55 | ||
| 3.6.4: Active versus Passive Consent in Internet Research | 56 | ||
| 3.6.5: Membership Criteria for IRBs | 56 | ||
| 3.7: Ethical Codes | 57 | ||
| 3.8: Some Common Ethical Concerns in Behavioral Research | 57 | ||
| 3.8.1: Covert versus Overt Researcher Roles | 58 | ||
| 3.9: New Areas for Ethical Concern: Cyberspace | 60 | ||
| 3.9.1: Protection for Children | 61 | ||
| 3.9.2: Debriefing the Subjects | 61 | ||
| 3.10: Objectivity and Careful Research Design | 62 | ||
| 3.11: Other Misconduct | 63 | ||
| 3.12: Why It Works | 63 | ||
| 3.13: Why It Fails | 63 | ||
| Trying It Out | 64 | ||
| 4 A Dramaturgical Look at Interviewing | 65 | ||
| 4.1: Performing the Interview | 66 | ||
| 4.2: Types of Data | 67 | ||
| 4.3: Types of Interviews | 67 | ||
| 4.3.1: The Standardized Interview | 67 | ||
| 4.3.2: The Unstandardized Interview | 68 | ||
| 4.3.3: The Semistandardized Interview | 69 | ||
| 4.4: The Data-Collection Instrument | 70 | ||
| 4.5: Guideline Development | 71 | ||
| 4.5.1: Question Order (Sequencing), Content, and Style | 72 | ||
| 4.6: Communicating Effectively | 75 | ||
| 4.7: A Few Common Problems in Question Formulation | 75 | ||
| 4.7.1: Affectively Worded Questions | 75 | ||
| 4.7.2: The Double-Barreled Question | 76 | ||
| 4.7.3: Complex Questions | 76 | ||
| 4.8: Pretesting the Schedule | 76 | ||
| 4.9: Long versus Short Interviews | 77 | ||
| 4.10: Telephone Interviews | 78 | ||
| 4.10.1: Advantages of the Telephone Interview | 78 | ||
| 4.10.2: Disadvantages of the Telephone Interview | 79 | ||
| 4.11: Computer-Assisted Interviewing | 79 | ||
| 4.11.1: Computer-Assisted Telephone Interviewing | 79 | ||
| 4.11.2: Computer-Assisted Personal Interviewing | 79 | ||
| 4.11.3: Web- and E-mail-Based In-Depth Interviews | 80 | ||
| Trying It Out | 81 | ||
| 4.12: Conducting an Interview: A Natural or an Unnatural Communication? | 81 | ||
| 4.13: The Dramaturgical Interview | 81 | ||
| 4.13.1: Interviewer Roles and Rapport | 82 | ||
| 4.13.2: The Role of the Interviewee | 83 | ||
| 4.13.3: The Interviewer as a Self-Conscious Performer | 83 | ||
| 4.13.4: Social Interpretations and the Interviewer | 84 | ||
| 4.14: The Interviewer’s Repertoire | 85 | ||
| 4.14.1: Interviewers’ Attitudes and Persuading a Subject | 86 | ||
| 4.14.2: Developing an Interviewer Repertoire | 87 | ||
| 4.14.3: Techniques to Get Started | 87 | ||
| 4.14.4: Taking the Show on the Road | 88 | ||
| 4.14.5: The Ten Commandments of Interviewing | 88 | ||
| 4.15: Know Your Audience | 89 | ||
| 4.16: Analyzing Interview Data | 89 | ||
| 4.16.1: Beginning an Analysis | 90 | ||
| 4.16.2: Organizing Your Data | 90 | ||
| 4.16.3: Analysis Procedures: A Concluding Remark | 92 | ||
| Trying It Out | 92 | ||
| 4.17: Why It Works | 93 | ||
| 4.18: Why It Fails | 93 | ||
| 5 Focus Group Interviewing | 94 | ||
| 5.1: Basic Ingredients in Focus Groups | 95 | ||
| 5.2: How Focus Groups Work | 96 | ||
| 5.2.1: The Moderator’s Guide | 96 | ||
| 5.2.2: Introduction and Introductory Activities | 96 | ||
| 5.2.3: Statement of the Basic Rules or Guidelines for the Interview | 97 | ||
| 5.2.4: Short Question-and-Answer Discussions | 97 | ||
| 5.2.5: Special Activities or Exercises | 97 | ||
| 5.2.6: Guidance for Dealing with Sensitive Issues | 97 | ||
| 5.3: Focus Group Data | 98 | ||
| 5.4: Selecting Focus Groups as a Method | 100 | ||
| 5.5: Selecting Groups | 101 | ||
