Anita+Gail+Wells

= =

== =Abstract Draft for QI Conference (11/29)= According to literature, communication is the greatest barrier for deaf individuals.The aim of this discussion is to explore how to ensure rigor and trustworthiness in qualitative research that involves deaf participants. How does a qualitative researcher overcome the communication barrier to ensure rigor, trustworthiness, and merit? Even when using an American Sign Language interpreter to break that communication barrier, how can I ensure that the voice of deaf participants’ is adequately heard? Will the third voice (of the interpreter) impede or enhance the transcription of the translation? What limits will I face in my study? Can I appropriately verify my data during member checks through the aid of an interpreter? By transcribing voice to written data, the deaf participants can verify proper translation during member checks and triangulation methods.

=Input for Phenoms page (11/21)= Excerpts from Abbott and Costello’s classic routine. [online] Retrieved November 20, 2006 from http://www.phoenix5.org/humor/WhoOnFirstTEXT.html "Costello: Look Abbott, if you’re the coach, you must know all the players. Abbott: I certainly do……Who’s on first, What’s on second, I Don’t Know is on third…. Costello: That’s what I want to find out. Abbott: I say Who’s on first, What’s on second, I Don’t Know’s on third……. Costello: Well then who’s on first? Abbott: Yes. Costello: I mean the fellow’s name. Abbott: Who. Costello: The guy on first. Abbott: Who. Costello: The guy playing… Abbott: Who is on first….. Costello: All I’m trying to find out is what’s the guys name on first base. Abbott: No. What is on second base. Costello: I’m not asking you who’s on second. Abbott: Who’s on first. Costello: One base at a time!"

Sound confusing? Well, many people have the same puzzling emotional experience when they are first introduced to the qualitative method of phenomenology. Learning names of new scholars and the roles each played in founding phenomenology can be a bit overwhelming. Learning definitions of new words that are associated with a phenomenological framework can initially be confusing. However, the following discussion is intended to help novel researchers grasp a better understanding of the phenomelogical process with less ambiguity.

A vast majority of people are familiar with the ALL American sport of baseball. Many people can tell you the number of players on the field, the number of innings, the players’ positions on the field, and many of the major teams’ names. However, what people may not understand is the personal lived experience of players on the field. For example, no one but the pitcher can understand what it is like to actually stand on the pitcher’s mound and throw pitches and strikes over the home plate. The pitcher alone knows the physical and emotional experience of being burdened with the “wins or losses” of the baseball games. Likewise, only an out fielder can know what it is like to witness a high fly ball heading their way and the feeling associated with situating themselves in a way to snag the “out.” Only the players know the true experience of missing a fly ball or a line drive. It is lived experiences such as these that phenomenology is all about. The experts of experiences are the people who actually lived them.

=Reflections on Feminist Articles for 11/22= Like Sandy, I know little about feminist research. I looked to Marshall & Rossman (1995) for help with understanding and defining what a feminist researcher strives to accomplish. According to Marshall & Rossman, these studies “has the change of social systems as a primary purpose. (p. 4)” The researcher and participant play collaborative roles in creating questions and accumulating data. In recent years, feminist research has gained momentum. Popular topics in feminist research are gender bias, maturity of teenage girls, and confront the lawful dominant order that is established in society.

Chaudhry, L., Nazir. (1997) Researching “my people,” researching myself: fragments of a reflexive tale.

Chaudhry’s article is definitely laden with feminist definition. The author couldn’t have said it better, “the East and West are pulling me in different directions.” The entire article had a focus of one being //caught in the middle//. I like the use of metaphors in writing. In the article, Chaudhry speaks of the West as “the human cycle (birth, like, death). This metaphor immediately brought to mind the act of writing a story; there is a beginning, a middle, and an end. I do not know if this has any significant meaning, but it was significant to me.

