Assignment 4—Interview: (30 points) due November 22nd at 11:30pm
Objective: To practice obtaining primary data using interview
Activity—The Interview:
1. You will choose an interview topic/question that is conflict related
Conflict Management in Organizational Teams
Here is the list of questions I will ask my respondent:
1) How do you deal with conflict?
2) Explain a situation when you experienced a conflict at work and how you deal
with it.
3) How do you deal with disagreements when working as part of a group?
4) Patrick: May you Offer an example?
5) Explain a situation when you disagreed with your boss and how you dealt with it.
6) Explain a situation when you disagreed with a rule or policy and how you dealt
with it.
2. Having completed the CITI course, you will develop and administer an informed
consent form in keeping with IRB principles. The IRB provisions need to be studied
carefully. NSU has an IRB webpage that provides resources such as informed
consent templates. This must be submitted as part of the assignment.
3. Beginning of the Interview
Patrick: Good morning, Mr. Thelemaque! I am Patrick Valbrun, a Ph.D Student in the Conflict
Analysis and Resolution program at Nova Southeastern Univesity. As I pointed out in the email
that I sent you last week, I am conducting research on conflict management at work for a course
entitled CARD 7110 – Qualitative Research Methods I that I am taking this term with Dr. Ismael
Muvingi. In this perspective, I should interview someone who work for an organization
for about one hour. I am interested in your experience as a supervisor of V&D Associate
Corporation. I want to get some information about the way you manage conflict at your
work. Please are you ready to answer my questions?
Thelemaque: Yes, I am.
Patrick: Thank you in advance for your time.
1) Patrick: Mr. Thelemaque, how do you deal with conflict at your organization?
Thelemaque: “Well! I handle conflict by valuing diversity and understand that different people
have different opinions. As far as I am concerned, different viewpoints constitute the basis for
conflict. Therefore, when face with conflict, I work to cooperate with other actors to solve the
problem in a way that is mutually advantageous for all players involved. Sometimes, I can
become defensive when trying to articulate my viewpoint. I am practicing tactics to deal with
this behavior.”
Patrick: May you state one of the tactics you practice?
Thelemaque: “One of the tactics I practice is stopping to take a deep breath and carefully
considering my words before I respond.”
2) Patrick: Explain a situation when you experienced with your boss and how you deal with
it.
Thelemaque: “While working on a project for a former employer, one of my team members
regularly undermined each solution I presented. He also tended to interrupt and talk over others
without listening to their input. I faced a challenge in sustaining my patience when he interrupted
others without listening. It reached a point where our respective managers counseled both of us
on our behavior”.
Thelemaque: “To solve this conflict, I had to acknowledge that I cannot change or control his
behavior. I also recognized that this behavior, from both of us, was likely a result of stress
because of the heavy workload of the job. Consequently, I fine-tuned my own communication
style to rise compassion, prevent triggers and build patience with interruptions. We were able to
complete the task and preserve polite correspondence whenever we needed to work together after
that.”
3) Patrick: How do you deal with disagreements when working as part of a group?
Thelemaque: “As long as everyone knew their assigned projects, we did not think we needed to
schedule time for meetings that would not move the task forward. In addition, we thought these
meetings would employ valuable time necessary to complete the job. Instead of beginning an
argument concerning the meetings, we assembled everyone together to elucidate their rational
for their side.
Patrick: May you Offer an example?
Thelemaque: Ultimately, we decided to hold a day-to-day meeting that would last no more than
fifteen minutes to offer short updates on job progress.”
3) Patrick: Explain a situation when you disagreed with your boss and how you dealt with it.
Thelemaque: “In my prior experience, I was working with a team to prepare a presentation for
leadership. The team was in charge for theorizing an idea and presenting a task plan to execute
the idea. We chose an idea and built an action plan for completing the presentation. Two of the
group members wanted to hold day to day meetings to discuss the plan and progress. Other
assembly members, including myself, did not agreed with this approach, for the group had a log
to report task progress and completion.
Thelemaque: “After careful consideration, I decided to discuss the issue with the next level of
management, which dismissed my concerns and supported the decision to remove the data.
Ultimately, I removed data as directed, but I also changed the language in the report to clearly
communicate that the reported data represented successful projects to ensure I accurately
represented the information. I also documented the situation, including data records removed
from reported results, in the event of questioning or an audit.
Thelemaque: “I understood my supervisor’s decision for the request, but I could not compromise
my values. I tried to create a compromise in removing the data and adding the language. We did
eventually receive funding for our project based on the reports.”