| 5.5.1: Virtual Groups | 102 | ||
| 5.6: Working with a Group | 103 | ||
| 5.7: Common Missteps When Using Focus Groups | 103 | ||
| 5.8: Confidentiality and Focus Group Interviews | 104 | ||
| 5.9: Why It Works | 105 | ||
| 5.10: Why It Fails | 106 | ||
| Trying It Out | 106 | ||
| Notes | 106 | ||
| 6 Ethnographic Field Strategies | 107 | ||
| 6.1: Accessing a Field Setting: Getting In | 109 | ||
| 6.1.1: Negotiating the Researcher’s Role | 112 | ||
| 6.2: Becoming Invisible | 113 | ||
| 6.2.1: Dangers of Invisibility | 114 | ||
| 6.2.2: Other Dangers During Ethnographic Research | 115 | ||
| 6.3: Watching, Listening, and Learning | 116 | ||
| 6.3.1: How to Learn: What to Watch and Listen For | 117 | ||
| 6.3.2: Field Notes | 119 | ||
| 6.3.3: Computers and Ethnography | 124 | ||
| 6.3.4: Online Ethnography | 124 | ||
| Trying It Out | 125 | ||
| 6.4: Analyzing Ethnographic Data | 125 | ||
| 6.5: Other Analysis Strategies: Typologies, Sociograms, and Metaphors | 126 | ||
| 6.5.1: Typologies | 126 | ||
| 6.5.2: Sociograms | 127 | ||
| 6.5.3: Metaphors | 129 | ||
| 6.6: Disengaging: Getting Out | 130 | ||
| 6.7: Reflectivity and Ethnography | 131 | ||
| 6.8: Critical Ethnography | 131 | ||
| 6.8.1: The Attitude of the Ethnographer | 132 | ||
| 6.8.2: The Researcher’s Voice | 133 | ||
| 6.9: Why It Works | 134 | ||
| 6.10: Why It Fails | 135 | ||
| Trying It Out | 135 | ||
| 7 Participatory Action Research | 136 | ||
| 7.1: The Basics of Action Research | 138 | ||
| 7.2: Identifying the Research Question(s) | 139 | ||
| 7.3: Data Collection | 139 | ||
| 7.4: Analyzing and Interpreting the Information | 139 | ||
| 7.4.1: Descriptive Accounts and Reports | 140 | ||
| 7.5: Sharing the Results with the Participants | 140 | ||
| 7.6: When to Use and When Not to Use Action Research | 141 | ||
| 7.7: The Action Researcher’s Role | 141 | ||
| 7.8: Types of Action Research | 141 | ||
| 7.8.1: Technical/Scientific/Collaborative Mode | 142 | ||
| 7.8.2: A Practical/Mutual Collaborative/Deliberate Mode | 142 | ||
| 7.8.3: Emancipating or Empowering/Enhancing/Critical Science Mode | 142 | ||
| 7.9: Photovoice and Action Research | 143 | ||
| 7.9.1: The Goals in Photovoice | 143 | ||
| 7.10: Action Research: A Reiteration | 144 | ||
| 7.11: Why It Works | 144 | ||
| 7.12: Why It Fails | 145 | ||
| Trying It Out | 145 | ||
| 8 Unobtrusive Measures in Research | 146 | ||
| 8.1: Archival Strategies | 147 | ||
| 8.1.1: Public Archives | 148 | ||
| 8.1.2: Private Archives: Solicited and Unsolicited Documents | 152 | ||
| 8.1.3: A Last Remark About Archival Records | 154 | ||
| 8.2: Physical Erosion and Accretion: Human Traces as Data Sources | 155 | ||
| 8.2.1: Erosion Measures | 155 | ||
| 8.2.2: Accretion Measures | 156 | ||
| 8.3: Why It Works | 156 | ||
| 8.4: Why It Fails | 156 | ||
| Trying It Out | 156 | ||
| 9 Social Historical Research and Oral Traditions | 158 | ||
| 9.1: What Is Historical Research? | 158 | ||
| 9.2: Life Histories and Social History | 160 | ||
| 9.3: What Are the Sources of Data for Historical Researchers? | 161 | ||
| 9.4: Doing Historiography: Tracing Written History as Data | 161 | ||
| 9.4.1: External Criticism | 163 | ||
| 9.4.2: Internal Criticism | 164 | ||
| 9.5: What Are Oral Histories? | 166 | ||
| 9.5.1: Oral History as Reality Check | 166 | ||
| 9.5.2: Oral History Data | 167 | ||
| 9.6: Why It Works | 169 | ||