As I read this article, I felt the author’s struggle in each of the vignettes. This is very appropriate for a feminist researcher. The vignettes were heavy with a desire for individuality. However, the culture in which the females were born pushed for the opposite and these females felt the oppression during a time of personal growth.

I think the feminist researcher treads a fine line and possibly a dangerous line of becoming too involved in the participants’ life during the research. On one hand, I applaud their effort to produce change. On the other hand, I think they cross boundaries that are personal to the participants. For example, as the author mentioned “I silently chide myself for being open to her about my divorce and my love life.”

In my opinion, the third vignette about hybridization had the greatest degree of ethics. As I write this, I begin to wonder about the ethics in qualitative research. Are ethics less strict in qualitative work, specifically in feminist work? Anyway, this vignette was about self and the struggle within the writer as she was caught again in the middle of her parents, education, and culture; she was caught in the middle of a search for identity.

Visweswaran, K. (1993). Predicaments of the hyphen.

This article talks about the hyphen generation that does not feel fully a part of either culture. This reminds me of my study of communities of practice (CoP). In communities of practice there are those people who are on the peripheral of the community. They do not feel that they belong; they do not have full membership of the community. Therefore, they do not get to enjoy the benefits like those people who have full membership. How does a person on the periphery, a hyphenated person, become a full fledged member? The article appropriately depicts the struggle for this group. The article also mentions the voice of the hyphenated group. Do they have any say in what goes on in the dominant culture? This immediately drew my thoughts to an article by Alecia Jackson (2003) titled Rhizovocality. This author discusses how qualitative feminists provide a voice for those who have their voices oppressed. This article describes “what voice does – how voice functions, what enables it to function in certain ways, and what it produces.” Sometimes “the silent voice of the libratory feminist researcher, as well as her potentially imperialist and racist representations, is incredibly problematic and irresponsible, particularly in emancipatory research on Other women: U.S. women of color, Third World Women, and those beyond the confines of race and ethnicity (pg. 697).” Jackson later states that many “poststructural feminists….work the limits of voice in their qualitative research. (pg. 703).”

I have mixed views on feminists researchers. Most of the time, I am impressed with the feminists’ drive for improvement and motivation for change. However, I think there are extremists (as with anything) that are abrasive in their feminist approach. About the readings for this week, I found the articles to be very informative about culture and the struggle for both improvement and change.

=Reflections (November 14)= Denzin (2003) discusses how various scholars view ethnographic work. As I read Denzin’s article, I imagined how these scholars would view the work I have proposed for my dissertation. How can I make my study the best it can be? How can I make it a work that consists of evocative writing or a read that compels scholars to want to know more about my area of research? I want to make an important contribution to the literature on deaf individuals. I want to place the writer in the deaf employees’ work world. Can I provide work that will show instead of tell?

Saldana (2003) suggests that writers work to engage the reader; do not write boringly. What can I add to my research that will “display” the experience of the deaf employees experience in the workplace? I want to creatively demonstrate the findings of my study. Scripts are an excellent way to communicate dialogue between researcher and participant. What type of performance can I fashion to communicate my finding? Drama is a great way to provide a visual. Can I write a monologue or dialogue to help describe my data?

Ellis & Bochner (2003) talk about how the writer of autoethnography exposes parts of themselves or vulnerable parts of themselves. I do not like to model vulnerability. How personal do I want to get in my writing? What part of myself will I share with others? Once “it’s” on paper, there’s no turning back. It is safer to talk about “them” instead of “I.” As discussed in class, it is difficult to write about yourself. Beth stated that when a person writes about self, he/she must be prepared for what will be uncovered or revealed through the search.

I thought the class work last week was informative. I was impressed with the creativity of my peers as they demonstrated how they at some point in their life felt different from others around them. This exercise helped me to broaden my lens of what I can create to assist in showing as well as telling my research narrative of deaf employees experience in the workplace. Karen’s demonstration of grouping us all together to model her experience was “mind stretching.” I now have more ideas to work with as I create my own research story. As Gary fell to the floor in an effort to model how he missed the “big play,” I felt I was there in the baseball stands and my heart sank as I realized what had happened as we relived that experience with him. I also felt for David as he replayed his experience of his childhood school experience. This display of creativity will help me to extend my thinking.

