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| Preface | |
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| Getting Started.�Thinking about Research Choices | |
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| Introduction: Logic of Inquiry, Research Designs and Strategies, and the Methods Tool-Kit | |
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| Overview | |
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| Guiding Principles | |
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| The Book's Organization | |
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| Getting Started�Thinking about Research Choices | |
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| Choosing a Research Design | |
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| Focus on Ethnography | |
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| Choices from the Methods Tool-Kit | |
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| Telling the Story | |
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| Key Concepts | |
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| An Example: Studying the Unhoused | |
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| Quantitative versus Qualitative Research | |
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| Unobtrusive and "Obtrusive" (or Interactive) Research | |
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| Fieldwork | |
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| Understanding the Experiences of Others | |
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| Exercises | |
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| Key Terms | |
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| A Brief History Of Qualitative Research | |
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| Overview | |
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| Classical Ideas | |
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| Max Weber | |
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| Verstehen�Understanding | |
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| The Historical-Comparative Method | |
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| The Construction of "Ideal-Types" | |
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| The Chicago School and its Legacy | |
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| Spatial Mapping and Spatial Analysis | |
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| The Life History Method | |
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| Analysis of Documents | |
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| Observations and Descriptions of Neighborhood Life | |
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| Occupational Studies | |
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| Ethnographic Research in Anthropology | |
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| Anthropologists of the Early 1900s | |
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| Sociology and Anthropology: An Often Uneasy Union | |
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| The Frankfurt Institute | |
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| Street Corner Society: Paragon of Early Qualitative Research | |
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| Critical Community Studies | |
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| The Rise of Microsociologies and the Great Surge in Qualitative Research | |
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| Foundational Concepts of Early Qualitative Research | |
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| The Common Denominator: Get Out of the Office and into the Mix of Real Life! | |
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| Principles of the New Qualitative Methodology | |
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| Ethnomethodologists and "Breaching" Experiments | |
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| The Birth of a Contentious Divide | |
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| Feminist and Postmodernist Approaches: New Directions at the End of the Twentieth Century | |
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| Feminist Research Strategies | |
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| Postmodernism in Qualitative Research | |
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| Toward More Comprehensive Orientations | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Asking Research Questions | |
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| Overview | |
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| Introduction: What is a Research Question? | |
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| What Does a Research Question Produce? | |
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| The Sociologist's Way | |
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| The Scientific Method | |
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| The Scientific Method: A Set of Rules Guiding Procedures, Presentation of Evidence, and Storytelling | |
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| Principles of the Scientific Method | |
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| Framing Research Questions | |
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| Learning the Language: Qualitative Research Vernacular | |
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| Doubts and Concerns: Are We Being Too Scientific? | |
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| Choosing Research Activities | |
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| Where do Research Questions Come From? | |
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| Studying a Tattoo Parlor: Using the Scientific Method | |
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| Qualitative Research Principles in Action: Paul Willis, Learning to Labor: How Working Class Kids Get Working Class Jobs | |
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| Tips for Formulating a Research Question | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| The Ethics 0f Qualitative Research | |
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| Overview | |
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| A Mental Exercise in Role-Taking | |
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| You're a Survey "Respondent" | |
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| You're an "Informant" Neighbor | |
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| Ethical Conduct in Qualitative Research | |
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| Qualitative Research as a "Complicated Relationship" | |
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| The Question of Meaning | |
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| Rules on the Books versus Rules in Action | |
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| Formal Safeguards: Human Subjects Research, the Irb, and Professional Codes of Ethics | |
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| To Obey or Not to Obey: "The Milgram Study" | |
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| "Prisoner 819 Did a Bad Thing": The Stanford Prison Experiment | |
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| The Spy Who Didn't Love Me: Laud Humphreys' Tea Room Trade | |
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| Institutional Review Boards | |
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| Beyond Formal Codes of Ethics | |
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| Informed Consent | |
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| The (Hollow) Right to Withdraw | |
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| Informed Consent Is a Process, Not a Document | |
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| Some Suggestions for Resolving the Tension between Law on the Books and Law in Action | |
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| Deception | |
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| "Instrumentalization" of Relationships | |
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| Give in Order to Take. . . and Take More | |
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| Caveat: The Subject is Not a Dishrag | |
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| The "Gaze" | |
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| Revealing Subjects'Ignorance | |
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| Caveat: "Studying Up" versus "Studying Down"�The Patterning of Ethical Issues | |
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| Looking Ahead at Ethics | |
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| Exercises | |
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| Key Terms | |
