P154 Felipe González Castro, M.S.W., Ph.D., Professor Department of Psychology and Southwest...

P154

Felipe González Castro, M.S.W., Ph.D., Professor Department of Psychology and Southwest Interdisciplinary Research Center

Arizona State University, &

Tanya Nieri, Ph.D., Assistant ProfessorDepartment of Sociology, University of California Riverside

Theory, Methods and Applications

Presentation at the Hispanic Health Disparities Research Center, University of Texas at El Paso, August 14, 2009, El Paso, TX

Purpose of This Workshop

* The purpose of this workshop is to introduce and illustrate an Integrative Mixed-Methods (IMM) approach, and to allow participants to utilize this approach in their own research.

* This includes:* Introducing conceptual, methodological, and

applied issues* Understanding the strategy for integrating

qualitative and quantitative evidence (data)* Discussing and illustrating data analytic and

interpretive approaches* Describing and illustrating the IMM

methodology including practice exercises

1. To provide a framework for understanding the IMM approach

2. To review issues in the conceptualization and measurement under the IMM approach

3. To examine research design and implementation issues

4. To offer interactive question-and-answer periods to discuss issues in the application of the IMM approach.

5. To present practice exercises in the use of the IMM methodology.

Overview of Workshop Objectives

* Qualitative* Rich details of a phenomenon under

study* Contextualization* Meaning and interpretation

* Quantitative* Valid and reliable measurement* Assessment of strength of associations* Group comparisons* Hypothesis testing

Strengths of Quantitative and Qualitative Approaches

* Aims of general mixed-methods approaches are to obtain “the best of both worlds” by using both qualitative and quantitative procedures within a single study (Bryman, 2007).

* Limitations of quantitative only studies* Measurement decontextualizes evidence* Results may be precise, but nevertheless

lacking in explanatory power.

Advantages of Mixed-Methods Approaches

Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1, 8-22.

* Limitations of qualitative only studies* Difficulties in integration across cases* Cannot examine strength of associations

among variables* Conclusions are suggestive, not confirmatory* Small sample sizes greatly limit

generalizability and applicability.

* Limitations of sequential mixed-methods designs* (Bryman, 2007)

Limitations of Qualitative and Quantitative Approaches


* Integrative Mixed-Methods aims to be a “best combination” design* Strength of confirmatory results derived from the quantitative analyses* Deep-structure explanatory descriptions from

analysis of the qualitative text narratives * Offers a concurrent and integrative methodology for rigorous analyses that aim to

attain, “the best of both methodologies: An integrative QUAL+QUANT design (Castro, Kellison, Boyd & Kopak, under review).

Advantages of Mixed-Methods Approaches

Castro, F. G., Kellison, J., Boyd, S., Kopak, A. (under review). A methodology for conducting integrative mixed-methods research and data analyses.

* Allows greater authenticity in the study of culture, cultural nuances

* Facilitates a “deep-structure” study of complex constructs * Acculturation: A complex process of culture

change* Traditionalism: Core cultural orientations and

values that persist across time* Cultural Gender Roles: Machismo,

Marianismo* Cultural Identity: Mexican, Mexican American,

Puerto Rican conceptions and feelings about that identity.

Specific Gains from the IMM Approach

* Allows process analysis of developmental sequences* Short-term coping processes* Longer-term developmental effects

* Allows analysis of complex emotional states * Ambivalence: The mixed emotion* Complex emotional states: Depression

with anger vs. depression with anxiety


* Allows discovery of new aspects not previously identified

* Can recontextualize results of quantitative analyses adding depth of meaning* Recontextualization “relates results of data analyses to their original context and lends depth

of interpretation to the quantitatively derived results.” (Castro et al., under review; Castro & Coe, 2007).

* Storylines: Allow deep-structure analysis of quantitative results by generating a descriptive story from the narratives of specific cases* The text narratives of contrasting groups of cases

can used to develop storylines.