=Reflections (November 7)= Poetry. I wrote a poem in the fifth grade about a man we were studying in our history class. I do not remember the man’s name. However, I remember that my fifth grade teacher raved about my poem and called me “Poet Laurette.” At first, I thought that I could have some future in writing poetry. But, basketball and sports took the place of my poetic future. While I wrote a few more poems through the years, I never pursued the art. I certainly have never thought of poetry as a scientific means to describe data. Well, Cahnmann (2003) actually says that poetry “may be empirical but it is not science” (p. 30) I am very surprised that poetry can be used in a study that is thought to be trustworthy and rigorous. However, after class members read their attempts to use poetic verse to share data, I have more respect for this strategy. I am interested in delving further in to poetic expression to use in my research. I agree with Cahnmann (2003) that poetry uses more common language. This certainly contrasts the “academic jargon” that is frequently used in scientific research. I have never been attracted to theatre or acting. The possibility of watching a theatrical version of my research is repelling and intriguing at the same time. What a way to present research! In chapter 14 of CIQM, Richardson states that normally people are taught to write in an organized manner. Planning and thought is put into play before the actual writing begins. Richardson refers to this way of writing as “static writing” and suggests that this writing style contrasts the dynamic and creative writing style of qualitative researchers. In fact, Richardson states there are problems with the static (organized and outlined) way of writing. Richardson talks about the use of metaphors in describing research. I am intrigued by metaphors and enjoy using metaphors to describe many things. I also am fascinated by Robert Frost’s poem //The Road Not Taken//. This is my favorite poem ever. Frost uses the road as a metaphor for directions in life. Brady, in Chapter 15 of CIQM talks about //poeticity//. I like the sound of the word. However, I did not quite grasp what Brady was talking about when describing what poeticity means. How similar can it be to softricity? I found this chapter a little difficult to read. KB asked each of us to be thinking about what we want to submit for a presentation at a conference. I continue to ponder. However, I keep going back to the trustworthiness of phenomenological research. I continue to think about “truth” and how the truth of the lived experience comes from the person who has actually “lived the experience.” So, who better to know the truth than the person who experienced the phenomenon? Will this be a possible topic for me?

=Reflections (October 31)= Thompson, Locander, & Pollio (1989) talk about the figure ground metaphor. I have read about figure ground in the past. However, this notion became much clearer as I read about it in this article. This reminds me of phenomenology work. The researcher can read, study, and reflect again and again. After multiple reflections, new and meaningful information can come from the data. Repetition is a researcher’s friend. I really liked our readings for Oct. 25th because the subject is phenomenology. The more knowledge I can acquire about phenomenology, the better. Moustakas (1994) chapter 6-7 provides a lot of important information for my research. I have never heard of the four types of literature reviews: 1) integrative, 2) theoretical, 3) methodological, and 4) thematic. Now, I wonder if all four of these reviews are included in one study or if the researcher must decide which is better for his/her particular study. The inductive analysis project was difficult. I found it very hard to stay focused “amongst the messiness.” There is so much to keep separated, yet, there is so much that needs integrated…as KB says “weave it in with the rest of the material.” It is time for the phenoms to culminate the information that has been collected over the semester. How will we integrate our sections? This week will be “telling” for our group. I hope that we can form a compromise for the synthesis.

=Input for Phenoms page (October 31)= In a nutshell, Phenomenology is the study of lived experience (Moustakas, 1994; Marshall & Rossman, 1995; Creswell, 1998; Crotty, 1998; Patton, 2002). “Phenomenology can be referred to either as the subject matter of inquiry or as the methodology of the study (Marshall & Rossman, 1995 p. 82).” Lived experience can consist of many different things. For example, Patton (2002) states that this experience can be emotions, culture, relationships, jobs, programs, marriage, etc. This sounds simple enough. However, the process of phenomenological research is quite in-depth and requires extensive investigation to provide the rigor and merit for a trustworthy analysis.