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| The Politics of Qualitative Research | |
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| Overview | |
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| Research and Politics: Together But Mostly Apart | |
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| Limiting Personal Bias by Exposing It: Embracing Transparency and Falsifiability | |
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| Research as a Means for Championing Rights: Social Justice and Social Science | |
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| Politicizing Research Without Compromising Science | |
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| Clusters of Values: Truth, Sociological Imagination, and Social Justice | |
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| Politically Engaged Science: Different Strokes for Different Folks | |
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| Political Engagement in Theory and Interpretation | |
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| Mounting a Critique of Existing Concepts and Constructing Alternative Concepts that more Accurately capture Social Realities | |
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| Dissecting Misrecognition | |
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| Controversy over Context | |
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| Engaging in Public Discussion | |
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| Combating Stereotypes | |
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| Exposing Misrecognition and Debunking Stereotypes | |
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| The Dangers of Trying a Little Politically Motivated Tenderness | |
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| Critical Examination of the State of Social Services and Government Policies | |
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| Identifying Inequalities in Service Delivery | |
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| Critique of Organizational Practices | |
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| Studying the Rich and Powerful | |
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| Activism: From Spokesperson to CBPR | |
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| Realistic Ways for Sociologists to Assist Straggling Communities | |
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| The Critical Analysis of Research Methods | |
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| The Politics of Researching Research: A Critique of Respondent-Driven Sampling | |
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| Case Study | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Integrating Theory Into Qualitative Research: Foundational, Grounded, and Critical-Reflexive Theories | |
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| Overview | |
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| The Meaning of "Theory": What it is, What it Isn't | |
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| Foundational Theory | |
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| Grounded Theory | |
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| Critical-Reflexive Theory | |
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| Foundational Theory in Action: Research Illustrations | |
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| Foundational Theory in Action | |
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| Evaluating Foundational Theories in Action | |
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| Connecting Theory with Research Design and Methods | |
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| When Does Theory Begin? Before the Beginning | |
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| Foundational Theories and the Problematic of a Research Project | |
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| Grounded Theory in Action: Research Illustrations | |
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| To See the World in a Grain of Sand | |
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| Key Elements of Grounded Theory | |
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| But is Grounded Theory Really Built from the Ground Up? | |
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| The "Always Already" Contradiction of Grounded Theory | |
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| Critical-Reflexive Theory in Action | |
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| Getting Back to "Bias"�Simply but Not Simplistically | |
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| The Theory-Research "Dialogue" | |
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| Moving Ahead With Theory: A Practical Guide for Overcoming the Abstraction Paralysis | |
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| Levels of Analysis | |
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| Research and Theory: A Continuous Conversation | |
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| How Much Theory? | |
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| From Empirical Observation to Reflexive Theorizing: Four Steps for Getting Started | |
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| Conclusion | |
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| Acknowledgement | |
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| Exercises | |
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| Key Terms | |
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| Choosing a Research Design | |
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| Ethnography: A Synopsis | |
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| Overview | |
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| An Example�In Search of Respect: Selling Crack in El Barrio | |
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| An Exampk�Liquidated: An Ethnography of Wall Street | |
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| Ethnography in Everyday Life | |
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| Professional Strangeness | |
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| Solving Puzzles in Reverse | |
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| Ethnography: A Logic of Knowing | |
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| The Culture Question: "How?" | |
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| Culture as Process and Structure in Context | |
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| Depth versus Breadth | |
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| Falsification | |
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| Questioning Reality | |
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| Parsimony and Ockham's Razor | |
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| The World in a Grain of Sand | |
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| Ethnography Holds Up a Mirror | |
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| Ethnography and Journalism | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Historical-Comparative Research | |
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| Overview | |
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| History of Historical-Comparative Research | |
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| Exemplary Historical-Comparative Research Studies | |
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| Characteristics of Historical-Comparative Research | |
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| When and How to Use Historical-Comparative Analysis | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Social Autopsies: Adverse Events and What they Tell Us About Society | |
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| Overview | |
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| Contemporary Life and the Demand for Autopsies | |
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| Types of Events: Natural Disasters, Accidents, and Intentional Acts | |
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| Examples of Social Autopsies | |
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| The Design of Social Autopsies | |
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| Appropriate Types of Research Questions | |
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| The Logic of the Social Autopsy | |
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| Social Autopsies are Contentious | |
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| Against the "Conspiracy Theory" | |
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| Components of a Social Autopsy | |
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| Who Was Affected? | |