1. Broad conception of measurement (“integrative qual-quant” approach): Two forms of research evidence

2. Focusing the method- Format of the focus question

3. Independence of observations/cases: A “Focus Group of One.” Unit of analysis is individual case.

Major Assumptions

Creswell, J. W., Plano Clark, V. L., Gutmann M. L., & Hanson W. E. (2003). Advances in mixed methods research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.

4. Recurring themes exposed independently reflect consensual “cultural expressions” (beliefs, perceptions, attitudes, values) that exist within a local community

5. Rigor is essential in qualitative (and quantitative) design and analyses

6. “Concurrent Qual-Quant Design” allows transfer across evidence domains

Major Assumptions

Creswell, J. W., Plano Clark, V. L., Gutmann M. L., & Hanson W. E. (2003). Advances in mixed methods research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.

Castro, F. G., & Coe, K. (2007). Traditions and alcohol use: A mixed-methods analysis. Cultural Diversity and Ethnic Minority Psychology13. 269-284. ,

Conceptual Framework for IMM Research

7. Parallelism between qualitative and quantitative* “The greater the quantitative-qualitative

parallelism incorporated a-priori into a study

design, the easier it will be to transform and

transfer the textual and numeric forms of evidence.” (Castro et al., under review).

8. Unified conceptualization of information as research evidence with verbal and numeric forms



* Focus on a core construct, e.g., traditionalism or machismo

* Six stages of an IMM research study

* Can examine relationships among variables, e.g., convergent and discriminant validity of constructs, both for those quantitatively measured (scales) and those qualitatively constructed (thematic variables) (Castro et al., under review).



* Newly generated thematic variables are sample specific

* The quality of probing influences narrative production and depth

* Face validity of the constructed thematic variables; are they valid beyond face validity, e.g., construct validity?

* Focus question approach suited to some, but not all, research questions

* IMM is an emerging and evolving methodology with some issues still being addressed and resolved.

Limitations of the IMM Method

Deep Structure in Cultural Research

* “Culture” is a complex entity with many conceptions and definitions (Baldwin & Lindsey, 1994).

* Scientific research that effectively addresses cultural issues must recognize the complexity of culture, and conduct a “deep structure” approach (Resnicow, Braithwaite, Ahluwalia, & Butler, 2000) to the study of cultural effects and cultural contexts.

* How can we integrate quantitative and qualitative evidence and methods into an integrative methodology that also constitutes sound science?

* Baldwin, J.R., & Lindsley, S.L. (1994). Conceptualizations of culture. Tempe, AZ: Arizona State University.

* Resnicow, K., Soler, R., Braithwaite, R. L., Ahluwalia, J. S. & Butler, J. (2000). Cultural sensitivity in

substance use prevention. Journal of Community Psychology, 28, 271-290.

* To generate recurring thematic content derived inductively across cases, and from open-ended responses to one or more focus questions (group-related thematic categories).

* In a “focus group of one,” each focus question introduces a topic area, e.g., “What is a real macho like? A real macho is: ________, which allows rich responses to that question.

* Independent interviews (independent data points) allow the statistical analysis of inductively constructed thematic variables.

Aims in Deep Structure Cultural Research

* Simple “cultural indicators” e.g., race/ethnicity (Hispanic/Latino, non-Hispanic white, Black) even in large sample epidemiologic studies may offer high “predictive power” (power to detect or relate) but often yields low “explanatory power.”

* The meaning of a statistically-significant association may be limited.

Explanatory Power and Process Analysis

Ecological Contexts

* Context : 1. refers to “…surrounding conditions that

can affect a specific process or outcome (Castro, Shaibi & Boehm-Smith, 2009, p. 91).

2. refers to “conditional effects… a health outcome is dependent on the particular level of a specific or controlling condition that affects the outcome.”

3. characteristics or conditions “can temper or even modify the meaning of [an]

event.”Castro, F. G., Shaibi, G. Q., & Boehn-Smith, E. (2009). Ecodevelopmental contexts for preventing type 2diabetes in Latino and other racial/ethnic minority populations. Journal of Behavioral Medicine, 32, 89-105.