What is lived experience and how do we gain knowledge about it? Phenomenology calls for detailed descriptions of the phenomenon or experience under study (Patton, 2002). Lived experience is not something that can be measured or weighed. What is the experience and who experienced it are important facets of the investigation. Many times, a phenomenological researcher has personal interests or reasons for wanting to explore the lived experience (Moustakas, 1994). The researcher wants to know about the experience at a deeper level of meaning than what is presented at the conscious level (Patton, 2002).

Crotty (1998) suggests that to discover the true experience that is being studied, the researcher must “lay aside” (p. 78) any preceding understanding of the phenomenon. This is a conscious effort by the researcher to refrain from personal persuasion in the investigation. This suspension of prior knowledge (Moustakas, 1994) will allow a fresh look at the new meaning for the phenomenon that emerges through the phenomenological process.

Patton (2002) states that the only way the researcher can understand what others experience is to get close to the phenomenon. The way to do this is to go to the source or the individuals who actually experienced the phenomenon and become immersed in their shared information surrounding the experience. The researcher strives to get at the essence or invariant structure (Moustakas, 1994) of the experience. The focus is on “descriptions of what people experience and how it is that they experience what they experience” (Patton, 2002 p. 107). If the researcher gathers information from multiple individuals, then there can be shared essences or common meanings for the experience.

As data is gathered, the phenomenon is examined from many different angles and perspectives. The researcher studies the phenomenon and reflects on the hidden meaning (Moustakas, 1994). Over and over again the researcher studies and reflects; then studies and reflects again to gather truthful and a comprehensive description of the lived experience. Instead of putting numbers to words, the researcher provides rich textural descriptions of findings (Moustakas, 1994). Descriptions of the experience “illuminate” (p. 98) the underlying meanings of the phenomenon.

= = =Reflections (October 23)= "Storytelling," as talked about by Riessman, is what I need to get good at and very soon. According to Riessman, storytelling is what researchers do to describe their research. Storytelling is used to detail an experience. How can I practice storytelling and how do I get good at it? Well, Riessman says "narration is distinguished by ordering and sequence." Tell it like it happened. Also narratives can be ordered according to themes and episodes. That's what I am doing now; I am learning to identify themes in narratives. Therefore, I am already in the 'practice mode' for my own research.

Polkinghorne (I LOVE THAT NAME) suggests that narratives are organized by plots. What is a plot? How can I organize a plot when I do not know what one is? I know that I have heard over and over "the plot of the story." However, I am not sure that I can write about plots. Time to learn! Polkinghorne states that a story needs a "beginning, a middle, and an end." This sounds like a good outline to use. The researcher narrates the story in his/her own voice after careful exploration of plots. Bits and pieces are added to disjointed plots to bridge the picture into a wholistic understanding of the data from the research. In order to fill these gaps, the researcher must know and understand the data. So, the write-up is a descriptive picture of what the researcher discovered. Oh, how I would love to have creative writing skills!

NVivo remains a challenge. I certainly hope that my schedule corresponds with the date that KB chooses for the NVivo seminar. I do think that I am making progress. If we continue to meet in the computer lab on Wednesday nights, I will be well on my way to understanding the "ins and outs" of NVivo.

