Transcript 15_Ethnographic Designs

Chapter 15
Ethnographic Designs
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
By the end of this chapter,
you should be able to:
Define ethnographic research and identify when
to use it
Describe the development of ethnographic
research
Identify types of ethnographic designs
Describe the key characteristics of ethnographic
research
Identify the steps in conducting an ethnography
study
Describe how to evaluate an ethnography study
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.2
What Are Ethnographic Designs?
Ethnographic designs are qualitative research
procedures for describing, analyzing, and
interpreting a culture-sharing group’s shared
patterns of behavior, beliefs, and language that
develops over time.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.3
When to Conduct Ethnographic
Research
When the study of a group helps you understand
a larger issue
When you have a culture-sharing group to study
When you want a day-to-day picture of the
events and activities of a group
When you have long-term access to a culturesharing group
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.4
How Ethnographic Research
Developed
Ethnography has been shaped by cultural
anthropology with an emphasis on writing
about culture
1928 Mead’s study of childbearing,
adolescence, and influence of culture on
personality in Samoa
1920s–1950s Single-case emphasis at
University of Chicago
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.5
How Ethnographic Research
Developed (cont’d)
1980s Educational Ethnographies
1997 Publication of Writing Culture that
highlighted two major issues
– Crisis of representation: How ethnographers interpret
the groups they are studying
– Crisis of “legitimacy”: Standards do not come from
“normal science.” Studies must be evaluated by
standards within the participants’ historical and cultural
influences and interactive forces of race, gender, and
class
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.6
Types of Ethnographic Design:
Realist Ethnography
Realist ethnographer narrates study from the
third-person voice reporting what is observed.
Researcher reports objective data free from
personal bias, political goals, or judgment.
Researcher produces the participants’ views
through closely edited quotes and has the final
word on how the culture is to be interpreted and
presented.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.7
Types of Ethnographic Designs:
Case Study
Definition: An in-depth exploration of a
bounded system (time, place, physical
boundaries)
Subject for case studies
– Individual or several individuals
– Series of steps that form a sequence of
activities
Researcher develops understanding of the
case by collecting multiple forms of data
Researcher locates the “case” or “cases” within
their larger context
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.8
Types of Qualitative Case Studies
Intrinsic Case Study
Unusual Case Study an intrinsic, unusual case
Instrumental Case Study
Issue
Case Study a case that provides insight into
an issue or theme
Multiple Instrumental Case Study
(also called a Collective Case Study)
Case
Issue
Case
Study several cases that
provide insight into an
issue (or theme)
Case
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.9
Common Types of Ethnographies:
Critical Ethnography
Used by politically minded researchers
Advocate for the emancipation of marginalized
groups
Seek to change society
Identify and celebrate research bias: All
research is value laden
Challenge status quo and ask, “Why is it so?”
Create literal dialogue with participants
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.10
Critical Ethnography:
Procedural Characteristics
Social issues include power, empowerment,
inequity, dominance, repression, hegemony,
victimization
Collaborate actively with participants and
negotiate final report
Self-conscious about their own interpretation
Reflexive and self-aware of their role
Non-neutral
Uses contradictions, imponderables, and tension
(Denzin 1997)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.11
Key Characteristics of
an Ethnographic Design
Cultural themes from cultural anthropology
A culture-sharing group
Examination of shared patterns of behavior,
belief, and language
Data collection through fieldwork
Description, themes, interpretation
Group context or setting
Researcher reflexivity
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.12
Key Characteristics: Cultural Themes
Cultural Theme: General position, declared or
implied, that is openly approved or promoted in
a society or group
Drawn from cultural anthropology or literature
Seen in purpose statement or research
questions as a central phenomenon
Examples:
– Persistence
– Identity development
– Social skills
– Enculturation
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.13
Key Characteristics:
Culture-sharing Group
Individuals who have shared
– Behaviors
– Beliefs
– Language
Groups vary in size
Individuals interact on regular basis
Individuals interact over a period of time
Representative of a larger group
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.14
Key Characteristics:
Discerning Shared Patterns
A shared pattern is a common social interaction
that stabilizes as tacit rules and expectations of
the group
– Behavior: Action taken by an individual in a
cultural setting
– Belief: How an individual thinks or perceives
things in a cultural setting
– Language: How an individual talks to others in
a cultural setting
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.15
Key Characteristics:
Discerning Shared Patterns (cont’d)
Types of patterns
– Ideal: What should have occurred
– Actual: What did occur
– Projective: What might have occurred
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.16
Key Characteristics: Doing Fieldwork
Fieldwork: The researcher gathers data in the
setting where the participants are located and
where their shared patterns can be studied
Types of data
– Emic data (data supplied by the participants)
– Etic data (ethnographer’s interpretation of
participant’s perspectives)
– Negotiation data (information participants and
researcher agree to use in a study)
Forms of data: observations, interviews,
documents
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.17
Key Characteristics:
Description, Themes, and
Interpretations
Description: Detailed rendering of individuals
and scenes in order to depict what is going on in
the culture-sharing group (detailed, thick, rich)
Themes: How things work and naming the
essential features in themes in the cultural setting
(shared patterns of behavior, thinking, talking)
Interpretation:
– Inferences and conclusions about what was
learned
– Relates descriptions and themes back to what
was learned
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.18
Key Characteristics:
Context or Setting
Setting, situation, or environment that surrounds
the cultural group being studied
History, religion, politics, economy, the
environment, physical location
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.19
Key Characteristics: Reflexivity
Researchers
–
–
–
–
Openly discuss respect for participants and sites
Talk about themselves
Share their experiences
Identify how their interpretations shape their
discussions about sites and groups
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.20
Steps in Conducting
Ethnographic Research
1. Identify intent and type of design and relate
intent to your research problem
2. Seek approval and access considerations
3. Collect appropriate data emphasizing time in
field, multiple sources, collaboration
4. Analyze and interpret data within a design
5. Write report consistent with your design
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.21
Evaluating Ethnographic Research
Is the group or case clearly identified?
Are there patterns of behavior or belief
identified?
Is detail provided about the group?
Is the context that surrounds the group
specified?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.22
Evaluating Ethnographic Research
Is the author reflexive?
Are broader interpretations given?
Does the ethnography convey how the culture
works?
Is the accuracy checked?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
15.23