* Sociocultural contexts are “surrounding” macro-level environmental influences that can influence or otherwise modify the meaning of a micro-level event (an event at the biological, personal, or familial levels).

Ecodevelopmental Model

An Ecodevelopmental Temporal Effects Model

Castro, F. G., Shaibi, G. Q., & Boehn-Smith, E. (2009). Ecodevelopmental contexts for preventing type 2diabetes in Latino and other racial/ethnic minority populations. Journal of Behavioral Medicine, 32, 89-105.

* In addition to generating specific confirmatory results, the integrative mixed-methods approach aims to generate results rich in explanatory power:

A more complete explanation of: * A complex construct* A sociocultural process* Complex interaction effects

Aims of the Integrative Mixed Methods Approach


* The mixed-methods approach (Creswell et al, 2003; Hansen et al, 2005) can be more informative in identifying person x situation aspects of health (Creswell et al., 2003; Hansen et al., 2005).

* As applied to health research, the mixed methods approach can uncover previously undetected thematic patterns that exist within special populations.

Assumptions and Approach

* Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-241). Thousand Oaks, CA: Sage.

* Hansen, W. E., Creswell, J. W., Clark, V. L. P., Petaka, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52, 224-235.

Starting with an Appreciation for Culture

* Value of cultural factors as an important in scientific research, especially with special populations.

* Devaluing cultural factors promotes culturally-shallow research.

* Incorporating cultural factors from the beginning; at the stage of research conceptualization and design.

* Need rigor in both the design and implementation of qualitative and quantitative aspects of the research study.

Machismo & Marianismo: Complex Cultural Constructs

* Machismo - A traditional Latino gender role orientation that emphasizes male dominance and privilege as a proper form of male conduct.

* Marianismo - A traditional Latino female role orientation that emphasizes motherly nurturance, and the demure and pure identity of a virgin (Virgin Mary) as a proper form of female conduct (Paniagua, 1998).

Paniagua, F. A. (1998). Assessing and treating culturally diverse clients: A practical guide (2n ed). Thousand Oaks, CA: Sage.

Design Guidelines

* Parallelism in a unified conceptualization of research evidence as numeric and text narrative formats.

* Explicitly integrative design; emphasizes the linkage and interchange of qualitative and quantitative data (Bryman, 2007).

* Purposive sampling; sample size ranging from 40 to 200.

* Concurrent (QUAL+QUANT) design (not sequential).


Parallel Design Elements

* Qualitative: Clear and specific focus questions aid in generating specific and informative narrative content that is obtained via individual open-ended interviews.

* Quantitative: A sound choice of measured variables allows the measurement of complementary scaled variables.

* This allows the conduct of convergent and discriminant validity (statistical triangulation) using planned correlational analyses.

Balancing Specificity with Rich Complexity

* Quantitative measured variables (scales) generate specific scores but may be shallow in content.

* Qualitative responses (thematic categories) may be rich in content, but may be non-specific.

* The integrative mixed methods approach aims to attain the best of both approaches under a unified, rigorous and informative methodology.

Rigor in Design and Implementation

* Individual focus question interviews, and thus independence of observations/cases, allows statistical analysis of data.

* Can evaluate the strength of association among measured variables (from scales) and among thematic variables (constructed from thematic text analysis).

* Statistical triangulation can be conducted from correlational analyses of measured variables and thematic variables.

1. Create focus question and conduct interviews (COLLECTION)

2. Extract response codes from interview transcripts (CONVERSION)

3. Create thematic categories – “families” (CONVERSION)

4. Assign axial codes to create thematic variables (CONVERSION)

5. Conduct integrative data analysis (ANALYSIS)

6. Create storylines – recontextualize (INTERPRETATION)

Six Steps in the IMM Approach

Castro, F. G., & Coe, K. (2007). Traditions and alcohol use: A mixed-methods analysis. Cultural Diversity and Ethnic Minority Psychology13. 269-284. ,


Who You Are and Where You are Going: PLATICA - HISPANIC LEADERS

(Version 12a, ENGL 4-11-06)

IDNo. ____________ Today’s Date: _____________ Start Time: ________

Please answer these questions honestly on how you feel and what you think. The best answers are those which tell exactly what you think and feel.