The Phenoms made progress this week. We have succumbed to using a more structured approach to the group project that focuses on phenomenology. How ironic that such a 'structured goup' chose to work on such an 'unstructured' topic of phenomenology. Whatever it takes! I think that the four of us are fascinated with the name phenomenology and what it represents (i.e., the lived experience). We are finding the topic both challenging and enjoyable. How will we pull our project together? Time will tell. =Input for Phenoms (October 23)= Willis, P. (2002). Don’t call it poetry. //The Indo-Pacific Journal of Phenomenology.// [Online]. Available: http://www.ipjp.org/april2002/Willis.pdf I think the title of this paper is what lured me to actually printing it to read for information for the Phenoms page. This is an invited paper by Dr. Peter Willis. The focus of the article is how researchers use poetic or expressive writing to describe the ‘lived experience’ of phenomenological research. Dr. Willis is a poet and uses phenomenological methodology in his Adult Educational research. Unlike the scientific approach to research, Dr. Willis talks about the artistic approach to research. The researcher allows the experience to “present itself for contemplation” and then the researcher “constructs a text which accounts for the experience.” The researcher uses “a poetic pen or artist’s brush” to create the expressive narrative. (I MUST GET ONE OF THOSE PENS). Dr. Willis also talks about how, in phenomenology, the focus is placed on “the moment of experiencing as the moment of knowing.” The researcher places the “gaze on the phenomenon itself – the lived experience of some activity.” I really liked Dr. Willis’s description of expressive writing in phenomenology; the mind “returns again and again to behold the object, allowing words and images to emerge from the contemplative engagement.” I think the brunt of Dr. Willis article is that phenomenological expressive writing is not actually poetry. Rather, it is “poetized reflections.” Poetry “looks like poetry.” However, narrative expressive writing provides a “vivid presentation of an experience in such a way that people can almost feel its immediacy and challenge.” The researcher is “committed to telling it like it is experienced.” The final highlight that I found in this article: Dr. Willis states that expressive research uses an artistic flare to “generate emotions, feelings, and conceptions which have similarity to those many people experience when engaging with a work of art.” THIS IS THE SAME WAY THAT I FEEL WHEN I READ KB’S REFLECTIONS ON WEDNESDAY NIGHTS. I ALWAYS THINK “I WISH I COULD WRITE LIKE THAT!!!!” =October 19 Information= Today, I looked up Registered Student Organizations (RSO) on the Memphis website. Here is the link on how to become a RSO at The University of Memphis: http://policies.memphis.edu/2e1501a.html There is also information about funding: http://saweb.memphis.edu/leadership/studentorganizations/student_organization_funding.htm and http://saweb.memphis.edu/events/PDF_FORMS/SOLICITATION_OF_FUNDS_REQUEST.PDF I think it would be helpful if we have a new page dedicated to discussions surrounding our vision for a qualitative student organization. Gosh, we may even want to have a dance some day like other student organizations! I will eventually post an example of a constitution from the counseling psychology student organization. This will give us a guideline for writing our own constitution. But, as qualitative writers usually produce 'lots" of pages of rich descriptions, I will be curious to see what a qualitative constitution looks like on paper. =October 15 Reflections= A Congress of Qualitative Dissertation Students? Wow! What have we started? The air of last Wednesday night’s class was thick with discussion. Even though KB was doing most of the talking, the students were doing some heavy ‘thinking’ and asking questions. It was definitely ‘deep’ discussion and perhaps that is what incubated the idea of creating a qualitative group on campus. How did we miss talking about grounded theory? I think the subject was mentioned a couple of times. I think that if we had discussed grounded theory, we would have gotten into another ‘deep’ discussion. Dey’s article was full of information on how theory is generated through data instead of data being generated by theory. Dey included Glaser’s appraisal of grounded theory. Glaser emphatically states that “grounded theory is not verification.” Additionally, a researcher should not force the data to fit a particular theory. There is not a “preconceived framework.” However, as the data generates theory, the researcher stops assessing when “an adequate theory is generated.” The “Open Coding” article described how to use naming or labeling of data. The author provided an example of how to “break the data apart and dig beneath the surface.” I was thrilled to see a good definition of memos, “the researcher’s record of analysis, thoughts, interpretations, questions, and directions for further data collection.” I need to discuss memos more thoroughly in my dissertation. The author suggests that there are several ways to carry out open coding: line by line, whole sentence or paragraphs, or peruse the entire document to determine “what is going on here.” Herein lies my struggle. I often question whether I should examine single words or sentences while I examine my data. According to this article “it depends” as KB often says. I am glad the class has had the opportunity to practice NVivo in the computer lab. I have this fear of eventually using my dissertation data in NVivo and losing it or destroying my data. I can also imagine having all my transcriptions completed and having all documents downloaded to NVivo. I could spend hours at a time at the computer carefully examining my data. Oh, how I wish I were there now! = = =Reflections (October 10)= How do I know that I have correctly identified my cover terms in the domain analysis? If I am wrong, then my taxonomic analysis will be wrong. One thing that I think would be helpful for me is having the class do one of Alex’s writing as a group. As it was, each of us had a different page and could not compare our work to each other. I read Gary’s taxonomy and would like to understand how he came to his conclusions for cover terms and included terms. Spradley’s example was too easy. Of course I know that an oak is a kind of tree. However, when it came down to my turn with Alex’s work, it did not seem as easy. I can see how NVivo will be valuable when I begin to store and manage my research data. But, how long will it take me to understand the ‘ropes’ of using NVivo? The class’ hands on experience of entering data into NVivo was very helpful. I can already tell that I need to come early and stay late on Wednesdays. The phenom group continues to hash out what needs to be included on the phenomenology page. I think the greatest struggle is how 4 people collaboratively construct a written paper without breaking it up and each person contributes to a particular section. We have discovered this week that we do not like to discuss the ‘unknown’ in public. We would prefer to talk quietly amongst ourselves as we ponder our course. However, Dr. Bhattacharya needs to see our progress and ‘way of learning.’ That includes publicizing our struggle as we identify our approach to the project. I think our group may want to address how we want to share that discussion; through the discussion tab or on the draft page itself.