4) Patrick: Explain a situation when you disagreed with a rule or policy and how you dealt
with it.
“In one of my prior jobs, the human resources director wanted to record personal identifying
information like social security numbers on job applications. He insisted that the information
would be save in a safe place. Although, I believed him, I did not agree with this practice. I
understood that human resources needed to collect this information at the point of hire to verify
employment eligibility. However, I disagreed with gathering it from each applicant.
Thelemaque:“I expressed my opinion that requiring this information on the application could
negatively impact our talent pool, but also acknowledged that I was not a human resource
professional, and it was not my decision. The human resources director acknowledged my
opinion, but believed it was the best practice. I trusted him as the experienced professional to
make the correct choice.”
Patrick: Thank you for your time, Mr. Thelemaque.
Thelemaque: “You welcome Mr. Valbrun! I which you good luck in your research project. I
would be glade to read your findings”.
Patrick: I will share the final project with you.
Thelemaque: Thank you ahead of time Mr. Patrick!
Patrick: You welcome, Mr. Thelemaque! Bye!
Thelemaque: Bye, Mr. Patrick!
4. You will code themes within the transcripts of the interview and submit the coded
transcript. The transcript should be single spaced, Times New Roam in Word format.
In other words, record the responses the respondent gives to your questions.
1. You will also write an analysis essay indicating the themes and the coding methods
you used. There is no cookbook on themes, and they depend on the topic or subject of
inquiry. You will need to read the Saldana extract and/or text and do additional
research on the topic of the interview. Examples of coding are uploaded in the
Coding Module as well. Saldana’s, The Coding Manual for Qualitative Research is a
good resource for choices on coding methods.
The coding methods used are Descriptive Code (summarizing the primary topic of the
excerpt), In Vivo Code (One of the codes is taken directly from what the participant
himself says and is placed in quotation marks), and Eclectic Coding (“first-impression”
phrases derived from an open-ended process) as Saldana notes. From these three coding,
choose one that you feel connect to your research. For example, if you choose to use In
Vivo Code, you take the codes (the statements made by the respondent or interviewee)
directly from what the participant himself declares and is placed in quotation marks.
Length
The length of the transcript is open – it depends on your style and the content of the
interview.
The analysis part should be approximately 5 pages, double spaced, Times New Roman, MS
Word and must cover a) the issue or question that is the objective of the interview, b) what
coding method/s you chose and why, c) what themes emerge from the interview data and some
ideas on how you might start to categorize these themes d) your reflections on the process.
Here, you need to analyze your findings (what you code or note in the interview or the responses
of the respondent, participant, or interviewee) by using Time New Roman style, MS Word and
stating the coding method you chose and why (maybe this coding method is related to the kind of
interview). You also need to state what themes emerge from the interview data and some ideas
on how you might start to categorize these themes? Remember to give your reflection on the
process. The analysis should be around 5 pages, double spaced.
COLLABORATIVE INSTITUTIONAL TRAINING INITIATIVE (CITI PROGRAM)
COMPLETION REPORT – PART 1 OF 2
COURSEWORK REQUIREMENTS*
* NOTE: Scores on this Requirements Report reflect quiz completions at the time all requirements for the course were met. See list below for details.
See separate Transcript Report for more recent quiz scores, including those on optional (supplemental) course elements.
• Name:
• Institution Affiliation:
• Institution Email:
• Institution Unit:
• Phone:
Patrick Valbrun (ID: 7892211)
Nova Southeastern University (ID: 543)
pv165@mynsu.nova.edu
Department of Conflict Resolution Studies (DCRS)
(954) 262-7563
• Curriculum Group:
Human Research
• Course Learner Group: Group 2: Social-Behavioral-Educational (Non-HPD) Researchers
• Stage:
Stage 2 – Refresher Course
• Record ID:
• Completion Date:
• Expiration Date:
• Minimum Passing:
• Reported Score*:
50803118
25-Aug-2022
24-Aug-2025
80
91
REQUIRED AND ELECTIVE MODULES ONLY
SBE Refresher 1 – History and Ethical Principles (ID: 936)
SBE Refresher 1 – Federal Regulations for Protecting Research Subjects (ID: 937)
SBE Refresher 1 – Defining Research with Human Subjects (ID: 15029)
SBE Refresher 1 – Informed Consent (ID: 938)
SBE Refresher 1 – Assessing Risk (ID: 15034)
SBE Refresher 1 – Privacy and Confidentiality (ID: 15035)
SBE Refresher 1 – Research with Prisoners (ID: 939)
SBE Refresher 1 – Research with Children (ID: 15036)
SBE Refresher 1 – Research in Educational Settings (ID: 940)
SBE Refresher 1 – International Research (ID: 15028)
DATE COMPLETED
25-Aug-2022
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COLLABORATIVE INSTITUTIONAL TRAINING INITIATIVE (CITI PROGRAM)
COMPLETION REPORT – PART 2 OF 2
COURSEWORK TRANSCRIPT**
** NOTE: Scores on this Transcript Report reflect the most current quiz completions, including quizzes on optional (supplemental) elements of the
course. See list below for details. See separate Requirements Report for the reported scores at the time all requirements for the course were met.