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| The Role of Organizations and Institutions | |
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| Evaluate the Public Representations of the Event | |
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| Putting it all Together: The Need for Multilevel Design | |
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| Theoretical Foundations | |
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| Related Types of Inquiries | |
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| Applications | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Community-Based Participatory Research or Participatory Action Research (With Krista Harper) | |
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| Overview | |
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| What is CBPR? | |
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| A Brief History (or Rather, "Herstory") | |
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| What is the Meaning of "Community?" | |
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| Problem-Solving? Whose Problems, Whose Solutions? | |
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| Par in Action: Environmental Justice in a Hungarian Village | |
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| Starting with Justice | |
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| Getting to Know the Roma | |
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| A Key Informant Emerges | |
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| Jointly Designing the Project | |
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| An Overview of CBPR as a Design Choice | |
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| Practical Tips | |
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| PAR as Method and Object of Teaching: Critical Perspectives | |
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| A Retelling of PAR's History | |
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| Revising the Definition of PAR | |
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| PAR and Pedagogy: The Politics of Teaching and Learning through CBPR | |
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| Beware the Backfire Effect: When CBPR Becomes the "Cure That Kills" | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| The Analysis of Cultural Objects and Discourses as a Research Design (With Martha Martinez and Christopher Carroll) | |
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| Overview | |
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| Why Conduct Cultural Objects Research? | |
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| Practical Reasons for Studying Cultural Objects | |
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| Theory-Driven Reasons for Studying Cultural Objects | |
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| Research in Action: Examples of Studying Cultural Objects | |
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| Entertainment | |
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| Advertising | |
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| Understanding the Religious Imaginary: Thank You, St. Jude! | |
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| Style | |
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| Architecture and Urban Design | |
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| Managers'Views of Workers: Developing a Research Design and Asking a Research Question | |
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| The Invisible Metropolis (by Christopher Carroll) | |
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| Analysis of High School Yearbooks | |
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| Content Analysis Exercise: Home Pages of Colleges and Universities | |
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| Summary: When and How Do We Use This Design? | |
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| Formulate the Research Questions and Think about Relevant Theories | |
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| Carefully Specify the Units of Analysis and Organize Your Sampling | |
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| Identify Key Variables to Record | |
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| Select Your Time Period(s) | |
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| Create a Data File | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Multimethod Designs | |
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| Overview | |
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| Mixing Methods: The Value of Triangulation | |
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| Reasons and Strategies For Bringing Methods Together | |
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| Using Qualitative Research to Understand Forces that Produce Patterns of Variable Relationships | |
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| Including Quantitative Analysis within an Overall Qualitative or Ethnographic Design | |
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| Using Quantitative Methods to Analyze Qualitative Materials | |
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| Using Qualitative Data to Contextualize Quantitative Data | |
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| Using Quantitative Tools in Comparative Research | |
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| Using Multimethod Research to Understand Contemporary Issues: The Example of Youth Crime and Homelessness | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Focus on Ethnography | |
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| Ethnography: Defining, Preparing For, and Entering the field | |
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| Overview | |
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| What is Ethnography? | |
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| The Field | |
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| Casting a Big Light with a Small Lampz | |
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| Getting Ready to Get Close: Planning for Ethnographic Work | |
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| Doing Your Homework: Background Research | |
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| Refiexivity Exercises: Placing Your Vague Preconceptions in a Vivid Foreground | |
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| Asking Questions and Planning to Seek Answers | |
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| Prepare for Your Role on a Stage Not Your Own | |
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| Reflecting on Reduction and Recognizing Your Blinders! A Preparatory Exercise | |
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| Thinking About Your Project: The Logic of Ethnographic Discovery | |
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| Mental Habits of Ethnographers | |
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| Sameness and Difference: Not the Same Difference | |
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| Generalizing from Your Sample of One: Culture X | |
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| Iterative Recursive Abduction | |
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| Speculation, Imagination, and Surprise | |
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| Maintaining the Capacity to Be Surprised | |
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| Entering the Field | |
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| New People | |
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| Knowing When to Keep Quiet | |
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| Conclusion | |
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| Key Terms | |
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| Types of Ethnographic Data | |
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| Overview | |
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| Review: Designing Research, Knowing the Data you Need | |
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| Types of Data | |
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| Behavior/Action | |
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| Words | |
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| Nonbehavioral Data | |
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| Objects and Styles | |
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| Events and Rituals | |
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| The Intangibles: Norms, Values, Standards, and Beliefs | |
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| People and Personas | |
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| Conclusion | |
