Class Notes for Qualitative Research Methods for the Social Sciences, 9th Edition

Name: Class Notes for Qualitative Research Methods for the Social Sciences, 9th Edition
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Class Notes for Qualitative Research Methods for the Social Sciences, 9th Edition simplifies complex topics with easy-to-understand notes.

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Berg/Lune, Qualitative Research for the Social Sciences, 9/e
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Chapter 1: Introduction
Chapter Overview:
This chapter introduces the concept of social scientific research and gives a broad overview of
what this book will discuss, chapter by chapter. It also describes qualitative methods and
qualitative data, the use of triangulation in research, and the symbolic interactionist perspective.
This chapter also discusses why qualitative research is a prominent area in the social sciences.
Learning Objectives:
1.1: Differentiate between qualitative and quantitative methods in research
1.2: Describe how the triangulation methodology is used in research
1.3: Analyze the general purpose of qualitative data
1.4: Examine symbolic interactionism as a school of thought of the social sciences
1.5: Recognize the significance of the right tools for effective qualitative research
1.6: Report how the book helps students of the social sciences
Chapter Outline
1. Qualitative Methods, Qualitative Data
a. Meaning of the word “quality”
b. Qualitative vs. quantitative research
c. Norms
d. Garfinkel
2. Use of Triangulation in Research Methodology
a. Definition of triangulation
b. Importance of triangulation of related methods
c. Types of triangulation
i. Data
ii. Investigator
iii. Theory
iv. Methodological
3. Qualitative Strategies: Defining an Orientation
a. Goal of Qualitative Research
b. Qualitative Examination Method
c. Definition of Symbolic Interactionism
4. From a Symbolic Interactionist Perspective
a. Goal of Symbolic Interactionism
b. Blumer/Chicago School Symbolic Interactionism
i. Focus on anthropological participant observation
ii. How people define scenario constitutes reality
c. Kuhm/Iowa School of Symbolic Interactionism
i. Focus on generalizable research of operationalized concepts
ii. Stable structure creates predictable reactions in people

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d. Similarities
i. People use symbols to designate meaning to social objects and shape
interaction
ii. Humans can self-objectify through reflection
e. Differences
i. Blumer: Humans actively shape the way structures are created and
maintained
ii. Kuhn: Structure creates predictability of reaction in people
f. Goal of Each School
5. Why Use Qualitative Methods?
a. What qualitative captures that quantitative cannot
b. Why quantitative is not necessarily more accurate
6. A Plan of Presentation
a. Chapter 2: Basic research skills for novice
b. Chapter 3: Ethics
c. Chapter 4: Traditional interviewing techniques
d. Chapter 5: Focus groups
e. Chapter 6: Ethnography
f. Chapter 7: Participatory action research
g. Chapter 8: Unobtrusive measures
h. Chapter 9: Historiography
i. Chapter 10: Case study
j. Chapter 11: How to manage collected data
k. Chapter 12: Disseminating findings
Lecture Suggestions
1. Symbolic Interactionism: Chicago School vs. Iowa School
2. How to Choose Qualitative or Quantitative Methods
3. Triangulation and How to Combine Methods Effectively

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Chapter 2: Designing Qualitative Research
Chapter Overview:
This chapter offers a basic description of how to design a research project. It provides the basic
information necessary for understanding the research enterprise. This chapter discusses the
research process and proposes a spiraling model to follow when developing a research agenda.
Chapter 2 also offers advice about how to organize and conduct a literature review. Additionally,
this chapter examines topics such as operationalization, conceptualization, and how to frame a
project.
Learning Objectives:
2.1: Evaluate the applicability of theory and concepts in qualitative research
2.2: Explain how research progresses from the original idea
2.3: Describe the importance of authentic literature in research
2.4: Give an example of a problem-statement with researchable questions
2.5: Describe the process of operationally defining a concept
2.6: Examine how the technique of concept mapping assists the research design process
2.7: Recognize the importance of advance planning before beginning the data-collection
process
2.8: Describe the three concurrent flows of action comprising data analysis
2.9: Explain why dissemination of research findings is important
2.10: Analyze why the design logic is important in understanding research
2.11: Recognize why research fails at times
Chapter Outline
1. Theory and Concepts
a. Patterns in social life
b. Meaning underlying patterns
c. Theory to explain meaning
d. Concepts defined by theory
i. Symbolic element
ii. Definitional element
e. Propositions explain relationships between concepts
f. Hypotheses test propositions about research concepts
2. Ideas and Theory
a. Relationship between idea and theory
b. Theory-before-research methodology
c. Research-before-theory methodology
d. Linear progression of research
e. Spiral progression of research
3. Reviewing the Literature
a. Rough idea

