Doing Qualitative Research

Circles within Circles

Margot Ely with Margaret Anzul, Teri Friedman, Diane Garner, Ann McCormack Steinmetz

Each part of the book covers a different aspect of the qualitative research process.

Part 1: Grounding introduces the reader to the basic principles of qualitative research, such as the importance of reflexivity, the different types of qualitative research, and the ethical considerations involved in qualitative research.

Part 2: Starting discusses the early stages of the qualitative research process, such as developing a research question, choosing a research site, and gaining access to participants.

Part 3: Doing covers the core activities of qualitative research, such as data collection, data analysis, and writing a qualitative research report.

Part 4: Feeling explores the emotional and personal dimensions of qualitative research, and it provides guidance on how to cope with the challenges and rewards of qualitative research.

Here are some of the key themes of the book:

The importance of reflexivity in qualitative research
The value of multiple perspectives in qualitative research
The importance of building relationships with participants
The need to be flexible and adaptable in the qualitative research process
The importance of writing a qualitative research report that is both informative and engaging

The book has been praised by reviewers for its clarity, its practicality, and its insights into the qualitative research process. It is a valuable resource for students, researchers, and practitioners alike.

Grounding

The book Doing Qualitative Research: Circles Within Circles by Margot Ely and colleagues discusses the importance of grounding in qualitative research. Grounding is the process of developing a deep understanding of the research context and the participants’ perspectives. It is essential for conducting rigorous and meaningful qualitative research.

The authors argue that grounding is important for a number of reasons. First, it helps to ensure that the research is relevant to the participants’ lived experiences. Second, it helps to reduce the likelihood of researcher bias. Third, it helps to develop a rich and nuanced understanding of the research topic.

The authors discuss a number of different ways to ground qualitative research, such as:

Spending time in the research setting. This allows the researcher to observe the participants’ everyday lives and to learn about their culture and norms.
Building relationships with participants. This allows the researcher to gain the participants’ trust and to develop a deeper understanding of their perspectives.
Analyzing data as it is collected. This helps the researcher to identify emerging themes and to refine the research questions.
Using multiple data collection methods. This allows the researcher to collect data from different perspectives and to triangulate the data.
Reflecting on the research process. This helps the researcher to identify their own biases and to ensure that the research is conducted in an ethical and responsible manner.

The authors also discuss the importance of self-awareness and reflexivity in qualitative research. Reflexivity is the process of reflecting on the researcher’s own role in the research process and how their biases may influence the research findings. It is important for researchers to be aware of their own biases and to take steps to mitigate them.

The authors conclude by arguing that grounding is essential for conducting rigorous and meaningful qualitative research. By grounding the research, researchers can develop a deep understanding of the research context and the participants’ perspectives, which can lead to new insights and knowledge.

Here are some specific examples of how grounding can be applied in qualitative research:

A researcher studying the experiences of homeless people might spend time in homeless shelters and soup kitchens to get to know the participants and to learn about their lives.
A researcher studying the culture of a school might observe classrooms and extracurricular activities to learn about the school’s norms and values.
A researcher studying the impact of a new social program might interview participants before, during, and after the program to learn about their experiences.
A researcher studying a controversial topic might collect data from multiple stakeholders to get different perspectives on the issue.

Grounding is an important part of the qualitative research process. By grounding their research, researchers can develop a deep understanding of the research context and the participants’ perspectives, which can lead to new insights and knowledge.

Starting

Starting refers to the early stages of the qualitative research process, such as developing a research question, choosing a research site, and gaining access to participants.

The authors argue that starting is an important phase of the qualitative research process because it sets the stage for the rest of the research. By carefully considering the research question, the research site, and the participants, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

The research question

The research question is the central question that the researcher is trying to answer. The authors argue that the research question should be specific, focused, and feasible. It should also be relevant to the researcher’s interests and expertise.

The authors also discuss the importance of developing a research question that is appropriate for qualitative research. Qualitative research is designed to explore complex phenomena and to understand the participants’ perspectives. Therefore, the research question should be open-ended and allow for the possibility of unexpected findings.

The research site

The research site is the place where the data will be collected. The authors argue that the research site should be chosen carefully to ensure that the researcher will have access to the participants and the data needed to answer the research question.

The authors also discuss the importance of building relationships with the people at the research site. This can help to ensure that the researcher is welcome at the site and that the participants are willing to participate in the research.

Gaining access to participants

Once the research site has been chosen, the researcher needs to gain access to the participants. The authors discuss a number of different ways to gain access to participants, such as:

Snowball sampling: This involves asking participants to refer other potential participants to the researcher.
Convenience sampling: This involves recruiting participants who are easily accessible to the researcher.
Purposive sampling: This involves selecting participants who have specific characteristics that are relevant to the research question.

