March 13, 09 (Importance of Writing about Qualitative Research; Creswell, 07- Ch. 7)

In Chapter 7, Creswell, strongly address the IMPORTANCE of WRITING ABOUT QUALITATIVE RESEARCH.

Here are some tips it would be useful for my research from Creswell.

Good Questions about Qualitative writing:

Also, there is increased concern about the impact of the writing on the participants.  

-       How will they see the write up?

-       Will they be marginalized because of it?

-       Will they be offended?

-       Will they hide their true feelings and perspect1ves?

-       Have the participants reviewed the material, and interpreted, challenged, and dissented from the interpretation \Weis & fine, 2000)?- p. 179

Also, the writing has an impact on the reader, who also makes an interpretation of the account and may form an entirely different interpretation than the author or the participants. – p. 179

Language may ‘kill” whatever it touches, and qualitative researchers understand that it is impossible to truly “say” something (va Manen, 2006). – Must be careful to remember!!!

 

MUST REMEMBER ALL QUALITATIVE RESEARCHERS ABOUT THEIR WRITINGS:

Should I write about what people say or recognize that sometimes they cannot remember or choose not to remember?

-       What are my political reflexivities that need to come into my report?

-       Has my writing connected the voices and stories of individuals back to the set of historic, structural, and economic relations in which they are situated?

-       How far should I go in theorizing the words of participants?

-       Have I considered how my words could be used for progressive, conservative and repressive social policies?

-       Have I backed into the passive voice and decoupled my responsibility from my interpretation?

-       To what extent has my analysis (and writing) offered an alternative to common sense or the dominant discourse?

Phenomenological Structure

Those who write about phenomenology (e.g., Moustakas, 1994) provide more extensive attention to overall writing structures than to embedded ones.

 

매우중요: The highly structured approach to analysis by Moustakas (1994) presents a detailed form for composing a phenomenological study.

The analysis steps-

-       Identifying significant statements,

-       Creating meaning units,

-       Clustering themes,

-       Advancing textural and structural descriptions,

-       Making a composite description of textural

-       Structural descriptions into an exhaustive description of the essential invariant structure (or essence) of the experience-provide a clearly articulated procedure for organizing a report (Moustakas, 1994).

 

In my experience, individuals are quite surprised to find lightly structured approaches to phenomenological studies on sensitive topics (e.g., “bein51eft out,” “insomnia,” “being criminally victimized,” “life’s leaning,” “voluntarily changing one’s career during midlife,” “longing,” leaning,” “voluntarily changing one’s career during midlife,” “longing,” “adults being abused as children”; Moustakas, 1994, p. 153).

 

Moustakes (1994) recommends “Structure” in phenomenological research:

-       Chapter 1: Introduction and statement of topic and outline. Topics include an autobiographical statement about experiences of the author leading to the topic, incidents that lead to a puzzlement or curiosity about the topic, the social implications and relevance of the topic, new knowledge and contribution to the profession to emerge from studying the topic, knowledge to be gained by the researcher, the research question, and the terms of the study.

 

-       Chapter 2: Review of the relevant literature. Topics include a review of databases searched, an introduction to the literature, a procedure for selecting studies, the conduct of these studies and themes that emerged in them, a summary of core findings and statements as to how the present research differs from prior research (in question, model, methodology, and data collected).

 

 

-       Chapter 3: Conceptual framework of the model. Topics include the theory to be used as well as the concepts and processes related to the research design, (Chapters 3 and 4 might be combined).

 

-       Chapter 4: Methodology. Topics include the methods and procedures in preparing to conduct the study, in collecting data, and in organizing, analyzing, and synthesizing the data.

 

 

-       Chapter 5: Presentation of data. Topics include verbatim examples of data collection, data analysis, a synthesis of data, horizonalization, meaning units, clustered themes, textural and structural descriptions, and a synthesis of meanings and essences of the experience.

 

-       Chapter 6: Summary, implications, and outcomes. Sections include a summary of the study, statements about how the findings differ from those in the literature review, recommendations for future studies, the identification of limitations, a discussion about implications, and the inclusion of a creative closure that speaks to the essence of the study and its inspiration for the researcher. 