Berg/Lune, Qualitative Research for the Social Sciences, 8/e
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b. Locate relevant databases, periodicals, books
c. Develop variety of subject terms to search
d. Investigate variety of topic key words
e. Evaluating Web sites
i. Legitimacy
ii. Large missed body of work
iii. Whose Web site is it, and what’s in the URL?
iv. What is the nature of the domain?
v. Is material current or dated?
vi. Can the information be corroborated?
f. Content versus use
i. How to take notes on research
1. What does material say?
2. How does this relate to my research?
ii. Take good notes
iii. Record full citation
iv. Identify major claims of work
v. Write out best quotes, definitions, unique findings
vi. Don’t paraphrase
vii. Save keywords for each work
viii. Sort notes into categories on key word
g. How to use your notes
i. Create solid ground to base new work upon
ii. Relate new idea to pillars of research
iii. Use classic works to establish conceptual framework
h. Create literature review
i. Dispel myths
ii. Explain competing conceptual frameworks
iii. Clarify focus of your work
iv. Justify assumptions
4. Trying It Out
a. Family Research Council
b. Searches on homelessness
5. Framing Research Problems
a. Create clear problem statement
b. Define several specific research questions
6. Operationalization and Conceptualization
a. Operationally define key terms
i. Define meaning of concept in study
ii. Create criteria to empirically measure concept
b. Use defined concept to design measuring technique
7. Designing Projects
a. Create plan for research
i. What type of information is gathered and how?

Berg/Lune, Qualitative Research for the Social Sciences, 8/e
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ii. Where will research take place, and who will be the subject?
iii. Will you use single method or triangulation?
iv. Will you work alone or with other researcher?
v. Will you use one theory or multiple related?
vi. How much will it cost?
vii. What is appropriate data collection strategy?
viii. What will data look like?
ix. How will data be organized?
b. Determine pacing
c. Consider ethics
d. Concept mapping

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Berg/Lune, Qualitative Research for the Social Sciences, 8/e
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Concepts: Symbolic elements representing objects, properties, or features of objects, processes,
or phenomena that allow communication of thought.
Propositions: Concept clusters, or statements about the relationships between concepts.
Hypotheses: Testable propositions about the relations among research concepts.
Cognitive reality: The thoughts in your mind, in which anything is possible.
Sensory reality: The world around you, in which there are clear limitations and conditions are not
in your control.
Operational definition: A concrete intended meaning of a concept in relation to a particular study
that provides criteria for measuring the empirical existence of that concept.
Concept mapping: A technique used to pictorially represent ideas and their connections and
enhances understanding of relationships between ideas/concepts.
Sampling: A research technique in which a subset (the sample) of a larger population is used to
make inferences about the population as a whole.
Probability sampling: A research technique in which a sample is selected mathematically to
represent subgroups of some larger population.
Simple random sample: A sampling technique in which each element of the full population has
an equal and independent chan

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Chapter 3: Ethical Issues in Research
Chapter Overview:
This chapter considers a number of ethical concerns that are important for new investigators to
understand before actually conducting research. Among the salient issues considered are covert
versus overt research concerns, privacy rights, human subject institutional review boards, and
informed consent in human subject research. Additionally, this chapter reviews new issues for
ethics, including cyberspace, and addresses problems with misconduct.
Learning Objectives:
3.1: Explain why questionable research practices involving humans signaled the need for
regulation
3.2: Determine how informed consent and implied consent are obtained in research
3.3: Outline how confidentiality and anonymity are maintained in research
3.4: Recognize the need for securing research data
3.5: Report classic cases of work where researchers violated ethical standards
3.6: Examine how the duties of institutional review boards safeguard the well-being of human
subjects
3.7: List codes of ethical conduct
3.8: Report ethical concerns in behavioral research
3.9: Examine two areas of ethical concerns in the anonymity of web-based data

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Berg/Lune, Qualitative Research for the Social Sciences, 8/e
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c. Are those who volunteer different from those who do not?
d. Are volunteer subjects coerced into participation?
e. Is informing of study increasing accountability?
f. Disadvantages of requiring voluntary, informed consent
g. Covert versus overt researcher roles
i. Researcher roles
ii. Complete participant
iii. Participant as observer
iv. Observer as participant
v. Complete observer
h. Ethics of covert research

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