III. Gender Identity

3a. Male and Female Traits. Within the Latino/Hispanic cultures and in other parts of the world, men are often described as being “manly” or “macho” and women are often described as being “feminine.”

1a. Please tell me what a real “macho” man is like (their traits or characteristics).

Tell me more.

1b. How much do you identify with this form of being macho?

2. Now, please tell me what a woman is like who is very “feminine” or “motherly.” Tell me more.

Focus Questions - Machismo Beliefs and Identity

Step 1. Focus Questions

* Are brief, personalized, and prompt a specific and “focused” response.

* Can be framed in a sentence completion format:“How do you think about (conceptualize) acculturation as it occurs among Latino

populations?1a. “Acculturation is: ___________.1b. “Acculturation” is best studied by: _______.

* Must be designed based on a theoretical orientation or conceptual framework, and must be clearly constructed to aid in generating interpretable responses.

Step 1. Focus Questions

* A well constructed focus question introduces a topic area, and

prompts clear and specific responses, while also allowing a diversity of responses whereby this, “allows the voices of the

participants to be heard.”

Text Analysis Flow Chart

1. Response narratives ( Ri )* Participants’ complete or full responses to the

focus question.

2. Response codes ( Cj )* Specific portion of the participants’ responses to the

focus question.

3. Thematic categories - “Families” ( Fk )* Sets of response codes that have a common

meaning; coded as mentioned=1, not=0.

4. Thematic variables ( Vl )* Axial coded thematic categories that are converted

into numeric data.

Overview of the Text Analysis Flow Chart

Transcription Procedures1. Access the transcription template file. 2. Transcriptions:

A. Do not type out the main interviewer probes. B. Do type the additional probing questions used by the

interviewers.C. Use “P:” and “I:” to indicate whether the participant or

interviewer are the speakers. D. Go for meaning over exact words and utterances, while still

capturing the main message expressed by the participant. E. Notation you may need:

a. If you can’t decipher a word or phrase at all, use: [unclear].b. If you have an important comment or observation to make

about an event occurring within the tape, please indicate your comment within brackets, for example: [The participant cries at this point].

3. If you encounter problems or some notable issues, please add these comments to your weekly report of progress.

Some Points Regarding Transcription

* Atlas.ti is a multi-purpose qualitative analysis program that, “helps you uncover the complex phenomena hidden in your data.” (Atlas.ti, 2009).

* Analysis capabilities include:* Text search tool with search and retrieve functions* Interactive boxes allowing “drag and drop” * Automatic and interactive forms of coding* A “family manager” for creating and managing

thematic categories (families)* A filter tool to select subsets of text information* Export capabilities to SPSS, Excel, and for other

programs

* Web link: http://www.atlasti.com/http://www.atlasti.com/quicktour.html

About Atlas.ti

http://www.atlasti.com/

http://www.atlasti.com/quicktour.html

* A response code is linked to the participant’s Case ID Number.

* [T599] A macho is a man who protects his family from harm and also provides for them.

* A response code is the specific answer (a quotation excerpt) to the focus question, as contrasted with:* incidental comments or statements that do not

directly answer the focus question* a label that summarizes the content of the response

* Each case can have zero, one, two, three or more response codes.

Step 2. Response Codes

* Atlas.ti offers three basic types of coding:* Open Coding - codes highlighted text and

allows adding to it a descriptive label

* Code by List - Uses previously created codes in coding a new set of text

* Code in Vivo (In Vivo Coding) - Selected text is registered as a “quotation” and used as a “code,” thus capturing a specific statement as given by a respondent.

Step 2. Response Codes – Types of Codes

Step 2. Response Codes

* In-vivo coding of responses to focus question:* Two independent coders identify specific

thematic response codes to the focus question producing inductively identified relevant responses .

* List of responses is compared across raters (inter-rater reliability) and finalized via comparison and consensual agreement.

* A final listing is attained of thematic response codes to the focus question.

