Qualitative Research Qualitative Research Studying How Things Work Robert E. Stake THE GUILFORD PRESS New York London © 2010 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper.
Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Stake, Robert E. Qualitative research : studying how things work / Robert E. Includes bibliographical references and index. paper) — ISBN 978-1-60623-546-1 (cloth: alk.4′2—dc22 2009044464 Acknowledgments I think they say it takes a village to raise a book.
Maybe I don’t have that quite right, but these I name here are some of the good people in my village. I thank them for helping me in special ways to make this book good for your experiential knowing. To my graduate students since 2005, who made my old seem young and who encouraged me to find better ways of explaining why issues are important as conceptual structure for qualitative research. Deborah Laughton, who treated the writing dear.
To Iván Jorrín Abellán, who saw the art of it. To Gordon Hoke, who brought themes from far and wide. To Terry Denny, who came home to get me to going. To Lizanne DeStefano, who protected the castle.
To Stephen Kemmis, who helped get the book off the ground. To April Munson, who helped turn outlines into boxes. To Luisa Rosu, who helped turn workables into patches. To Rita Davis, who knew how I needed to say it.
To Deb Gilman, who corralled the bibliography. To Susan Bruce, who pled for permissions. v vi Acknowledgments To kith and kin, as Tom Hastings put it. To all who nudged thoughts and loaned words, lately: Ivan Brady, Holly Brevig, Rae Clementz, Joy Conlon, Norman Denzin, Svitlana Efimova, Frederick Erickson, Bent Flyvbjerg, Rita Frerichs, David Hamilton, Ernie House, Brinda Jegatheesan, Stephen Kemmis, Sarah Klaus, Eva Koncaková, Saville Kushner, You-Jin Lee, Robert Louisell, Linda Mabry, Barry MacDonald, Ivanete Maciente, Robin McTaggart, Juny Montoya Vargas, Chip Reichardt, Michael Scriven, Thomas Seals, Walênia Silva, Helen Simons, Natalia Sofiy, and Terry Solomonson.
To other reviewers Silvia Bettez, Janet Usinger, and Deborah Ceglowski, for their helpful comments. And, most of all: To Bernadine Evans, who made the experience possible. Contents Introduction: Make Yourself Comfortable 1 Projects 4 1. Qualitative Research: How Things Work 11 1.
The Science of the Particular 13 1. Individual Experience and Collective Knowledge 17 1. The Methods of Qualitative Research 19 1. Weaknesses of Qualitative Research 28 1.
Essence of the Qualitative Approach 31 2. Interpretation: The Person as Instrument 36 2. Microinterpretation and Macrointerpretation 39 2. Thick Description and Verstehen 48 2.
Context and Situation 50 2. Emphasis on Interpretation 54 vii viii Contents 3. Experiential Understanding: Most Qualitative Study 56 Is Experiential 3. The Places of Human Activity 57 3.
Criterial and Experiential Description 58 3. Emphasizing Personal Experience 62 3. Bringing in the Experience of Others 66 4. Stating the Problem: Questioning How This Thing Works 71 4.
First the Question, Then the Methods 72 4. Laying Out Your Study 77 4. A Librarian Thinking of a Design 78 4. Design for Studying How This Case Works 82 4.
Raising and Answering Questions 86 5. Methods: Gathering Data 88 5. Review of Literature: Zooming to See the Problem 104 6. Refining the Problem to Be Studied 104 6.
Representing the Field 109 6. Building upon the Nearby Studies 112 6. Finding the Literature 115 7. Evidence: Bolstering Judgment and Reconnoitering 117 7.
Evidence-Based Decision Making 120 7. Unbearable Lightness of Evidence 121 7. Mixed Methods and Confidence 125 7. Analysis and Synthesis: How Things Work 133 8.
Taking Apart and Putting Together 134 8. Working with Patches 137 8. Interpretation and Sorting 150 Contents ix 9. Action Research and Self-Evaluation: Finding on Your Own 157 How Your Place Works 9.
Participatory Action Research 159 9. Studying Your Own Place 163 9. Storytelling: Illustrating How Things Work 170 10. Elements of Story 174 10.
Story versus a Collage of Patches 179 10. Multiple Case Research 181 11. Writing the Final Report: An Iterative Convergence 183 11. The Iterative Synthesis 184 11.
The Ukraine Report 188 11. Dualities and the Dialectic 191 11. Particular and General Assertions 192 11. Generalization from Particular Situations 197 11.
The Professional View 198 12. Advocacy and Ethics: Making Things Work Better 200 12. All Research Is Advocative 200 12. A Voice for the Underrepresented 202 12.
Protection of Human Subjects 206 12. Essentials of Qualitative Research 212 12. Looking Forward 214 Glossary: Meanings for This Book 217 Bibliography 223 Author Index 233 Subject Index 237 About the Author 244 Introduction Make Yourself Comfortable I n writing this book, I wanted to help create good teaching and learning situations. I wanted to make your class or your reading a better experience.