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| Key Terms | |
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| Writing Ethnographic Field Notes (With Gerald R.Suttles) | |
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| Overview | |
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| The Significance of Field Notes | |
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| The Basics of Field Notes | |
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| Handling Time | |
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| Language and Terminology: The Key to Understanding Insider Views | |
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| Concreteness | |
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| Present Tense | |
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| Contemporaneity | |
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| Writing to Think, Thinking to Write: Writing as Thinking | |
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| From the Periphery to the Core: Lessons from a Student Ethnography of a Tattoo Parlor in Chicago, IL | |
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| Putting the Blinders Back On: Smartly This Time! | |
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| Digital Recording Technology | |
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| Integrity of Data | |
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| Logistics | |
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| Conclusion: Field Notes and Professional Standards | |
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| Exercises | |
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| Key Terms | |
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| Directed Strategies for Data-Making | |
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| Overview | |
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| Ethnography Essentials: A Brief Review | |
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| The Directed Strategies | |
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| When Should I Use Directed Strategies? | |
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| What Do Directed Strategies Produce? | |
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| Asking Questions | |
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| Processual Interviewing | |
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| Manualize | |
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| Free-Listing and Pile-Sorting | |
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| Sociometric Grid Mapping | |
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| Daily Diary | |
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| Ethnographic Shadowing | |
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| Informant Mapping: Individuals and Focus Groups | |
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| Systematic Social Observation (SSO) | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Choices from the Methods Tool-Kit | |
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| Observation, Participant-Observation, and Carnal Sociology | |
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| Overview | |
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| A Spectrum of Observation: Degrees of Separation | |
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| Unobtrusive Observation | |
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| "Obtrusive" Observation: A Range of Involvement | |
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| Carnal Participation and Observation | |
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| Choosing Carnal Sociology | |
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| The "Goodness of Fit" between Observer and Observed | |
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| Research Ethics and IRB Restrictions | |
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| Entry and Guides | |
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| Entry | |
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| The Guide, Key Informants, and Research Bargains | |
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| Recording Observation and Participation: Field Notes and Analytic Memos | |
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| Choices about Recording: Descriptive Notes | |
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| The Analytic Memo: A Device for Making Sense of Notes | |
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| Howard Becker's Tips for Improving Objectivity and Plausibility | |
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| Observable Indicators | |
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| Credibility of Informants | |
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| Volunteered and Spontaneous Sharing of Information versus Directed Information: A Clue to the Salience of Concerns | |
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| Noting the Frequency and Distribution of Phenomena | |
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| First Steps: Mapping Space, Identifying Icons, Recording Time | |
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| A Summary of Practical Tips | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Interviewing | |
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| Overview | |
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| Background and Orientations | |
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| Orientations toward Interviewing | |
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| The Postmodern View | |
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| Structured, Semi-Structured, and Unstructured Interviews | |
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| Interview Procedures and Practices | |
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| The Sympathetic Ear: An Example of Research in Action | |
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| Believing, Disbelieving and Disbelieving Belief | |
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| Elite Interviews | |
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| Asking Questions Informally and Interacting Effectively | |
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| The "10 Commandments of Informant Interviewing" | |
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| The Basics of Getting Informants to Engage in Revelatory Talk | |
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| A Final Word on the Subject: Observation Trumps Interviewing! | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Focus Groups (With Tracey Lewis-Elligan) | |
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| Overview | |
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| The Many Uses of an Unnatural Venue: Focus Group Basics | |
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| One Exception: The In Situ Focus Group | |
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| Gauging Appropriateness of the Method | |
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| Guidelines for Running a Focus Group | |
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| Research in Action: Examples of Focus Group-Based Studies | |
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| Case Example: Are African American girls joining the eating disorder mainstream? | |
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| High School Focus Groups | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Life Narratives | |
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| Overview | |
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| The Life Narrative: A Staple Item in the Qualitative Research Method Inventory | |
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| The Chicago School: Exemplary Life Narrative Studies | |
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| The Spontaneity Factor | |
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| Whose Life, Whose Narrative? | |
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| A Suitable Topic | |
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| A Suitable Life | |
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| Motivation | |
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| The Life History Interview | |
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| Levels of Data | |
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| Limitations of the Life History Interview | |
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| FormatsVary | |
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| Practical Guidance for Building the Life Narrative | |
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| Recording | |
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| The Transcript | |