The authors also discuss the importance of obtaining informed consent from the participants. Informed consent is the process of providing participants with information about the research and obtaining their permission to participate.

The authors conclude by arguing that starting is an important phase of the qualitative research process. By carefully considering the research question, the research site, and the participants, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

Here are some specific examples of how starting can be applied in qualitative research:

A researcher studying the experiences of homeless people might choose to conduct the research at a homeless shelter. They might then recruit participants by snowball sampling or by purposive sampling participants who have certain characteristics, such as a history of mental illness or substance abuse.
A researcher studying the culture of a school might choose to conduct the research at a public school. They might then recruit participants by convenience sampling or by purposive sampling participants who hold certain positions, such as teachers, administrators, or students.
A researcher studying the impact of a new social program might choose to conduct the research at a community center where the program is being offered. They might then recruit participants by purposive sampling participants who are enrolled in the program.

Starting is an important part of the qualitative research process. By carefully considering the research question, the research site, and the participants, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

Doing

Margot Ely and colleagues focuses on the core activities of qualitative research, including data collection, data analysis, and writing a qualitative research report.

Data collection

The authors argue that data collection is an iterative process that involves ongoing reflection and analysis. They also argue that there are many different ways to collect data in qualitative research, and the best method will depend on the research question and the research context.

The authors discuss a number of different data collection methods, such as:

Interviews: Interviews allow the researcher to collect in-depth information from participants.
Focus groups: Focus groups allow the researcher to collect data from multiple participants simultaneously.
Observations: Observations allow the researcher to collect data on the participants’ behavior in their natural environment.
Documents: Documents can provide the researcher with insights into the participants’ experiences and perspectives.

The authors also discuss the importance of triangulation in data collection. Triangulation is the process of using multiple data collection methods to collect data on the same topic. This can help to increase the validity and reliability of the research findings.

Data analysis

The authors argue that data analysis is an ongoing process that begins during data collection. They also argue that there are many different ways to analyze data in qualitative research, and the best method will depend on the research question and the research context.

The authors discuss a number of different data analysis methods, such as:

Thematic analysis: Thematic analysis is a process of identifying and analyzing patterns in the data.
Narrative analysis: Narrative analysis is a process of analyzing stories and narratives.
Discourse analysis: Discourse analysis is a process of analyzing language use.

The authors also discuss the importance of reflexivity in data analysis. Reflexivity is the process of reflecting on the researcher’s own role in the research process and how their biases may influence the data analysis.

Writing a qualitative research report

The authors argue that the qualitative research report should be both informative and engaging. They also argue that the report should be written in a clear and concise style.

The authors discuss a number of different things to consider when writing a qualitative research report, such as:

The audience: The report should be written for the intended audience, which may include academics, practitioners, or policymakers.
The purpose: The purpose of the report should be clear and concise.
The structure: The report should have a clear and logical structure.
The language: The language used in the report should be clear, concise, and easy to understand.

The authors conclude by arguing that data collection, data analysis, and writing a qualitative research report are essential activities in qualitative research. By carefully considering the different data collection and data analysis methods, and by writing a clear and concise report, researchers can produce high-quality qualitative research.

Here are some specific examples of how the concepts discussed in the chapter “Doing” can be applied in qualitative research:

A researcher studying the experiences of homeless people might use multiple data collection methods, such as interviews, focus groups, and observations. They might then use thematic analysis to identify patterns in the data.
A researcher studying the culture of a school might use observations and interviews to collect data on the teachers’, students’, and administrators’ experiences. They might then use narrative analysis to analyze the stories and narratives that emerge from the data.
A researcher studying the impact of a new social program might use interviews and documents to collect data on the participants’ experiences. They might then use discourse analysis to analyze how the participants talk about the program.

The chapter “Doing” provides a comprehensive overview of the core activities of qualitative research. It is an essential resource for anyone who is conducting qualitative research.

Participant observation

Participant observation is a qualitative research method in which the researcher participates in the activities of the group or community they are studying. This allows the researcher to collect data from the inside out and to develop a deep understanding of the participants’ experiences and perspectives.

The authors argue that participant observation is a valuable data collection method for qualitative researchers because it allows them to:

Collect data on the participants’ natural behavior.
Develop relationships with the participants.
Gain access to the participants’ private world.
See the world from the participants’ perspective.

The authors also discuss the challenges of participant observation, such as:

Gaining access to the research site and participants.
Maintaining objectivity and reflexivity.
Recording and analyzing the data.

The authors provide a number of tips for conducting participant observation, such as:

Start by developing a clear understanding of your research question and the research context.
Gain access to the research site and participants gradually.
Build relationships with the participants.
Be respectful of the participants and their culture.
Take notes and record your observations systematically.
Analyze the data regularly and reflexively.