| 9.7: Why It Fails | 169 | ||
| Trying It Out | 169 | ||
| 10 Case Studies | 170 | ||
| 10.1: The Nature of Case Studies | 170 | ||
| 10.2: Theory and Case Studies | 172 | ||
| 10.3: The Use of Interview Data | 172 | ||
| 10.3.1: The Use of Personal Documents | 174 | ||
| 10.4: Intrinsic, Instrumental, and Collective Case Studies | 175 | ||
| 10.5: Case Study Design Types | 176 | ||
| 10.5.1: Exploratory Case Studies | 176 | ||
| 10.5.2: Explanatory Case Studies | 176 | ||
| 10.5.3: Descriptive Case Studies | 176 | ||
| 10.5.4: Designing Case Studies | 176 | ||
| 10.6: The Scientific Benefit of Case Studies | 177 | ||
| 10.6.1: Objectivity and the Case Method | 177 | ||
| 10.6.2: Generalizability | 177 | ||
| 10.7: Case Studies of Organizations | 178 | ||
| 10.8: Case Studies of Communities | 178 | ||
| 10.8.1: Data Collection for Community Case Studies | 179 | ||
| 10.9: Why It Works | 180 | ||
| 10.10: Why It Fails | 180 | ||
| Trying It Out | 180 | ||
| 11 An Introduction to Content Analysis | 181 | ||
| 11.1: What Is Content Analysis? | 182 | ||
| 11.2: Analysis of Qualitative Data | 182 | ||
| 11.2.1: Interpretative Approaches | 182 | ||
| 11.2.2: Social Anthropological Approaches | 183 | ||
| 11.2.3: Collaborative Social Research Approaches | 183 | ||
| 11.2.4: Content Analysis and Theory | 183 | ||
| 11.3: Content Analysis as a Research Technique | 184 | ||
| 11.3.1: Quantitative or Qualitative? | 186 | ||
| 11.3.2: Manifest versus Latent Content Analysis | 186 | ||
| 11.4: Communication Components | 187 | ||
| 11.4.1: Levels and Units of Analysis | 188 | ||
| 11.4.2: Building Grounded Theory | 188 | ||
| 11.4.3: What to Count | 189 | ||
| 11.4.4: Combinations of Elements | 189 | ||
| 11.4.5: Units and Categories | 190 | ||
| 11.4.6: Classes and Categories | 191 | ||
| Trying It Out | 191 | ||
| 11.5: Discourse Analysis and Content Analysis | 191 | ||
| 11.6: Open Coding | 192 | ||
| 11.7: Coding Frames | 193 | ||
| 11.7.1: A Few More Words on Analytic Induction | 194 | ||
| 11.7.2: Interrogative Hypothesis Testing | 195 | ||
| 11.8: Stages in the Content Analysis Process | 196 | ||
| 11.9: Computers and Qualitative Analysis | 197 | ||
| 11.10: Why It Works | 199 | ||
| 11.11: Why It Fails | 199 | ||
| Trying It Out | 200 | ||
| 12 Writing Research: Finding Meaning in Data | 201 | ||
| 12.1: Plagiarism: What It Is, Why It’s Bad, and How to Avoid It | 202 | ||
| 12.1.1: Why Plagiarism Occurs | 202 | ||
| 12.1.2: How to Avoid Plagiarism | 203 | ||
| 12.2: Identifying the Purpose of the Writing | 204 | ||
| 12.3: Delineating a Supportive Structure: Visual Signals for the Reader | 205 | ||
| 12.3.1: Context Sections | 206 | ||
| 12.3.2: Original Contribution Sections | 208 | ||
| 12.3.3: Findings or Results | 209 | ||
| 12.3.4: Discussion/Conclusion | 209 | ||
| 12.3.5: References, Notes, and Appendices | 210 | ||
| 12.4: Terms and Conditions | 212 | ||
| 12.5: Presenting Research Material | 212 | ||
| 12.5.1: Disseminating the Research: Professional Meetings and Publications | 213 | ||
| 12.6: A Word About the Content of Papers and Articles | 215 | ||
| 12.7: Write It, Rewrite It, Then Write It Again! | 215 | ||
| 12.8: A Few Writing Hints | 216 | ||
| 12.9: None of This Works | 216 | ||
| Trying It Out | 218 | ||
| Notes | 218 | ||
| References | 219 | ||
| Credits | 235 | ||
| Name Index | 238 | ||
| Subject Index | 244 |