Austin vs. Rendon (Student Involvement Theory)

In order to understand Student involvement, then Astin, A.W. and Rendón are the key people I must know and read their theories.

Student Involvement on Theoretical Perspectives

1.     Astin (1984)’s Involvement Theory

Astin (1984)’s involvement theory posit that outcomes from the college experience are a result of student investment of time and energy in the college experience, although entering characteristics may mediate students’ ability to invest deeply in that experience.

 

Student involvement refers to the quantity and quality of the physical and psychological energy that students invest in college experience. Thus, involvement that students experience may include absorption in academic work, participation in extracurricular activities, and interaction with faculty and other institutional personnel. According to this theory, the greater the student’s involvement in college, the greater will be the amount of student learning and personal development. In order to increase student involvement, any educational policy or practice should be directly related to the capacity of that policy or practice.

 

2.     Rendon (1994) vs. Astin (1984)’s Student Involvement Theory

Astin’s (1984) theory has been critiqued for its assimilation/acculturation framework that underestimates the cost of involvement for minority students (Rendón, Jaloma, & Nora, 2000).

 

Astin’s (1984) theatrical model has addressed the cost of involvement with a focus on the individual’s responsibility to ensure their success, rather than on the institution’s responsibility to provide a more multiculturally affirming environment to ensure student (Tierney, 1992).

 

Astin’s (1993) model assumes that involvement depends primarily on student effort, but Rendón (1994) argues that nontraditional students are more likely to become involved when others from the institution invite their involvement.

Annotated Bibliography (Student Involvement and Engagement)

I know I have been lazy to post my research journal on this website... However, fortunately, I have kept writing and recording on my computer! Thank God inventing COMPUTER!!! 

From Feb. 23 09 to March. 8 09, I had read many books and articles related with “Student Involvement” and “First-Generation College Students”. Here are “Annotated Bibliography” that will be very helpful for my research in the near future:

Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.

Astin’s theory of student involvement not only describes the considerable findings from previous research on student development, but also serves as a tool for educators on designing effective learning environments. Student involvement refers to the quantity and quality of the physical and psychological energy that students invest in college experiences, such as absorption in academic work, participation in extracurricular activities, and interaction with faculty and other institutional personnel. According to this theory, the greater the student’s involvement in college, the more they will learn and develop.

 

Chen, S., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts (NCES 2005-171). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

            This research generates knowledge about first generation college students.  In order to examine the majors and course taking patterns of first generation college students and to compare other peers whose parents went to college, this report uses data from the Postsecondary Education Transcript Study (PETS) of the National Education Longitudinal Study of 1988 (NELS: 88). The findings contribute to earlier research about first generation college students.

 

            Choy, S. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment. (NCES Statistical report 2001-126). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

           

            Choy summarizes the findings from the recent National Center for Education Statistics (NCES) about the experience of high school graduates and postsecondary students whose parents did not have college experience. According to this research, first generation college students come to campus with disadvantage in areas such as educational expectations, academic preparation, support in college preparation from parents and schools, and family income. As a result, many of these students find it more challenging to obtain a college degree.

 

            Collier, P. J. and Morgan, D. L. , 2006-08-10 "Students First Mentoring Project: Using Role-theory to Improve Low-income, First Generation Student Retention" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online . 2009-02-04 from http://www.allacademic.com/meta/p103189_index.html

 

This article was a synopsis of a program at Portland State University. This program used role theory as a basis to develop a program for first generation students. In order to establish a language and understand college culture, students needed a role model.  Those students coming in who had an understanding of the role as a student were more likely to succeed and complete their degree.

 

Daloz, L., (1999) Mentor: guiding the journey of adult learners San Francisco: Jossey Bass Laront Daloz examines the role of a mentor and teacher in shaping the learning environments for adults. Daloz recognizes adult learners on a transformative journey; there are barriers to their development and growth.  Mentorship is seen as complex therefore mentors must be skilled and intentional in their relationships.  Clear guidelines and resources are provided.