The authors conclude by arguing that participant observation is a powerful data collection method for qualitative researchers. By carefully considering the challenges and rewards of participant observation, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

Here are some specific examples of how participant observation can be applied in qualitative research:

A researcher studying the culture of a school might observe classrooms, extracurricular activities, and staff meetings. They might also participate in school events and activities.
A researcher studying the experiences of homeless people might participate in the activities of a homeless shelter, such as meals, meetings, and support groups.
A researcher studying the impact of a new social program might participate in the program’s activities and observe the participants’ interactions with each other and with the program staff.

Participant observation is a valuable data collection method for qualitative researchers because it allows them to collect data from the inside out and to develop a deep understanding of the participants’ experiences and perspectiv

Interviewing

In the chapter “Doing” of the book Doing Qualitative Research: Circles Within Circles by Margot Ely and colleagues, the authors discuss interviewing as a data collection method.

Interviewing is a qualitative research method in which the researcher asks questions of participants in order to collect data on their experiences, perspectives, and opinions. Interviews can be conducted in person, over the phone, or online.

The authors argue that interviewing is a valuable data collection method for qualitative researchers because it allows them to:

Collect in-depth information from participants.
Explore the participants’ experiences and perspectives in detail.
Ask follow-up questions to clarify the participants’ responses.
Probe for more information when necessary.

The authors also discuss the challenges of interviewing, such as:

Gaining access to participants.
Establishing rapport with participants.
Asking open-ended questions.
Recording and analyzing the data.

The authors provide a number of tips for conducting interviews, such as:

Develop a clear interview guide or protocol.
Establish rapport with the participant at the beginning of the interview.
Ask open-ended questions and avoid leading questions.
Probe for more information when necessary.
Record the interview accurately and completely.
Analyze the interview data carefully and reflexively.

The authors conclude by arguing that interviewing is a powerful data collection method for qualitative researchers. By carefully considering the challenges and rewards of interviewing, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

Here are some specific examples of how interviewing can be applied in qualitative research:

A researcher studying the experiences of homeless people might interview homeless people about their lives, their experiences on the streets, and their hopes and dreams for the future.
A researcher studying the culture of a school might interview teachers, administrators, and students about their experiences at the school, their perceptions of the school culture, and their suggestions for improvement.
A researcher studying the impact of a new social program might interview participants in the program about their experiences, their satisfaction with the program, and their suggestions for improvement.

Interviewing is a valuable data collection method for qualitative researchers because it allows them to collect in-depth information from participants and to explore their experiences and perspectives in detail.

Feeling

The chapter “Feeling” of the book Doing Qualitative Research: Circles Within Circles by Margot Ely and colleagues focuses on the emotional and personal dimensions of qualitative research. The authors argue that qualitative research is not just a cognitive process, but also an affective one. Researchers’ feelings and emotions can have a significant impact on the research process and the research findings.

The authors discuss a number of different ways that researchers’ feelings and emotions can influence qualitative research, such as:

Shaping the research question: Researchers’ feelings and emotions can shape the research question they choose to study. For example, a researcher who is passionate about social justice might be more likely to choose a research question related to social inequality.
Influencing data collection: Researchers’ feelings and emotions can influence how they collect data. For example, a researcher who is feeling anxious about interviewing participants might be more likely to ask closed-ended questions.
Impacting data analysis: Researchers’ feelings and emotions can influence how they analyze data. For example, a researcher who is feeling frustrated with the data collection process might be more likely to focus on the negative aspects of the data.
Affecting the writing process: Researchers’ feelings and emotions can influence how they write the research report. For example, a researcher who is feeling insecure about their research findings might be more likely to write in a defensive or apologetic tone.

The authors also discuss the importance of reflexivity in qualitative research. Reflexivity is the process of reflecting on the researcher’s own role in the research process and how their biases may influence the research findings. Reflexivity can help researchers to become more aware of their own feelings and emotions and how they may be impacting the research.

The authors conclude by arguing that it is important for researchers to acknowledge and manage their feelings and emotions throughout the qualitative research process. By doing so, researchers can increase the likelihood of conducting rigorous and meaningful qualitative research.

Here are some specific tips for managing feelings and emotions in qualitative research:

Be aware of your own feelings and emotions. Take some time to reflect on your feelings and emotions about the research topic, the research participants, and the research process.
Acknowledge your feelings and emotions. Don’t try to suppress or deny your feelings and emotions. Allow yourself to feel them, but don’t let them control you.
Talk about your feelings and emotions with a trusted colleague or supervisor. Talking about your feelings and emotions can help you to understand them and to develop strategies for managing them.
Take breaks from the research process. It is important to take breaks from the research process to avoid burnout and to maintain a healthy perspective.