• Name:
• Institution Affiliation:
• Institution Email:
• Institution Unit:
• Phone:
Patrick Valbrun (ID: 7892211)
Nova Southeastern University (ID: 543)
pv165@mynsu.nova.edu
Department of Conflict Resolution Studies (DCRS)
(954) 262-7563
• Curriculum Group:
Human Research
• Course Learner Group: Group 2: Social-Behavioral-Educational (Non-HPD) Researchers
• Stage:
Stage 2 – Refresher Course
• Record ID:
• Report Date:
• Current Score**:
50803118
25-Aug-2022
100
REQUIRED, ELECTIVE, AND SUPPLEMENTAL MODULES
SBE Refresher 1 – History and Ethical Principles (ID: 936)
SBE Refresher 1 – Federal Regulations for Protecting Research Subjects (ID: 937)
SBE Refresher 1 – Defining Research with Human Subjects (ID: 15029)
SBE Refresher 1 – Informed Consent (ID: 938)
SBE Refresher 1 – Assessing Risk (ID: 15034)
SBE Refresher 1 – Privacy and Confidentiality (ID: 15035)
SBE Refresher 1 – Research with Prisoners (ID: 939)
SBE Refresher 1 – Research with Children (ID: 15036)
SBE Refresher 1 – Research in Educational Settings (ID: 940)
SBE Refresher 1 – International Research (ID: 15028)
MOST RECENT
25-Aug-2022
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SCORE
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2/2 (100%)
2/2 (100%)
2/2 (100%)
2/2 (100%)
4/4 (100%)
2/2 (100%)
2/2 (100%)
2/2 (100%)
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For this Report to be valid, the learner identified above must have had a valid affiliation with the CITI Program subscribing institution
identified above or have been a paid Independent Learner.
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ONE
An Introduction to Codes and Coding
CHAPTER SUMMARY
This chapter first presents the purposes and goals of The Coding Manual for
Qualitative Researchers. It then provides definitions and examples of codes and categories and their roles in qualitative data analysis. The procedures and mechanics
of coding follow, along with discussions of analytic software and team collaboration. The chapter concludes with reflections on necessary researcher attributes and
the role of method in coding.
Purposes of the Manual
The three primary purposes of the manual are:
• to discuss the functions of codes, coding, and analytic memo writing during the qualitative data collection and analytic processes;
• to pro?le a selected yet diverse repertoire of coding methods generally applied in qualitative data analysis; and
• to provide readers with sources, descriptions, recommended applications, examples, and
exercises for coding and further analyzing qualitative data.
This manual does not address such matters as qualitative research design or how to
conduct interviews or participant observation ?eldwork. Those topics are already
masterfully discussed in other textbooks. The manual is intended as a reference to
supplement those existing works. It focuses exclusively on codes and coding and
how they play a role in the qualitative data analytic process. For newcomers to
qualitative inquiry it presents a repertoire of coding methods in broad brushstrokes.
Additional information and extended discussion of the methods can be found in
most of the cited sources. Grounded theory (discussed in Chapter Two), for example, is clearly pro?led, streamlined, and re-envisioned in Kathy Charmaz’s (2006)
Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, while
Graham R. Gibbs’ (2007) Analysing Qualitative Data provides an elegant survey of
basic analytic processes.
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The manual does not maintain allegiance to any one speci?c research genre or
methodology. Throughout this book you will read a breadth of perspectives on
codes and coding, sometimes purposely juxtaposed to illustrate and highlight the
diverse opinions among scholars in the ?eld. The following are just two examples
of such professional divergence:
Any researcher who wishes to become pro?cient at doing qualitative analysis
must learn to code well and easily. The excellence of the research rests in large
part on the excellence of the coding. (Strauss, 1987, p. 27)
But the strongest objection to coding as a way to analyze qualitative research
interviews is not philosophical but the fact that it does not and cannot work. It
is impossible in practice. (Packer, 2011, p. 80)
No one, including myself, can claim ?nal authority on coding’s utility or the
“best” way to analyze qualitative data. In fact, there are a few instances where I take
moderate liberty with adapting and even renaming prescribed coding methods for
clarity or ?exibility’s sake. This is not intended to standardize terminology within
the ?eld, but simply to employ consistency throughout this particular manual.
