However, in the articles chosen for this compilation, reflexivity plays the starring role and is central to the discussions of bias, “qualitative literacy,” gathering data in the field, and conducting research with the most vulnerable and marginalized populations.
“Reflexivity: 10 Articles on the Role of Reflection in Qualitative Research” is available for download here.
Four other recent compilations are also available for download:
“The Focus Group Method: 18 Articles on Design & Moderating is available for download here.
“The In-depth Interview Method: 12 Articles on Design & Implementation” is available for download here.
“Qualitative Data Analysis: 16 Articles on Process & Method” is available for download here.
“Qualitative Research: Transparency & Reporting” is available for download here.
Research Design Review is a blog first published in November 2009. RDR currently consists of more than 220 articles and has 650+ subscribers along with nearly 780,000 views. As in recent years, many of the articles published in 2019 centered on qualitative research. This paper — “Qualitative Research: Design & Methods” — represents a compilation of 14 of these articles pertaining to qualitative research design (4 articles) and various methods (10 articles).
The articles on qualitative research design touch on basic yet important considerations when choosing a qualitative approach; specifically, the critical thinking skills required of the researcher to integrate quality principles in the research design, effectively derive meaning from the human experience, and understand the important role of reflexivity. The 10 articles on research methods covers focus group discussions (e.g., building rapport, the asynchronous mode), in-depth interviews (e.g., strengths and limitations, mitigating interviewer bias), case-centered and narrative research (e.g., a case study exploring communication with educators among working-class Latino parents in urban Los Angeles), and an ethnographic case study.
It is not unusual for an in-depth interview (IDI) or focus group participant to wonder at some point in an interview or discussion if the participant “did okay”; that is, whether the participant responded to the researcher’s questions in the manner in which the researcher intended. For instance, an interviewer investigating parents’ healthy food purchases for their children might ask a mother to describe a typical shopping trip to the grocery store. In response, the mother might talk about the day of the week, the time of day, where she shops, and whether she is alone or with her children or someone else. After which she might ask the interviewer, Is that the kind of thing you were looking for? Is that what you mean? Did I do okay in answering your question? The interviewer’s follow up might be, Tell me something about the in-store experience such as the sections of the store you visit and the kinds of food items you typically buy.
It is one thing to misinterpret the intention of a researcher’s question – e.g., detailing the logistics of food purchasing rather than the actual food purchase experience – but another thing to adjust responses based on any number of factors influenced by the researcher-participant interaction. These interaction effects stem, in part, from the participant’s attempt to “do okay” in their role in the research process. Dr. Kathryn Roulston at the University of Georgia has written quite a bit about interaction in research interviews, including an edited volume Interactional Studies of Qualitative Research Interviews.
The dynamics that come into play in an IDI or focus group study – and in varying degrees, ethnographic research – are of great interest to qualitative researchers and important considerations in the overall quality of the research. This is the reason that a lot has been written about the researcher’s reflexive journal and its importance in Read Full Text