 

         Duggan, M. (2002). The effects of social capital on the first to-second-year persistence of first-generation college students. Dissertation Abstracts International, 63 (03), 188. (UMI No. AAT 3045365)

 

This research shows the role that social capital plays in first to-second-year persistence of first generation college students. Also, the study examines how race and ethnicity are related to initial levels of capital. Thus, the results address that certain populations, including Hispanics, have lower levels of valued forms of social capital than their peers.

 

Grant-Vallone, E., Reid, K., Umali, C. & Pohlert, E. (2004). An analysis of the effects of self-esteem, social support, and participation in student support services on students’ adjustment and commitment to college. Journal of College Student Retention, 5(3), 255-274.

The authors suggest that a key way to ensure first generation college student (FGC) retention, success, and comfort on college campuses is to “increase supportive relationships…through counseling and support services.” They cite specific programs that have been successful in achieving this goal, such as Educational Opportunity Program (EOP) and Faculty Mentoring Program (FMP). This research is helpful for student affairs and faculty mentors who are eager to help FGCs transition into college life.

 

Johnson, H.E. (2004). Educating Parents About College Life. The Chronicle of Higher sEducation. Vol. 50, Iss. 18; p. B.11

This article is about parent programs that are being established by different institutions to help parents understand college life. Johnson also states that parents are important in a student’s life and that colleges should be aware of their importance, take into consideration the role they play and affirm the family’s relationships.

 

Johnson, B.W. (2007) On being a mentor: a guide for higher education faculty. New Jersey: Lawrence Erlbaum Associates Publisher.

 Johnson argues that faculty must be intentional in seeking out mentees in order to encourage development in the student and to continue an ethical standard in higher education. There are guidelines and clear objectives in the relationship that are fostered and the learning environments of the classroom. Johnson also provides assessment and evaluation material, an important element in effective mentoring.

 

Knight, K. (2006). First-generation College Students: Dealing With the Transition. Retrieved March 2009-from the Achieve Solution https://www.achievesolutions.net/achievesolutions/en/Content.do?contentId=10652

In this article Knight explains about getting to the issues that first generation college students face along with their parents. Knight also describes what steps both parents and students can take to get through the process of college and getting their diploma.

 

Kuh, G.D., Pike, G.R. (2005) First-and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development. The Journal of Higher Education, (76, 3)

 

Lohfink, M.M.,  Paulsen, M.B. (2005) Comparing the Determinants of Persistence for First-Generation and Continuing Generation Students. The Journal of Higher Education, (46, 4)

The authors state their research method and goals in understanding the factors that contribute to the persistence in college. They say that few research as examined the persistence behaviors. They define variables and behaviors that positively enforce retention and perform statistical tests to determine differences between students. The authors conclude that work study, social life, and grant aid had a positive influence on retention.

 

Lundberg, Schreiner, Hovaguimian, Miller. (2007). First-generation status and

         student race/ethnicity as distinct predictors of student involvement and learning. NASPA Journal, Vol. 44, No. 1, 57-62; 73-77. 

 

In order to identify unique effects of student race, ethnicity and first generation college attendance on involvement and learning, this research uses a national sample of seven student race/ethnicity distinct groups (n=643 per group). Thus, this study finds that first generation students had a positive effect on student learning, but a negative effect on involvement. Effective programming implications are suggested for first generation students and those of various races and ethnicities.

 

 

McConnell, P. J. (2000). What community colleges should do to assist first-generation students. Community College Review, 28(3), 75-87.

McConnell, in this article, defines first generation college students (FGC) and addresses effective ways for community colleges to help these students be successful. He finds that the most common definition of FGCs is that their parents had no college experience. Institutions of higher education, according to the literature, can best help these students through programs and services that provide personal connections and support, and by engaging them in classroom experience that will connect the students with the campus.

