Social Group Identities and the Interviewing Relationship

Issues of equity in an interviewing relationship are affected by the social identities that participants and interviewers bring to the interview. Our social identities are affected by our experience with issues of class, race, ethnicity, and gender, and those social forces interact with the sense of power in our lives (Kanter, 1977). The interviewing

Distinguish Among Private, Personal, and Public Experiences

Interviewing relationships are also shaped by what the interviewer and participant deem are appropriate subjects to explore in the interview. In considering what is appropriate, interviewers may find it useful to dis­tinguish among public, personal, and private aspects of a participant’s life (Shils, 1959). The public aspect is what participants do, for example, at

Avoid a Therapeutic Relationship

At the same time, interviewers must avoid changing the interview­ing relationship into a therapeutic one. Many see a similarity between the type of open-ended, relatively nondirective interviewing that I have been discussing in this book and the type of exploration that takes place in psychotherapy. It is essential that research interviewers not see them­selves

Reciprocity in Interview Research :

The issue of reciprocity in the interviewing relationship can be trou­bling. The more the interviewing relationship is charged with issues of race, ethnicity, class, and gender, the more complicated the problem of reciprocity can be. Patai (1987) in her study of Brazilian women, most of whom were poor, agonized over what could be perceived

Equity in Interview Research

Interviewers and participants are never equal. We can strive to reduce hierarchical arrangements, but usually the participant and the interviewer want and get different things out of the interview. Despite different pur­poses, researchers can still strive for equity in the process. By equity I mean a balance between means and ends, between what is

Managing the Interview Data

To work with the material that interviewing generates, the researcher first has to make it accessible by organizing it. Keeping track of partici­pants through the participant information forms, making sure the written consent forms are copied and filed in a safe place, labeling audiotapes of interviews accurately, managing the extensive files that develop in

Keeping Interviewing and Analysis Separate: What to Do Between Interviews

It is difficult to separate the processes of gathering and analyzing data. Even before the actual interviews begin, the researcher may an­ticipate results on the basis of his or her reading and preparation for the study. Once the interviews commence, the researcher cannot help but work with the material as it comes in. During

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Tape-Recording Interviews

I have no doubt that in-depth interviews should be tape-recorded; however, the literature reflects varying opinions on this point (Bogdan & Taylor, 1975; Briggs, 1986; Hyman et al., 1954; Lincoln & Guba, 1985; Patton, 1989; Weiss, 1994). I believe that to work most reliably with the words of participants, the researcher has to transform

Transcribing Interview Tapes

Transcribing interview tapes is time-consuming and potentially costly work. It can be facilitated by using a transcribing machine that has a foot pedal and earphones. Nonetheless it will normally take from 4 to 6 hours to transcribe a 90-minute tape. If possible, the initial transcrip­tions should be made using a computer-based word-processing program. Later,

Studying, Reducing, and Analyzing the Interview Text

As one can see, in-depth interviewing generates an enormous amount of text. The vast array of words, sentences, paragraphs, and pages have to be reduced to what is of most significance and interest (McCracken, 1988; Miles & Huberman, 1984; Wolcott, 1990). Most important is that reducing the data be done inductively rather than deductively.

Sharing Interview Data: Profiles and Themes

One goal of the researcher in marking what is of interest in the inter­view transcripts is to reduce and then shape the material into a form in which it can be shared or displayed (Miles & Huberman, 1984). Reducing the data is a first step in allowing the researchers to present their inter­view material

Making and Analyzing Thematic Connections

A more conventional way of presenting and analyzing interview data than crafting profiles is to organize excerpts from the transcripts into cat­egories. The researcher then searches for connecting threads and patterns among the excerpts within those categories and for connections between the various categories that might be called themes. In addition to present­ing profiles

Interpreting the Interview Material

Interpreting is not a process researchers do only near the end of the project. Even as interviewers question their participants, tentative inter­pretations may begin to influence the path of their questioning. Marking passages that are of interest, labeling them, and grouping them is analytic work that has within it the seeds of interpretation. Crafting

Interview Note

The number of themes that emerge into prominence in an interview study has implications for the organization of a dissertation. While the format of a dissertation is in the purview of dissertation committees, I think it reasonable to suggest that interviewing studies, so rich in words, may not lend themselves to the conventional five-chapter

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The Case Study as a Research Method

Using case studies for research purposes remains one of the most challenging of all social science endeavors. The purpose of this book is to help you—an experi­enced or budding social scientist—to deal with the challenge. Your goal is to design good case studies and to collect, present, and analyze data fairly. A further goal

Comparing Case Studies with Other Research Methods in the Social Sciences

When and why would you want to do case studies on some topic? Should you consider doing an experiment instead? A survey? A history? An analysis of archival records, such as modeling economic trends or student performance in schools?1 These and other choices represent different research methods. Each is a differ­ent way of collecting

Different Kinds of Case Studies, but a Common Definition

Our discussion has progressed without a formal definition of case studies. Moreover, commonly asked questions about case studies still have been unan­swered. For example, is it still a case study when more than one case is included in the same study? Do case studies preclude the use of quantitative evidence? Can case studies be

General Approach to Designing Case Studies

In identifying the method for your research project, Chapter 1 has shown when you might choose to use the case study method, as opposed to other methods. The next task is to design your case study. For this purpose, as in designing any other type of research investigation, you need a plan or research

Criteria for Judging the Quality of Research Designs

Because a research design is supposed to represent a logical set of statements, you also can judge the quality of any given design according to certain logical tests. Concepts that have been offered for these tests include trustworthi­ness, credibility, confirmability, and data dependability (U.S. Government Accountability Office, 1990). Four tests, however, have been commonly

Case Study Designs

These general characteristics of research designs serve as a background for considering the specific designs for case studies. Four types of designs will be discussed, based on a 2 x 2 matrix (see Figure 2.4). The matrix first shows that every type of design will include the desire to analyze contextual conditions in relation