I must also emphasize at the very beginning that there are times when coding the
data is absolutely necessary, and times when it is most inappropriate for the study at
hand. All research questions, methodologies, conceptual frameworks, and ?eldwork parameters are context speci?c. Also, whether you choose to code or not
depends on your individual value, attitude, and belief systems about qualitative
inquiry. For the record, here are mine, from Fundamentals of Qualitative Research:
Qualitative research has evolved into a multidisciplinary enterprise, ranging from
social science to art form. Yet many instructors of research methods vary in their
allegiances, preferences, and prescriptions for how to conduct ?eldwork and
how to write about it. I myself take a pragmatic stance toward human inquiry
and leave myself open to choosing the right tool for the right job. Sometimes a
poem says it best; sometimes a data matrix does. Sometimes words say it best;
sometimes numbers do. The more well versed you are in the ?eld’s eclectic methods of investigation, the better your ability to understand the diverse patterns
and complex meanings of social life. (Saldaña, 2011b, pp. 177–8)
Coding is just one way of analyzing qualitative data, not the way. Be cautious of
those who demonize the method outright. And be equally cautious of those who
swear unyielding af?nity to codes, or what has been colloquially labeled “coding
fetishism.” I prefer that you yourself, rather than some presumptive theorist or
hardcore methodologist, determine whether coding is appropriate for your particular research project.
I also wrote this manual because I found it problematic (but not dif?cult) to
teach coding in my own qualitative research methods course. I provided students
with an array of readings about the process from multiple sources because I had
yet to ?nd that single satisfactory book (to me) that focused exclusively on the
2
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topic. General introductory texts in qualitative inquiry are so numerous and well
written that it becomes dif?cult not to ?nd the best one to use, but which one of
such quality works to select as the primary textbook. This manual supplements
introductory works in the subject because most limit their discussions about coding to the writer’s prescribed, preferred, or signature methods. I wanted to provide
in a single resource a selected collection of various coding methods developed by
other researchers (and myself) that provides students and colleagues with a useful
reference for classroom exercises and assignments, and for their own independent
research for thesis and dissertation ?eldwork and future qualitative studies. But by
no means is it an exhaustive resource. I deliberately exclude such discipline-speci?c
methods as psychotherapy’s Narrative Processes Coding System (Angus, Levitt, &
Hardtke, 1999), and such signature methods as the Davis Observation Code system for medical interviews (Zoppi & Epstein, 2002, p. 375). If you need additional
information and explanation about the coding methods, check the References.
This manual is intended primarily as a reference work. It is not necessarily meant
to be read cover to cover, but it certainly can be if you wish to acquaint yourself
with all 32 coding methods pro?les and their analytic possibilities. There are, in fact,
several principles related to coding matters not discussed in the ?rst two chapters
that are unique to some of the pro?les. If you choose to review all the contents,
read selected sections at a time, not all of them in one sitting, otherwise it can overwhelm you. If you are scanning the manual to see which coding method(s) might be
appropriate for your particular study, read the pro?les’ Description and Applications
sections to see if further reading of the pro?le is merited, or check the glossary in
Appendix A. It is doubtful you will use every coding method included in this
manual for your particular research endeavors throughout your career, but they are
available here on an “as-needed” basis for your unique projects. Like an academic
curriculum, the sequential order of the pro?les has been carefully considered. They
do not necessarily progress in a linear manner from simple to complex, but are clustered generally from the fundamental to the intermediate to the advanced.
What Is a Code?
A code in qualitative inquiry is most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute
for a portion of language-based or visual data. The data can consist of interview
transcripts, participant observation ?eld notes, journals, documents, drawings,
artifacts, photographs, video, Internet sites, e-mail correspondence, literature,
and so on. The portion of data to be coded during First Cycle coding processes
can range in magnitude from a single word to a full paragraph to an entire page
of text to a stream of moving images. In Second Cycle coding processes, the portions coded can be the exact same units, longer passages of text, analytic memos
about the data, and even a recon?guration of the codes themselves developed
thus far. Charmaz (2001) describes coding as the “critical link” between data collection and their explanation of meaning.
