Writing a Qualitative Study

One of the structural techniques I really like is to instruct the reader on qualitative research methods or techniques while also presenting data. In previously discussing My Freshman Year, I noted how author, Rebekah Nathan,  educated the reader both on the data/findings and on qualitative research. Creswell writes "Another structural device is to "educate" the reader through a discussion about phenomenology and its philosophical assumptions" (p. 189).  

This is a skill I hope to develop well. I have thoroughly enjoyed reading information presented in this manner so it's certainly something to which I aspire!

At some point (when I have free gray matter) I'm going to think about qualitative research and the collision with "reality" TV (which is scripted and edited as we all know) and how it is somewhat of a "National Enquirer" of qualitative research yet there may be potential for both using qualitative research in a more broad appeal to heighten the average person's awareness to important topics.

Rhetorical Issues-Chapter 9

Creswell discusses rhetorical issues as he begins Chapter 9 and I believe one of his best images is "to narrow and expand the focus, evoking the metaphor of a camera lens that pans out, zooms in, then zooms out again" (p. 178). 

In reading some of the qualitative works we are enjoying this semester, I had noted the theme of the narrow, broad, narrow again but hadn't realized it was an actual technique.

I like the discussion of how today's qualitative research admits the impact of the work on the researcher, the participants, and the reader. I have found the qualitative process to be an iterative process and like the ability to document the thoughts, changes in beliefs, or how discovery has impacted self and others.  I believe it marks the difference between research and fiction.

Creswell's discussion regarding the audience is important but I also believe the researcher has to have a broad appeal and recognize that there is likely a blurring of the lines between audiences. Granted writing for a group of college professors versus a report for a government agency is going to be different, however when writing a qualitative study, there is a likely cross-appeal.

Qualitative Ruminations

Last semester Dr. Longman suggested I read the book Eats, Shoots & Leaves by Lynne Truss since I seem to suck at grammar so badly. While on the cruise with Joshlyn this week (Saturday - Thursday) I finished reading the following books:

• Rethinking the L word in Higher Education by Kezar
  
• My Freshman Year by Rebekah Nathan
  

Caught up and am ahead in reading

• Qualitative Inquiry & Research Design; Choosing Among Five Approaches by John Creswell
  

Thus I felt I could handle, briefly, beginning to read Eats, Shoots & Leaves. I'm about one-third of the way into the book and am delighted to not only be learning more about grammar but Ms. Truss's (I just learned that I can properly do the s's and it be correct) work is qualitative.  Throughout her book Ms. Truss provides qualitative data from her research and does so in a somewhat whimsical way that make the book a light and engaging read.

On page 48 Ms. Truss begins detailing some of the qualitative data regarding grammar. She writes, "Hundreds of emails and letters arrived, all of them testifying to the astonishing power of recall we sticklers have when things have annoyed us ("It was 1987, I'll never forget, and it said "CREAM TEA'S"); and also to the justifiable despair of the well educated in a dismally illiterate world. Reading the letters, I was alternately thrilled that so many people had bothered to write and sunk low by such overwhelming evidence of Britain's stupidity and indifference. The vast majority of the letters concerned misplaced apostrophes, of course, in potato's and lemon's.

As I read now, I am enjoying being able to identify the types of data and to consider how I am responding to the data. I am beginning to consider things such as "what type of approach would this be, what type of questions would the researcher ask, what would be the reporting format for this?"

My Hero Kezar Goes EVERYWHERE With Me

Here I am sitting on the BEAUTIFUL Mexican beach with the clear blue waters calling to me.

But no way-Kezar is calling. That's right-from Galveston, Texas to Cozumel, Mexico, to Progreso, Mexico, then back to Galveston, everywhere I went, Kezar went!

Kezar + Wallace = BFFI

The Claims of Community-Part II

I have been thinking further about the claims community makes upon a person. In the New Testament Christians read Paul's words to indicate that we should live in community, sharing our giftedness with one another as we are each uniquely created and have some wonderful gift to offer the whole.

I believe and often say to others:

With great freedom, comes great responsibility.

I believe the more freedom you have, the more "claim" there is upon you, to give of self in order to share your gifts. 

I also believe and often say to others:

It is only your choice for so long...

This statement started out as a employee/employer type of conversation but I realized it had more broad reading impact. I often allow students to "choose" what a response will be for certain actions-however they sometimes struggle with that and I give them a time limit in order to create the real world complexity. Then I tell them-it is only your choice for so long, then your lose the privledge of making the choice and it becomes my choice and you have to simply live with it.

I've carried that over (although not that successfully) to parenting as well.

Ultimately I believe what I'm doing is pointing out the construct of chaos theory-regardless-enduring values will surface and make themselves known.

A Mexcian Student Agreed

At the bottom of page 70, Nathan writes "A Mexican student agreed: I've met people who are interested in me, but for a lot of other people it's ...'whatever'! My [car] mechanic is more interested in my life and my background than other students."

I wonder if Nathan actually asked the Mexican student if he/she agreed/disagreed with the statement about whether or not American students "cared" for him/her or if the coding allowed Nathan to clearly see the "agreement?"

The Claims of Community

Nathan's statement on page 47-

They genuinely want to have a close community while at the same time they resist the claims that community makes on their schedule and resources in the name of individualism, spontaneity, freedom, and choice.

so easily that statement could read:

I genuinely want to have a close community while at the same time I resist the claims that community makes on my schedule and resources in the name of individuality, spontaneity, freedom, and choice.

I believe Nathan is gently brushing the top off an ant pile here!  There is so much that can be taken from this statement. Is it really so unusual that this generation just woke up and became like individualistic?  I don't think so really. As I note above, I could personalize the statement as an introvert who loves people, loves talking, laughing, and interacting, but I have no dimmer switch-when I'm done I am DONE. I am very black and white in my allowances of self to be claimed. 

However, when I inspect this notion more closely, the arms length I keep is not always there and is really only physical. I allow the claims of community to impact my mental thoughts, I think about things others need me to think, or pray, or contemplate. I offer advice, laughter, and feedback. 

Maybe like Nathan noted, when students make a choice and do not attend an event, they are labeled apathetic, we all have claims on our lives from community but based upon our own unique make-up, we respond to community in different ways.

Maybe the person walking out of step with the rest of the group is walking to the beat only he hears. And that's ok.