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| Interpretation | |
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| Conclusion | |
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| CODA | |
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| Exercises | |
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| Key Terms | |
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| Visual Methods (With Thomas Fredericks) | |
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| Overview | |
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| The Centrality of "The Visual" | |
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| Having a Vision: The Beginning | |
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| The Image | |
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| Creator and Consumer: A Contested "Relationship" | |
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| Our Basic Assumptions about Imagery | |
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| A Brief History of Visual Methods in the Social Sciences | |
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| In the Beginning: Photography | |
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| Science Poo-Poos Pictures | |
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| Then Came Pictures in Motion... The Movies | |
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| Then Came the 1960s: Peace, Love, and Subjectivity | |
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| 50 Years Later... and ... ? | |
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| (Critical) Visual Literacy | |
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| Visual Intelligence and Literacy | |
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| Visual Literacy and Sociology | |
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| How Sociologists Approach Visual Material and Methods | |
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| The Data are and Must Be Images | |
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| Implementing Visual Methods: Key Ideas | |
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| Straddling the Great Divide: The Image as an Objective-Subjective Matter | |
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| The Practice of Image-Making | |
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| Video (as) Documentation | |
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| Ethnographilm: A Particular Kind of Documentary Movie | |
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| The Heart of Ethnographilm Is Ethnography | |
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| Ethnographilm and Documentary Film: A Shared History | |
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| So What Exactly is an Ethnographilm? | |
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| Approaches You Can Take | |
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| Some Basic Rules of Ethnographilmmaking | |
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| Why Make an Ethnographilm? | |
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| Conclusion ... Actually, We've Only Just Begun | |
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| Exercises | |
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| Key Terms | |
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| Computer Software for Qualitative Data Analysis (With Sarah Korhonen and Rachel Lovell) | |
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| Overview | |
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| CADA | |
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| New Tricks for Old and Young Dogs | |
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| The Importance of Setting Reasonable Expectations | |
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| Introduction to CAQDAS | |
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| A Brief History of CAQDAS | |
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| Reduction: The Key to CAQDAS | |
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| Back to the Future: The Primacy of the Binary | |
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| Garbage in, Garbage Out�Revisited with an Addendum Regarding False Hope | |
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| The Magic Moment: Al Green or Alanis Morissette? | |
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| Remembering Meaning | |
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| Path Forward | |
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| The Contenders: NVivo Versus ATLAS.ti | |
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| A Note on Grounded Theory: Inductive and Deductive Approaches to Making Sense | |
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| Coded Chunks of Text: The Foundation of Qualitative Data Analysis | |
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| Inductive and Abductive Coding: Not Mutually Exclusive | |
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| Logic of NVivo and ATLAS.ti | |
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| Logic of NVivo | |
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| Logic of ATLAS.ti | |
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| The Trinity of Units: Analysis, Observation, and Manipulation | |
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| Specifics of the Program Software | |
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| Data Preparation | |
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| Working With Data | |
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| Coding | |
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| Additional Coding Procedures | |
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| Queries | |
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| Relations/Relationships | |
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| Eyeballing and Beyond: A Graphical View of Your Research | |
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| Conclusion | |
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| Key Terms | |
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| Telling the Story | |
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| The Research Report | |
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| Overview | |
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| The Canons of Form and the Canonical Research Report | |
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| Voice | |
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| Play it Straight | |
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| Or Play it Not So Straight | |
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| Writing Lit Reviews | |
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| Other Elements of the Research Report: Practical Tips | |
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| What Is Paraphrasing and Why is it Often a Problem? | |
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| Truth: The Big Onion | |
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| Truth and Objectivity | |
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| Understanding the Participants' Point of View | |
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| Distinguishing the Insider and the Outsider's Perspectives | |
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| Developing Thick Description | |
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| Considering Macro-Micro Linkages | |
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| Theory-Methods Linkages in the Research Report | |
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| Critical-reflexive sociology (Bourdieu, Wacquant, Burawoy) | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Wrapping It Up | |
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| Overview | |
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| Challenges Abound | |
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| Legal Complications | |
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| Holding Up the Mirror: Research Subjects See Themselves in Your Report�the Issue of Representation | |
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| Promises to Keep (and Some to Break): Sharing Findings | |
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| The Fading of Friendship | |
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| Post-Project Blues | |
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| Conclusion | |
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| Exercises | |
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| Key Terms | |
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| Bibliography | |
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| Index | |