 

Menezes, M. D. (2005). Advisors and parents: Together building stronger advising relationships. Retrieved -insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Advisors-Parents.htm

Menezes discusses the impact academic advising has in the life of first generation college students today. He states goals that the National Academic Advising Association (NACADA) requires and believes it is important for advisors to share with parents. He also informs qualities about the different roles, the role of the academic advisor, the student’s role, and the parent’s role and how they all are different.http://www.skagit.edu/news3.asp_Q_pagenumber_E_1624

 

            Oldfeld, K. (2007). Humble and hopeful: Welcoming first generation poor and working class students to college. About Campus, January- February, 2-12.

This author presents reports of successful first generation college students who come from financially and academically poor and working- class backgrounds. Four reformations are suggested for effective policy or practice in higher education.

 

         Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67, 174-195.

 

This research discusses the main factors that impact American students’ openness to diversity and challenge during their first year student in college. Also, other important factors for first year college students are reported, such as pre-college openness to diversity and challenge, pre-college academic motivation, student social and nonacademic experiences, and environmental emphasis of the institutions attended.

 

UCLA Model Program - http://www.ugeducation.ucla.edu/aap/default.html

The Academic Advancement Program at UCLA is designed to promote the learning, retention and graduation of historically underserved college students, including first generation college students through tutoring, mentoring, summer bridge programs, scholarships and developmental events. Programs, such as this are an effective tool to engage first generation college students and connect them with resources to help them attain educational success.

 

White, W.S. (2005). Students, Parents, Colleges: Drawing the Lines. The Chronicle of Higher Education. Vol. 52, Iss. 17; pg. B.16

White focuses on ways parents try to get involved with their students life in college and how as professionals we should explain to them what the boundaries are. The article describes helpful ways to connect with these parents for example, how some schools have already come up with different techniques to get parents involved with their own website and newsletters.

Feb 16, 09 (Summary of Qualitative Interviewing- Creswell)

Creswell describes Analysis of Structuring the Interview!!!

Analytic memos:

QUALITATIVE INTERVIEWING: The Art of Hearing Data (Rubin)

 

-       The main questions help you make sure you are answering your research puzzle; the follow-up questions and probes ensure that you get depth, detail, vividness, richness, and nuance (p. 129).

 

-       Main questions ensure that the research problem will be thoroughly examined and that each part of a broad topic will be explored (p. 135).

Analysis of Structuring the Interview:

       1.     Depth and Detail

(Different angles on the subjects, and understand) and Detail (Solidity, evidence, clarify)

 

         2.    Vividness

(It anecdotes or examples allow the reader to picture what is being talked about and to respond not just intellectually but also emotionally. To obtain vivid reports you ask for narratives or request step-by-step descriptions of what happened. It comes from asking background questions and learning enough about the overall context to personalize your report so that you can present your interviewees as real people rather than abstractions)

         3.  Nuance

(to provide nuanced answers by wording questions (to avoid yes or no) and (continue to seek out nuance with your follow-up questions)

          4.     Richness

(Your interviews contain many ideas and different themes, often including those that you did not anticipate when you began the study. It allows depth interviewers to unravel the complexity of other peoples’ worlds.)

Main Questions, Follow-Up Questions, and Probes:

      1.     Main Questions:

(It ensures that the research problem will be thoroughly examined and that each part of a broad topic will be explored. It translates the research topic into terms that the conversational partner can relate to and discuss.)

      2.     Follow-UP Questions

 (ask additional questions to explore the particular themes, concepts, and ideas introduced by the conversational partner. It is crucial for obtaining depth and detail, and can help in obtaining more nuanced answers.)

      3.     Probes

 (Probes are techniques to keep a discussion going while providing clarification.)

Creswell, 2007- Ch. 9

 

In Chapter 9, Creswell (2007) successfully described writing a qualitative study as structure. Creswell also cited rhetorical issues of which qualitative researcher and writer must be aware. The issues include writing reflexively and with representations, the audience for the writing, the encoding for the audience, and the use of quotes. Then, the author dealt with each of the five approaches (narrative, phenomenology, grounded theory, ethnography, and case study) of inquiry and overall rhetorical structures as well as embedded rhetorical structures in specific ways. Finally, Creswell concluded this chapter with differences in writing structures among the five approaches.