Step 3. Thematic Categories

* The thematic response codes are organized into the smallest number of distinct thematic categories (“families” in Atlas.ti).

* Inductive “bottom-up” or “inside out” coding is drawn directly from participants’ thematic response codes

* “Participants’ voices are heard.”

Step 3. Thematic Categories

* The aim is to generate “strong families:” families having with a large number (or percentage) of responses/cases that mention that theme

* Strong families have over 20% of all cases mentioning that theme, and ideally responses range from 30% to 70%.

Listing of Response Codes

Code Family: 1b. “How much do you identify with this form of being macho?”_____________________________________________________________HU: Master Machismo Codes 1aFile: [I:\1-MY FILES\a-PRESENTATIONS\P154 - Integrative Mixed-Methods Wor...\

Master Machismo Codes 1a.hpr5]Edited by: SuperDate/Time: 08/11/09 11:34:58 AM_____________________________________________________________Created: 04/07/09 05:58:57 PM (Super) Codes (33):[T508: I think I would fit the Hispanic, or the Mexican’s description of macho [family orientated]]

[T510 A lot] [T510 Especially within the family] [T510 I think it is a part of my identity of being an encourager] [T510 I try to promote that within my family] [T510 Yes, I identify with that totally]

[T513 As the oldest one, I had certain responsibilities in terms of looking out for your brothers and sisters and your mom]

[T517 I’m macho in the way that I define macho [honorable, responsible, respectful toward women, courageous]]

[T531 From a correct way, very definitely.] [T531 I feel that I provide for my family, and my kids,] [T531 Meet your responsibilities, don’t hang out in the bar drinking beer]

[T532 I strive to be macho in that sense, providing for my family.]

[T533 Cares about his family] [T533 More of a gentleman, than macho]

Atlas.ti Response Code Listing

Families Description Exemplar Response

Machismo Identity

How do you relate to this form of being macho?

Developmental identity: Negative to positive

Developmental trajectory that starts out with negative traits and then grows into positive traits.

“You kind of have to as a young kid growing up. You believe that myth of macho, you act that way. Then you see the light and realize you don’t have to be, that’s me.”

Denies negative traitsa

“I am not that way [negative traits] at all.”

Denies positive traitsa

“I don’t have any of those, I fight, drink, and I don’t care. It’s easy for a man.”

Identifies as a man/male roles

Does not identify as macho, but more of a man—male traditions and roles (gentlemen)

“I like being a man, I wouldn’t say macho, I like cars and taking care of my girl.”

Family orientedSupport, care, and protect the family

“I work hard and take care of my responsibilities; my family is everything to me.”

Both positive & negative traitsa

“I know I have my moments, but for the most part I am this guy [positive traits].”

Control/dominationa

“I’ve been tough and dominating, I like to be the boss.”

Respectful/egalitarian toward women

Shares household responsibilities with wife and is respectful

“I let her lead too and I don’t mind doing housework, I don’t disrespect her either.”

Situational assertiveness/aggression

Times when you have to be aggressive (e.g. prison, emergencies, protect others)

“Sometimes you have to be aggressive; like in a fire you can’t get a consensus. You have to yell and make people get out.”

Tries to control negative traitsa

“I try not to be a macho [tough guy], but there are times when I let my guard down and I can hold grudges forever.”

* Axial coding dimensionalizes the thematic category* Axial coding is a Grounded Theory technique (Strauss & Corbin, 1990).

* Converts a thematic category (0= not mentioned, 1= mentioned) to a thematic variable (0,1,2,3).

* Frequency Axial Codes: (0= no mention, 1= 1 mention, 2= 2 mentions, 3= 3 or more mentions).

Step 4. Axial Coding to Create Thematic Variables

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

* Intensity Axial Codes: 0 =not mentioned, 1 = suggested mention, 2 = solid mention, 3 = emphatic mention).

* From the actual narratives or codes within each category, identify example narratives or codes that can be used as anchor codes to guide the ratings of all other narratives.


Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

* Exemplar anchor codes: Example: “Physically controlling and abusive” family1 = suggested mention

* “He tries to tell his family what to do” 2 = solid mention

* “He is aggressive with his family.”3 = emphatic mention

* “He is very aggressive and intimidates the entire family.”


ControllingPositive & Negative

ControlsNegative

SituationalAggression

RespectfulFamily

Oriented

501 0 1 1 1 0 0

503 0 0 3 0 0 0

504 1 1 0 0 0 0

506 1 3 0 1 1 0

507 2 0 1 0 0 0

508 2 0 0 0 0 0

512 2 1 0 0 3 0

513 0 2 0 0 0 0

514 0 0 0 3 0 2

515 0 0 0 1 0 0

“ “ “ “ “ “ “

523 2 0 0 0 0 0

533 2 0 1 0 0 0

534 0 1 1 0 0 0

536 0 1 0 0 0 0

540 0 1 0 0 0 0

A Case-Theme Axial Coding Matrix for Machismo

Text Analysis Flow Chart

* Frequencies to examine distributional properties of the thematic variables (Skew and kurtosis).

* Exploratory Factor Analysis* Identified underlying structure of the

set of thematic variables* The thematic variables loading on

each factor can create factor scores (factor variables) for subsequent multivariate analyses.

Step 5. Mixed-Methods Data Analyses

Variable Factor 1a Factor 2b

Controlling and dominating .79

Has both positive and negative .74

Tries to control negative traits .68

Situational aggression, assertiveness, control

.64

Developmental: Once negative now positive

.48 -.37

Denies negative traits -.44

Respectful/Egalitarian toward women .75

Denies positive traits -.65

Identifies as a man/male role .39

Family oriented .37

Factor Analysis of the Machismo Thematic Variables

Kellison, J. G. (2009). The role of machismo in the resilience of Hispanic males. Master’s Thesis, Arizona State University. Tempe, AZ: Author.

* Correlational Analyses* Associations between and across

variable types (thematic variables with

scaled variables)

* Hierarchical Model Regression Analyses* Measured variables and thematic

variables as predictors of key dependent

variable* Can use thematic variable factor scores

as predictors.

Step 5. Mixed-Methods Data Analyses (continued)

Step 5. Mixed-Methods Data Analyses (continued)

Descriptive statistics and zero-order correlations for identity variables.

Variable 1 2 3 4 5 6 7 8

1. Control identitya (Factor Score I)

2. Caballero identitya (Factor Score II) -.15

3. Positive machismo attitudes: Family orientedab

.20 -.03

4. Negative machismo attitudes: Stereotypical controlc

-.03 -.04 -.32*

5. Incomea .05 .26 .04 -.39**

6. Clinical resilience ratingsa .10 .29* .01 -.36**

.56**

7. CD-RISC resiliencea .04 .29* .30* -.21 .40** .52**

8. Life satisfactiona .01 .41**

.12 -.32* .52** .61** .79**

MSD

0.001.00

0.001.00

4.22.42

1.94.50

11.04.89

3.581.54

3.95.59

3.70.76

Note. Variables included here are those for thematic machismo identity, Rollins-Castro Multidimensional Machismo Inventory, machismo attitudes, income, resilience, and life satisfaction; N = 52. aHigher scores indicate higher levels of the construct; bHigher scores indicate greater family orientation; cHigher scores indicate greater stereotypical control. *p < .05; **p < .01.

Regression step B SE β

Step 1

Income .08 .02 .52***

Step 2

Income .07 .02 .47**

Family oriented measured attitudes .12 .23 .07

Stereotypical dominant measured attitudes -.18 .21 -.12

Step 3

Income .06 .02 .38**

Family oriented measured attitudes .12 .23 .07

Stereotypical dominant measured attitudes -.21 .21 -.14

Controlling/Assertive (Control Identity) .02 .09 .03

Caballerismo/Gentleman (Caballero Identity)

.24 .09 .31*

Note. N = 52. R2 = .27 for Step 1; R2 = .02 for Step 2; and R2 = .09 for Step 3. *p < .05; **p < .01; ***p < .001.