=October 10 Taxonomy Outline= Composition of Writing 1. How to write
 * Collaborative effort
 * Just becomes apparent
 * Interact with text
 * Collaborate with text
 * Dig out details

2. What to write
 * Metaphors
 * Trains
 * Freedom
 * Possibility
 * Adventure
 * Mystery
 * Knowing things could be different
 * Painting
 * Purity of page
 * Innocence of page
 * Poetic
 * Future
 * Destiny
 * Desire to escape

3. When its great to write
 * When you aren’t actively writing the story anymore
 * the story starts to write itself

4. why write
 * Start to enjoy
 * Really great
 * So much fun

= = =October 10=

Data Inventory

The purpose of this study is to explore from the perspectives of 4 legally adult deaf employees (who have worked at their workplace for at least 18 months), the essential structure of camaraderie between themselves, hearing employees, and supervisors.

Research questions:
 * 1) What is the essential invariant structure of camaraderie between hearing, deaf employees, and supervisors as experienced by 4 legally adult deaf employees (who have worked at their workplace for at least 18 months?
 * 2) What are the underlying themes and contexts that account for the experiences of the participants?

The phenomenon being explored in this study is the camaraderie between deaf and hearing employees, and supervisors.

Camaraderie is the work and social interactions between deaf and hearing employees and supervisors.

1. Brainstorm about possible sources of data relevant to your questions (e.g. situations, people, documents, audiovisual material, etc.)

1. people: · 4 deaf employees 2. documents · participants’ workplace policy · participants’ journaling of typical workday · participants’ previous work performance evaluations 3. audiovisual material: · photo elicited responses of photos of inanimate objects 4. observations · field notes of interviews and related contacts with participants · reflective notes of my experiences, my hunches, my learning (Creswell, 1998) 5. interviews · three people involved in each interview (deaf participant, interpreter, researcher)

2. How will you collect information from these data sources? What will be your methods of inquiry (e.g. interviews, observations, journals, document analysis, etc.)?