In Chapter 9, I, out of several topics Criswell stresses, find the section on “Reflexivity and Representations in Writing” agreeable.

As the author pointed out, interpretation can be transmitted differently according to the readers’ cultural, social, gender, class, and political backgrounds. For this reason, “positioned” and “within a stance” are essential in writing a Qualitative study. Also qualitative researchers must be flexible to and embrace a wide range of readership (p. 179).

As a learning novice of qualitative research, I am not ready to acknowledge several analysis steps in the five approaches of qualitative study by Criswell. Frankly, I felt as though I had gained technical and intellectual information about qualitative study in writing after reading Chapter 9. However, I remain skeptical about their effectiveness and legitimacy in my research area. Currently, I am conducting a research for this semester using phenomenological methodology (structures, analysis, observation) Creswell (2007) and Moustakes (1994) mention. As I always realize, the purpose of qualitative research is writing and informing the readers by clearly recording the findings from research thus inspiring them and engaging them in active research with renewed motivation. For the remainder of the chapters in Creswell (2007), I attempt to portray myself learning qualitative research through the research process during the current semester.  

 

 

My Freshman (Ch. 4-6)

In chapter 4-6, Small (1997) briefly describes three aspects of freshman college life: 1) Life as a foreign student at AnyU 2) Freshmen’s attitude toward academics 3) Freshman’s college management (Time, Schedule, relationship with professors, and study). As a student, the author objectively observed in detail and presented the campus life of the freshmen. Unfortunately, in spite of vast experience and perspectives as a scholar, the author could not sufficiently understand the perspectives of students. In other words, Small observed freshmen life from the incomplete perspective of students and failed to fully understand freshmen’s “real life” and “real perspective.” Thus, this article identifies the limited perspectives of the author, even as an “undercover” student agent.

First, her limited views prevented a clear understanding of who the foreign students are. The author observed the life and experience as foreign students from interviews with them. The students from such countries as Somalia, England, Japan, Germany, China, Mexico, Spain, the United Arab Emirates, India, Malaysia, France, and Korea had many interesting opinions, which I found to be agreeable. For example, the author asserts that many foreign students experience “individualism” and “independence” on AnyU campus and that they consider American college campus culture confusing or peculiar (pp. 73-76). Their opinions are understandable considering widespread individualism and independence not just exclusive to American college culture, but also evident in the American society in general. However, it is inapt to use distinct cultures and perspectives of a few international students to evaluate American college culture and even define the college culture of other countries. For instance, concerning individualism and independence as the values of American college culture, a handful of foreign students commented, “friendship (with American students) is very surface-defined”(p. 75). Of course, the observation of American students by foreign students can be different. As for the consensus of the foreign students on such statement, it is rather uncertain. Today, individualism and independence are not just exclusively American values of college culture but are present in many countries. On another note, the author quoted a Chinese student who acknowledged American students’ limited understanding not only of China, but also of other cultures (p. 85). I think the Chinese student emphasized the “willingness” of learning other cultures. I personally believe foreign students are more willing to learn foreign cultures than do American students. However, I wonder how many foreign students are knowledgeable in or willing to learn about other cultures. Even I as a foreign student am limited in cultural knowledge of other countries and desire to learn. As much as I respect the author’s effort to learn about life and perspectives of foreign students on campus, I have to admit her limited view as a result of failure to take into account the perspective of students hinders understanding of who foreign students are and what their campus life is.

Second, her limited perspective as a student prevented an understanding of who freshmen are and what they want. The author stressed the students’ lack of enthusiasm in lectures and campus culture and also asked the question, “What is college for them?” (p. 101). With regard to this, the author assumes the perspectives of a mature professor or scholar. It may be unreasonable to pose a question of such magnitude to those adolescents who have been right out of high school and entered college. They may not even understand what college is, let alone what academics are. Ordinary students are likely to express more interest in such secularly appealing issues as sexuality than in weighty social issues and problems in life. The author’s limited perspective, mainly arising from her failure to understand the students’ views, puts a hindrance to gaining insights into the true life of students.