AN INTRODUCTION TO CODES AND CODING
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Do not confuse the use of code in qualitative data analysis with the use of code
in the ?eld of semiotics, even though there are some slight parallels between the
two applications. In semiotics, a code relates to the interpretation of symbols in
their speci?c social and cultural contexts. In qualitative data analysis, a code is
a researcher-generated construct that symbolizes and thus attributes interpreted
meaning to each individual datum for later purposes of pattern detection, categorization, theory building, and other analytic processes. Just as a title represents and
captures a book, ?lm, or poem’s primary content and essence, so does a code represent and capture a datum’s primary content and essence.
Coding examples
An example of a coded datum, as it is presented in this manual, looks like this
when taken from a set of ?eld notes about an inner city neighborhood. The oneword capitalized code in the right column is called a Descriptive Code, which summarizes the primary topic of the excerpt:
1
I notice that the grand majority of homes have chain
link fences in front of them. There are many dogs
(mostly German shepherds) with signs on fences that
say “Beware of the Dog.”
1
SECURITY
Here is an example of several codes applied to data from an interview transcript
in which a high school senior describes his favorite teacher. The codes are based on
what outcomes the student receives from his mentor. Note that one of the codes
is taken directly from what the participant himself says and is placed in quotation
marks – this is called an In Vivo Code:
1
He cares about me. He has never told me but he does.
2
He’s always been there for me, even when my parents
were not. He’s one of the few things that I hold as a
constant in my life. So it’s nice. 3 I really feel
comfortable around him.
1
2
3
SENSE OF SELF-WORTH
STABILITY
“COMFORTABLE”
Did you agree with the codes? Did other words or phrases run through your
mind as you read the data? It is all right if your choices differed from mine. Coding
is not a precise science; it is primarily an interpretive act. Also be aware that a code
can sometimes summarize, distill, or condense data, not simply reduce them. Madden
(2010), in fact, notes that such analytic work does not diminish but “value adds”
to the research story (p. 10).
The introductory examples above were kept purposely simple and direct. But
depending on the researcher’s academic discipline, ontological and epistemological
orientations, theoretical and conceptual frameworks, and even the choice of coding
method itself, some codes can attribute more evocative meanings to data. In the
4
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excerpt below, a mother describes her teenage son’s troubled school years. The codes
emerge from the perspective of middle- and junior high school years as a dif?cult
period for most youth. They are not speci?c types of codes; they are “?rst-impression”
phrases derived from an open-ended process called Eclectic Coding:
1
My son, Barry, went through a really tough time about, 1 MIDDLE-SCHOOL
probably started the end of fifth grade and went into
HELL
2
2
sixth grade. When he was growing up young in school TEACHER’S PET
he was a people-pleaser and his teachers loved him to
3
death. 3 Two boys in particular that he chose to try to
BAD INFLUENCES
4
emulate, wouldn’t, were not very good for him. They 4 TWEEN ANGST
were very critical of him, they put him down all the
time, and he kind of just took that and really kind of
5
internalized it, I think, for a long time. 5 In that time
THE LOST BOY
period, in the fifth grade, early sixth grade, they really
just kind of shunned him all together, and so his
network as he knew it was gone.
Note that when we re?ect on a passage of data to decipher its core meaning, we
are decoding; when we determine its appropriate code and label it, we are encoding. For ease of reference throughout this manual, coding will be the sole term used.
Simply understand that coding is the transitional process between data collection
and more extensive data analysis.
Coding for patterns
In the examples presented thus far, each unit of data was assigned its own unique
code. This is due primarily to the short length of the excerpts. In larger and complete
data sets, you will ?nd that several to many of the same codes will be used repeatedly throughout. This is both natural and deliberate – natural because there are
mostly repetitive patterns of action and consistencies in human affairs, and deliberate because one of the coder’s primary goals is to ?nd these repetitive patterns of
action and consistencies in human affairs as documented in the data. In the example below, note how the same Process Code (a word or phrase which captures action)
is used twice during this small unit of elementary school classroom activity:
1
Mrs. Jackson rises from her desk and announces,
“OK, you guys, let’s get lined up for lunch. Row
One.” Five children seated in the first row of
desks rise and walk to the classroom door.
Some of the seated children talk to each other.
2
Mrs. Jackson looks at them and says,
“No talking, save it for the cafeteria.
3
Row Two.” Five children seated in the
1
LINING UP FOR LUNCH
2
MANAGING BEHAVIOR
3
LINING UP FOR LUNCH
AN INTRODUCTION TO CODES AND CODING
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second row of desks rise and walk
to the children already standing in line.