Predictors of Life Satisfaction

* Features integration of results, with final storyline, based on text narratives and quotes to add depth to results generated from correlational, regression, or other multivariate analyses.

* Aim: To capture group’s collective story in response to a specific issue by examining quotes from cases loading high and low on identified key variables.

Step 6. Recontextualizing and Storylines

* Analysis of Contrasting Groups * Adaptive (High Resilience) cases* Maladaptive (Low Resilience)

cases.* Or cases high and low on an

outcome variable, e.g., Life Satisfaction scale

* The contrasting set of narratives capture group differences in responses to the focus question.


* Examine thematic responses for cases from each group and develop a storyline for each* Then compare and contrast

extreme group cases to create storylines and to draw

conclusionson the influences of a key

variable on group-related patterns of response.


* Example:* High/positive: “For me it’s like acting

like a gentleman.”

* Low/negative: “I’m lazy, I’m selfish, I have a short fuse.”


Storylines of Participants’ Five Highest Life Satisfaction to Five Lowest Life Satisfaction Responses.

Case Number Life SatisfactionScore

Quoted Statement for Machismo Beliefs Quoted Statement for Machismo Identities

Highest

T533 2.17 “He doesn’t abuse his wife,” “takes care and provides for his family.”

“I care about my family,” “For me it’s acting like a gentleman”

T547 1.57 “They need to respect women,” “Respect, support, and protect family.”

“I’m respectful of women,” “I never bring shame to the family”

T564 1.50 “Being strong and supporting the family” “I do my best to take care of my family”

T743 1.48 “They beat women and are not sensitive—too macho to tear up.”

“I treat women with respect and don’t beat them.”

T771 1.42 “A hard worker bring home bacon, but like women to stay home and serve him.”

“I bring home money and make sure there is food on the table”

Lowest

T504 -.75 “Self-absorbed male who thinks of himself first,” “Provides and protects the family.”

“I try not to identify with the negative at all.”

T788 -.76 “takes care of family,” “cares for his kids,” “do anything it takes to protect/survive.”

“I’m not fully macho yet.”

T586 -.80 “maintains the household and supports the family,” “controlling,” “goes drinking.”

“I identify with being both a tyrant and supporting my family”

T507 -1.02 “A person who doesn’t self-reflect.” “I’m aggressive when it comes to play in certain situations, I was very competitive in sports.”

T812 -1.04 “Badass, wears a mask, he is fake.” “I feel like a badass.”

Storyline Analysis of Extreme Group Cases

* Purpose: To illustrate the use of an integrativemixed methods approach for identifying thematiccontent and its response codes from open-ended responses to a specific focus question

* Task: Using worksheets, identify thematic responsecodes and then categories (cluster) into Thematic Categories

* Consider what patterns may emerge which afteraxial coding, could generate a set of thematicvariables, usable in correlational and regression model analyses

* Consider the storyline that might emerge from the overall analysis of these responses

Exercises on Thematic Analysis of Evidence

Exercises on Thematic Analysis of Evidence

* There are three steps in thematic coding that converts verbal evidence into numeric evidence within the integrative mixed-methods approach, as illustrated by this Thematic Text Analysis: A Flow Chart.

* The four forms of verbal evidence are: (1) Responses to the focus question, (2) Thematic response codes identified

from the response narratives (3) Created thematic categories, and (4) Thematic variables generated via

the process of axial coding.

Exercise on Thematic Analysis

Exercise # 1

Your Research Study PLATICA - FOCUS QUESITONS

(Version 1a, ENGL 8-14-09)

IDNo. ________ Today’s Date: _________ Start Time: ________

Please answer these questions honestly on how you feel and what you think. The best answers are those which tell exactly what you think and feel.

I. Ethnic Identity

1. Ethnic or Cultural Identity. Many people in America can claim a certain ethnic, cultural or familial heritage. This heritage affects how people see and identity themselves, that is, their “ethnic or cultural identity.” 1a.

1b.

2.