1. document analysis / will interview participant to provide information of documents · participants’ workplace policy · participants’ journaling of typical workday · participants’ previous work performance evaluations 2. audiovisual material: · photo elicited responses: interview, observations, field notes 3. observations · field notes of interviews and related contacts with participants · reflective notes of my experiences, my hunches, my learning (Creswell, 1998) 4. interviews · three people involved in each interview (deaf employee, interpreter, researcher) · interviews audio/video recorded and transcribed

3. List all the attributes that a person needs to have to be your participant. These are your selection criteria.

1. 18 years old or older 2. self-reported profound hearing loss acquired before age 2 3. worked at least 18 months in the same workplace 4. uses American Sign Language (ASL) as the preferred method of communication

Individuals with cochlear implants will not be eligible for participation because they do not meet the requirement of a profoundly deaf individual for this study.

4. List the ways you would recruit and select participants (e.g. fliers, emails, word of mouth, incentives, etc.)
 * Participants will be identified at Deaf Community Silent Dinners
 * At the silent dinner, I will talk individually with deaf individuals and if they meet the criteria for the study, I will ask him/her to be a participant in the study.

5. Once you select your participants, how will you assure confidentiality? Think about not just protecting names but also other identifiable information such as specific professional and personal details of their experiences.

1. interviews will not take place at the deaf participants’ workplace. Rather, we will choose a place that is agreeable to the participant and researcher. 2. interpreter will sign a form stating he/she will maintain the confidentiality of the interview process. 3. participants are informed they can stop participation in the study at any time 4. participants will be given a pseudo-name or code to ensure anonymity 5. consent forms will be filed separately from data 6. participants informed of potential risks: physical or mental fatigue during lengthy interview process 7. participants will be provided contact information for additional questions or assistance with issues that could surface through reflections of the interview process 6. Design a timeline for your research below. Include what you expect the participant to do at each point.

Time (in days, weeks, months) Duration of activity Description of activity Participant’s role

2 days (week 1) 4 interviews: 1 ½ -2 hours each Interview with deaf participants

Participants will describe work experience

2 weeks (week 2-3) When convenient for participant Photo elicited information Participants will take photographs of inanimate objects that remind him/her of work experience

2 days (week 4) 4 interviews: 1 ½ - 2 hours each Interview with deaf participants Participants describe photo (why and how the inanimate object reminds him/her of work experience)

2 days (week 5) 4 interviews: 1 ½ - 2 hours each Interview with deaf participants Participants discuss work policy, job evaluation, & journal documents

2 days (week 6) 4 interviews: 1 ½ - 2 hours each Interview with deaf participants Participants will be asked to provide member check information

















7. Use this space below to list and design all the materials you would need for your study. This includes email, flier solicitation to recruit and select participation, interview protocols, consent requests, etc. that you would have to use for this research. Appendix A

__Informed Consent__

This study expands research related to the experience of deaf employees in the hearing workplace. Using an interview format, you may be selected to describe your experiences in as much detail as possible. An American Sign Language (ASL) interpreter will be present during the interview to mediate the interview process. Anita G. Wells, (870) 335-8855 or agwells@memphis.edu, is conducting this study to complete the dissertation requirement for a Doctor of Philosophy degree. Anita is working under the supervision of Thomas V. Sayger, Ph.D. of the Department of Counseling, Educational Psychology and Research at The University of Memphis, (901) 678-2841 or tvsayger@memphis.edu. The Committee for the Protection of Human Research Participants at The University of Memphis, (901) 678-2533, approved this study, protocol number: ___. The University of Memphis does not have funds to compensate for any injury or damages incurred as a result of participation in this study.

You will be asked to share your experience through a personal interview. The interview will take approximately 90 minutes to complete, will be audio and video recorded, and transcribed for later analysis. If necessary, a second interview of approximately 30 to 60 minutes would involve discussing unanswered questions the researcher may have to better understand your experience.