Another way the above passage could be coded is to acknowledge that MANAGING
BEHAVIOR is not a separate action or an interruption of the routine that disrupts
the ?ow of LINING UP FOR LUNCH, but to interpret that MANAGING BEHAVIOR
is an embedded or interconnected part of the larger social scheme that composes
LINING UP FOR LUNCH. The coding might appear thusly, using a method called
Simultaneous Coding (which applies two or more codes within a single datum):
1
Mrs. Jackson rises from her desk and announces,
“OK, you guys, let’s get lined up for lunch. Row
One.” Five children seated in the first row of
desks rise and walk to the classroom door.
Some of the seated children talk to each other.
1a
Mrs. Jackson looks at them and says,
“No talking, save it for the cafeteria.
1
Row Two.” Five children seated in the second
row of desks rise and walk to the children already
standing in line.
1
LINING UP FOR LUNCH
1a
MANAGING
BEHAVIOR
Take note of some important caveats when it comes to understanding patterns
and regularity: idiosyncrasy is a pattern (Saldaña, 2003, pp. 118–22) and there can
be patterned variation in data (Agar, 1996, p. 10). Sometimes we code and categorize data by what participants talk about. They may all share with you their personal perceptions of school experiences, for example, but their individual value,
attitude, and belief systems about education may vary greatly from being bored
and disengaged to being enthusiastic and intrinsically motivated. When you
search for patterns in coded data to categorize them, understand that sometimes
you may group things together not just because they are exactly alike or very
much alike, but because they might also have something in common – even if,
paradoxically, that commonality consists of differences.
For example, each one of us may have a strong opinion about who should be
leading our country. The fact that we each have an individual opinion about that
issue is what we have in common. As for whom we each believe should be leading
the country, that is where the differences and variations occur. Acknowledge that
a confounding property of category construction in qualitative inquiry is that data
cannot always be precisely and discretely bounded; they are within “fuzzy” boundaries at best (Tesch, 1990, pp. 135–8). That is why a method called Simultaneous
Coding is an option we have, when needed. Finally, Hatch (2002) offers that you
think of patterns not just as stable regularities but as varying forms. A pattern can
be characterized by:
• similarity (things happen the same way)
• difference (they happen in predictably different ways)
6
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•
•
•
•
frequency (they happen often or seldom)
sequence (they happen in a certain order)
correspondence (they happen in relation to other activities or events)
causation (one appears to cause another) (p. 155)
Coding filters
The act of coding requires that you wear your researcher’s analytic lens. But how
you perceive and interpret what is happening in the data depends on what type of
?lter covers that lens. For example, consider the following statement from an older
male: “There’s just no place in this country for illegal immigrants. Round them
up and send those criminals back to where they came from.” One researcher, a
grounded theorist using In Vivo Coding to keep the data rooted in the participant’s
own language, might code the datum this way:
1
There’s just no place in this country for illegal
immigrants. Round them up and send those
criminals back to where they came from.
1
“NO PLACE”
A second researcher, an urban ethnographer employing Descriptive Coding to
document and categorize the breadth of opinions stated by multiple participants,
might code the same datum this way:
1
There’s just no place in this country for illegal
immigrants. Round them up and send those
criminals back to where they came from.
1
IMMIGRATION ISSUES
And a third researcher, a critical race theorist employing Values Coding to capture and label subjective perspectives, may code the exact same datum this way:
1
There’s just no place in this country for illegal
immigrants. Round them up and send those
criminals back to where they came from.
1
XENOPHOBIA
The collection of coding methods in this manual is a repertoire of possible ?lters
to consider and apply to your approaches to qualitative inquiry. But even before
that, your level of personal involvement as a participant observer – as a peripheral,
active, or complete member during ?eldwork – ?lters how you perceive, document,
and thus code your data (Adler & Adler, 1987). So do the types of questions you
ask and the types of responses you receive during interviews (Kvale & Brinkmann,
2009), the detail and structuring of your ?eld notes (Emerson, Fretz, & Shaw, 2011),
the gender, social class, and race/ethnicity of your participants – and yourself
(Behar & Gordon, 1995; Stan?eld & Dennis, 1993), and whether you collect data
from adults or children (Greene & Hogan, 2005; Tisdall, Davis, & Gallagher, 2009;
Zwiers & Morrissette, 1999).
AN INTRODUCTION TO CODES AND CODING
01-Saldana-Ch