Exercise # 1. Creating a Focus Question

Exercise # 2

Response Codes Listed by Case ID

[T502 I have been in fights…but I have always won] [T504 I’ve tried to work to cast aside a lot of that inherited culture

that a lot of Mexican men have.] [T506 I try, [chuckles]] [T506 I identify with it and try to conform to it [controlling,

stereotypical macho].] [T506 I try to be caring and feeling across gender, and racial and

ethnic lines] [T507 I mean it comes in when you have to use the certain traits of

being macho.] [T507 It comes into play with myself.] [T507 I was very competitive in sports.] [T510 I think it is a part of my identity of being an encourager] [T510 Yes, I identify with that [a gentleman] totally]

(Continues)

Exercise #2 - Creating “Families” - Thematic Codes

Exercise # 3

* Step 3. Axial Coding* Reliably dimensionalizes each thematic

category * Converts a thematic category into a

thematic variable. * The thematic variable can then operate

as a variable within correlational and other multivariate analyses.

* Allows the encoding of nuances or shades of meaning to the developing

Exercise on Thematic Analysis - Step 3

* Intensity Axial Coding: 0 = No Mention - not indicated in

any way, 1 = Suggested Mention - hints of the

theme, 2 = Basic Mention - a single

mention3 = Elaborated Mention - a mention

with repetition and elaboration. * Frequency Axial Coding - Number of

mentions (0 to 3)

Exercise on Thematic Analysis - Step 3

Exercise # 4

Correlations: Belief and Identity Thematic Variables

Variable 1 2 3 4

1. Nurturing beliefa

2. Abusive beliefa -.08

3. Control identitya -.02 .06

4. Caballero identitya .15 .19 -.15

MSD

-.031.01

1.021.01

0.001.00

0.001.00

* Analysis of distributional properties (skew, kurtosis)

* Factor analysis

* Correlation analysis* Between thematic variables* Between measured variables* Thematic variables with measured variable* Convergent and discriminant validity

* Regression analysis

* Group comparisons

Types of Integrative Data Analyses

Exercise # 5

Storylines of Participants’ Five Highest Life Satisfaction to Five Lowest Life Satisfaction Responses.

Case Number Life SatisfactionScore

Quoted Statement for Machismo Beliefs Quoted Statement for Machismo Identities

Highest

T533 2.17 “He doesn’t abuse his wife,” “takes care and provides for his family.”

“I care about my family,” “For me it’s acting like a gentleman”

T547 1.57 “They need to respect women,” “Respect, support, and protect family.”

“I’m respectful of women,” “I never bring shame to the family”

T564 1.50 “Being strong and supporting the family” “I do my best to take care of my family”

T743 1.48 “They beat women and are not sensitive—too macho to tear up.”

“I treat women with respect and don’t beat them.”

T771 1.42 “A hard worker bring home bacon, but like women to stay home and serve him.”

“I bring home money and make sure there is food on the table”

Lowest

T504 -.75 “Self-absorbed male who thinks of himself first,” “Provides and protects the family.”

“I try not to identify with the negative at all.”

T788 -.76 “takes care of family,” “cares for his kids,” “do anything it takes to protect/survive.”

“I’m not fully macho yet.”

T586 -.80 “maintains the household and supports the family,” “controlling,” “goes drinking.”

“I identify with being both a tyrant and supporting my family”

T507 -1.02 “A person who doesn’t self-reflect.” “I’m aggressive when it comes to play in certain situations, I was very competitive in sports.”

T812 -1.04 “Badass, wears a mask, he is fake.” “I feel like a badass.”

Storyline Analysis of Extreme Group Cases

* What are the emerging themes distilled from the texts examined?

* The Storyline* What patterns emerge from the overview

analysis of the various thematic categoriesthat emerged?

* Put another way, what are these participantstelling us in their answers to the focus

question?* How do extreme groups differ and what is each

group’s respective story?* How do these storylines answer the study’s

research question?

Deep Structure Analyses from the Storylines

P154 Felipe González Castro, M.S.W., Ph.D., Professor Department of Psychology and Southwest...

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