Qualitative Methods Of Environmental Studies

Power point slide Qualitative research is a difficult term to define…. Nevertheless, it is important to be familiar with some definitions in the field. The definition provided by Creswell 2009 is enlightening because it incorporates ……….. most important part of definition for me were reports detailed views of informants and natural setting.

‘Employing a qualitative methodology, underpinned by a constructivist world view, has provided the means to generate rich, deep and contextualised understandings of the research issue, and an appreciation of the socially constructed and experienced realities of the participants.’ (Highfield 2012)

The concept of environmental inequality appeared at the end of the 70s and at the beginning of the 80s after researchers, activists and government officials began to collect data that in turn showed patterns where social inequality and environmental harm became evident (Brehm, 2013). An additional term used to describe the situation is environmental justice, which according to the sociologist Robert Bullard, misled the reality by giving the impression that all people and communities are entitled to equal protection by environmental

My positionality is composed both of cultural aspects and personal lived experiences that engender me towards certain perspectives (Holmes, 2014), thus introducing subjectivity in my research. As such, I must understand where my positionality is derived from to ensure that my research remains as “truthful” as possible (Holmes, 20014). I must remain self-conscious about my own views and positions and how they may influence my design, execution and interpretation of the research data findings (Greenback, 2003). Understanding my own positionality further guides me to remain cognizant of it while practicing and sustaining reflexivity throughout my research. Berger (2013) remarks it as a means of acknowledging my own subjectivity,

Qualitative research reflects different ways that researcher’s collect data and explore all of the information through literature review. Participant’s that are reviewing is often observed for analysis while “the role of the researcher focuses as the primary data collection instrument necessitates the identification of personal values, assumptions and biases at the outset of the study; Qualitative researchers ask at least one central question” (Creswell, 2014, which can be explored in several contexts with further questions. According to the text Research Design (2014) “the researcher’s role is typically involved in a

Environmental justice is a topic that plagues societies around the world, and has an impact on the opportunities available to admire the breathtaking world that is around us. Environmental injustice, in this case, is the lack of the equality and participation that is presented in communities. More likely than not, there is an absence

While reading Meda Chesney-Lind's and Victor Rios' interviews, plenty of powerful insight and advice was given, which on the long run benefits me and guides me on doing research of my own. One of the most important pieces of advice given was to have reflexivity, which in my case I have to understand that I have privilege, thus I should not take anything for granted in my field. Another key piece of advice comes directly from Victor Rios and says, “Although I brought my own biography to this study, that was not enough to give me the insights I needed to develop conceptualizations for understanding the conditions... experience alone did not guarantee entree” (Fentsermaker and Jones. Rios p112). This piece of advice hits home in my case because

Ethnographic research requires extensive work, which involves a long period of time and a certain level of intimacy with members which can only be achieved over time and becoming active participants (Polit & Beck, 2017). Although the study didn't specify the length of the study, the range of 3 different locations across primary, secondary and community care reflected the extensiveness of the study. The study was a non-participant observation, utilizing in-depth interviews with key informants. As researchers conduct interviews, it is important to realize the concept of researcher as instrument, wherein the interviewer may impact respondent responses (Polit & Beck, 2017). This can potentially introduce bias wherein researchers can influence the participants with the way how the interview questions were asked. Researchers should ensure reflexibility when interpreting data to prevent bias in qualitative research. Reflexivity is an important tool for researchers to reflect on their personal values and biases that could affect interpretation (Polit & Beck,

A qualitative methodological approach was the obvious choice in that it allows for the collection and interpretation of stories, narratives, interviews and other forms of non-quantifiable data. A qualitative approach also does not demand or strive for detached objectivity of the researcher but instead encourages the disclosure of researcher bias and the engagement of the researcher with the research and subjects, often in the role of participant-observer (Dade, Tartakov, Hargrave, & Leigh,

Maxwell (2005) also notes that qualitative research can be used to address various issues and is not restricted to one ontological stance. The method also involves developing a relationship with the people one is studying, an aspect that is important in defining the authenticity of the data and determining the course of action.

Epistemological criticism argues that all approaches are unlikely to produce consistent evidence because of the inherent property. It will generate a new viewpoint. However, through abundant reading, triangulation will enlarge width and depth in qualitative research and provide an analysis with security- a overall perspective. Participants can improve the validity of research. Bloor (1978) argues that sociologists can establish a correspondence with participants, in which participants can identify, give assent and judgement to sociologists.

The Weaver-Hightower presentations reviewed many of the topics that were introduced in last week’s readings, however, I found they highlighted several subtle details which I had not initially consider. For instance, the resources similarly defined personal interests as the researcher’s starting point, and includes all “curiosities, biases, and ideological commitments” (Weaver-Hightower, 2014a, p.1). Weaver-Hightower (2014a), uniquely emphasized that with qualitative data the perspectives which motivate your personal interests have the capacity to influence your research design. Although in our qualitative class we learned how to construct an unbiased study, Weaver-Hightower’s point brings those ideas to the forefront of my mind. Moving forward, I will be interested to see how I will utilize my personal interests, while also maintaining a sense of balance with in my conceptual framework.

In order to do this, a researcher must work on establishing trust among the participants being studied, while also not endangering the relationship by being overly demanding to the privileges given, such as by gatekeepers (Shenton, 2004). Therefore, the researcher should accept that limitations exist within research that cannot be controlled, and should not be taken advantage of (Freeman et al., 2007). Most importantly, qualitative research is not about predicting or generalizing results to others in society, rather gaining an understanding of human beings in various contexts (Freeman et al., 2007). In order to make the study credible, trustworthy, and valid the researcher must acknowledge shortfalls, such as recognize biases both from the researcher and participants, which perhaps affected the outcome of the research (Freeman et al., 2007). In order to prevent biases, it is best for the researcher to conduct a random sampling to ensure unknown influences (Shenton,

Qualitative research is conducted in a natural setting and attempts to understand a human problem by developing a holistic narrative and reporting detailed views of informants about the culture of a problem. It forms a report with pictures and words. One of the most important distinctions that sets qualitative research apart from more traditional types of research is that qualitative research is holistic in that researchers study phenomena in their entirety rather than narrowing the focus to specific defined variables” (p. 93). Similarly, Cresswell (1984) indicated that qualitative research “is defined as an inquiry process of understanding a social or human problem, based on building a holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural setting” (p. 2). Cresswell’s definition clearly delineates the major characteristics of qualitative research. Pg. 50 (Smith & Davis, 2010).

When utilizing a qualitative approach, the task becomes one of determining the qualitative method to be used. Additionally, Stake (2010) used purpose, research design, and methodical data techniques as a way of classifying types of qualitative research. Similarly, Cresswell & Cresswell (2007) spoke of five practices of qualitative research. These five practices consist of biography, phenomenological study, grounded theory study, ethnography, and case study. This researcher chose a phenomenological study for this research project.