The chapter “Feeling” provides a valuable resource for qualitative researchers. It helps researchers to understand the emotional and personal dimensions of qualitative research and to develop strategies for managing their feelings and emotions throughout the research process.

Interpreting

he chapter “Interpreting” in the book Doing Qualitative Research: Circles Within Circles by Margot Ely and colleagues focuses on the process of interpreting qualitative data. The authors argue that interpretation is an essential part of qualitative research and that it is important to be systematic and reflective in the interpretation process.

The authors discuss a number of different approaches to interpreting qualitative data, such as:

Thematic analysis: Thematic analysis is a process of identifying and analyzing patterns in the data.
Narrative analysis: Narrative analysis is a process of analyzing stories and narratives.
Discourse analysis: Discourse analysis is a process of analyzing language use.
Grounded theory: Grounded theory is a process of developing theories from the data.

The authors also discuss the importance of reflexivity in interpretation. Reflexivity is the process of reflecting on the researcher’s own role in the research process and how their biases may influence the interpretation.

The authors conclude by arguing that interpretation is an iterative process that involves ongoing reflection and analysis. They also argue that there is no one right way to interpret qualitative data. The best approach to interpretation will depend on the research question, the research context, and the researcher’s own theoretical framework.

Here are some specific tips for interpreting qualitative data:

Re-read the data carefully. This will help you to identify patterns and themes in the data.
Compare and contrast different data sources. This can help you to develop a more nuanced understanding of the data.
Write memos about your interpretation. This will help you to keep track of your thoughts and ideas as you develop your interpretation.
Discuss your interpretation with others. This can help you to refine your interpretation and to identify any potential biases.

The chapter “Interpreting” provides a valuable resource for qualitative researchers. It helps researchers to understand the different approaches to interpreting qualitative data and to develop strategies for conducting systematic and reflective interpretations.

Here are some examples of how the concepts discussed in the chapter “Interpreting” can be applied in qualitative research:

A researcher studying the experiences of homeless people might use thematic analysis to identify patterns in the data, such as the challenges that homeless people face, the coping mechanisms they use, and their hopes and dreams for the future.
A researcher studying the culture of a school might use narrative analysis to analyze the stories and narratives of teachers, students, and administrators. This could help the researcher to develop a deeper understanding of the school culture and the values and beliefs that are shared by the members of the school community.
A researcher studying the impact of a new social program might use discourse analysis to analyze how the participants talk about the program. This could help the researcher to understand how the program is perceived by the participants and how it is impacting their lives.

The chapter “Interpreting” is an essential resource for any qualitative researcher who wants to learn more about the process of interpreting qualitative data and how to develop systematic and reflective interpretations.

Reflecting

The chapter “Reflecting” in the book Doing Qualitative Research: Circles Within Circles by Margot Ely and colleagues focuses on the importance of reflection in qualitative research. Reflection is the process of thinking critically about the research process and the research findings. It is essential for conducting rigorous and meaningful qualitative research.

The authors discuss a number of different ways that reflection can be used in qualitative research, such as:

To understand the research context: Reflection can help researchers to develop a deeper understanding of the research context and the participants’ perspectives.
To identify and challenge biases: Reflection can help researchers to identify and challenge their own biases. This can help to reduce the likelihood of bias influencing the research findings.
To make sense of the data: Reflection can help researchers to make sense of the data and to develop insights and interpretations.
To improve the research process: Reflection can help researchers to identify areas where the research process can be improved.

The authors also discuss the importance of reflexivity in qualitative research. Reflexivity is the process of reflecting on the researcher’s own role in the research process and how their biases may influence the research findings. Reflexivity is essential for conducting rigorous and ethical qualitative research.

The authors conclude by arguing that reflection is an ongoing process that should be integrated into all aspects of the qualitative research process. By reflecting on their research, researchers can increase the likelihood of conducting rigorous, meaningful, and ethical qualitative research.

Here are some specific tips for reflection in qualitative research:

Keep a research journal. A research journal is a place where you can record your thoughts and feelings about the research process and the research findings.
Talk to other researchers. Talking to other researchers about your research can help you to get feedback and to develop new perspectives.
Attend conferences and workshops. Conferences and workshops can provide you with opportunities to learn about new research methods and to network with other researchers.
Read about qualitative research. There are many books and articles written about qualitative research. Reading about qualitative research can help you to learn more about the different approaches to qualitative research and to develop your own research skills.

The chapter “Reflecting” is an essential resource for any qualitative researcher who wants to learn more about the importance of reflection in qualitative research and how to integrate reflection into all aspects of the research process.