There is much more to teaching and learning than a good textbook, but the experience is better if the book nestles into what you are trying to do. Of course, other teachers and learners are different from you, so this book will nestle with some better than others. If you are an instructor, you have your content to teach, teaching the way you want to teach, some with lectures—perhaps PowerPointed, maybe with clickers—and maybe small-group discussions. Possibly some blended, maybe all of it online.
Were we closer together, I could have written the book better for you. There is content here that needs your explanation, as well as mine. I have built in lots of chocks (a tying place on a boat) for tying in your explanations and examples and questions for the students. I hope you like to assign them large projects, because I think that what I have written becomes more meaningful when projects are being worked on.
I have tried to write this book with you in mind— two of us side by side, at safe and reasonable speeds. If you are a student, you are committing yourself to learning quite a bit more about qualitative research methods. You already know quite a bit. It hasn’t been proven yet whether your learning of these things began at conception or at birth, but it really starts early.
And it never ends. 1 2 QUALITATIVE RESEARCH Some of what you will want to know will arrive through still-to-happen personal experiences. You have been asking questions all your life, but for research projects, you probably need to be more disciplined—not necessarily more formal, but more tied into the themes of your study. You can read about it in these chapters and in other writ- ings, but your skill at research interviewing will increase as you do it for real.
You need to study and practice, practice and study, back and forth. For that reason, I hope you will be working on a research project while you are reading this book. If you are a lone reader, pretty much on your own, without instruc- tor and classmates, I feel bad about it, because a lot of this learning is a social experience. And a shared hot chocolate lubricates the mind better than one solo.
(As you see, my style here is to try to engage you person- ally. I know it doesn’t always work. I, too, am still trying to figure out how things work.) This book is about how an understanding of the social and profes- sional worlds around us comes from paying attention to what people are doing and what they are saying. Some of what they do and say is unpro- ductive and silly, but we need to know that, too.
A lot of what people do is motivated by their love for their families and a desire to help people, and we need to know that, too. We won’t just ask them. We will look closely to see how their productivity and love are manifested. I put “Studying How Things Work” in the title, not intending to lead you to how things ought to work nor to what factors cause them to work as they do, but intending to help you improve your ability to examine how things are working.
Most of the things I have in mind are small things—small but not simple, such as classrooms and offices and committees. But also gerundial things, nursing and mainstreaming and fund-raising, in particular situations. And some special things, such as ordering chairs for a classroom, and “labor and delivery,” and personal privacy. Usually, we here will dig into how something particular is work- ing somewhere much more often than into how things work in general.
Working toward broad generalizations requires broad studies, most of which need both qualitative and quantitative methods. A dissertation can be a broad study; not all are. What qualitative studies are best at is examining the actual, ongoing ways that persons or organizations are doing their thing. In writing this book, I chose to emphasize understanding what is currently happening much more than improving what is happening.
I am Introduction 3 aware that quite a few of you have had your fill of what is happening and want to waste no more time before trying to make things work better. Quite a bit of qualitative research is directed at the problems of profes- sional practice. It looks at poverty and discrimination and standardized testing, and those are good problems for critical study. All of them are complex problems capable of being interpreted differently in different situations.
I fear that the problems will be treated superficially if the com- plexities are not understood. We can speak out against the problem while we are doing the research, but taking an early position for a particu- lar remedy sometimes steers the research away from important insights. You have to do it your way, but the chapters to follow will beg for your patience while you become more expert on how the thing works. My intention in writing this book is to arrange an experience for you with qualitative research.
I care a lot about the words we choose and the methods we use, but it is expanding your experiential knowledge that I prioritize here. Reading, talking, visualizing, being skeptical, working on projects, reflecting—these are important experiences this book will help you with. You will build new ways on top of the ways you already use to figure out how things work. (It is not my intent to make people as much alike as possible.
You will run into my skepticism about standard- ization in the pages ahead.) The grand experience here is contemplating research—not so much handling data, which is important, but thinking through a study from beginning to end. Your experiences with this book depend, of course, on the words and concepts. To build the experience, I urge you to read right through the unfamiliar words. Otherwise, they may get in the way of the bigger concepts.
Hasn’t it worked for you all your life? When you need it, there is a glossary just before the bibliography. The concepts of this book are shaped by my many years as an edu- cational program evaluator. I started my professional career long ago as a teacher, instructional researcher, and developer of educational tests. I found that my quantitative methods failed to answer too many of the questions of program developers and training specialists, so gradually I changed emphasis toward qualitative research methods.
I continue to mix quantitative thinking into my designs, but, over the weeks and years, maybe 90% of my research and teaching has emphasized detailed activi- ties of people, experiential inquiry, and close attention to the context of the action.