There are minimal risks associated with participation in this study. Examples of these risks are mental strain, stress, and fatigue during the interview process. Participation in this study is entirely voluntary. You are free to withdraw from the study at any time without penalty. Only Anita G. Wells and the ASL interpreter will know your identity and that of any individual discussed during the interview. The information collected during this study will be kept confidential within the limits allowed by law. Pseudonyms (i.e., false names) will be used for any name mentioned during the interview as well as in possible publications or presentations.

Participant Signature__

__Date__

__Appendix B

Demographics

Date:__

__Date of birth:__

__Gender:__ _ __Male__ Female

Born Deaf: _ Yes _ No

If not born Deaf, age when acquired hearing loss: __years__ ___months

Father:__ Deaf _ __Hearing

Mother:__ Deaf _ __Hearing

Ethnic Background (Please check only ONE):__

1. African American / Black

__2. American Indian / Alaska Native__

3. Asian American

__4. Biracial / Multiracial (____)__

5. Caucasian / White

__6. Hispanic / Latino American__

7. Other (Specify ___)

Number of years attended school__

Highest level of education attained

__Time employed at current workplace:__ _Years ___Months

Job Title__ _

Appendix C Interpreter Confidentiality Agreement This study expands research related to the experience of deaf employees in the workplace. Your service as an interpreter is being utilized to interpret the study’s deaf participants’ description of his/her work experience.

Anita G. Wells, (870) 335-8855 or agwells@memphis.edu, is conducting this study to complete the dissertation requirement for a Doctor of Philosophy degree. Anita is working under the supervision of Thomas V. Sayger, Ph.D. of the Department of Counseling, Educational Psychology and Research at The University of Memphis, (901) 678-2841 or tvsayger@memphis.edu The Committee for the Protection of Human Research Participants at The University of Memphis, (901) 678-2533, approved this study, protocol number: __. The University of Memphis does not have funds to compensate for any injury or damages incurred as a result of participating in this study.

The interview will take approximately 90 minutes to complete, will be audio and video recorded, and transcribed for later analysis. If necessary, a second interview of approximately 30 to 60 minutes would involve discussing unanswered questions the researcher may have to better understand the deaf participants’ work experience.

Only Anita G. Wells and you as a certified American Sign Language (ASL) interpreter will know the identity of any individual discussed during the interview. The information collected during this study will be kept confidential within the limits allowed by law. Pseudonyms (i.e., false names) will be used for any name mentioned during the interview as well as in possible publications or presentations.

I understand the nature of this research study and will keep information from the interview process confidential.

ASL Interpreter Signature__

__Date__ __

Appendix D

Interview

A. Prior to interview with participants, the researcher will meet with the ASL interpreter to provide information about the interview process. The interpreter will have access to the interview questions and definitions that are specific to this study. B. Rapport building with deaf participant. · Share appreciation for participation · Recognize the participant as the expert of the lived work experience. · Provide the participant with an understanding of the research project. · Inquire about possible informed consent issues. · Provide information about confidentiality of responses and pseudonyms. · Provide information about legal/ethical limits of confidentiality. B. Interview question: Tell me about your experience as a deaf employee at work. Probes can be used to gain additional information: 8. How would you manage all the data collected?
 * Tell me about your training experience for work.
 * Tell me about your experience of receiving feedback at work.
 * Tell me about your experience of receiving performance evaluations at work.
 * Have you used an interpreter to aid with communication at work? If so, tell me about your experience of using an interpreter to communicate with your employer and fellow employees.
 * Tell me about your interactions with colleagues during business meetings.
 * Tell me about your interactions with colleagues during break time.
 * Tell me about your interactions with colleagues during social events at work.
 * Tell me how hearing colleagues interact with other hearing colleagues compared to how they interact with deaf employees at work.
 * I will transcribe all information with Transcriber transcription software
 * NVivo will be used to code phrases that address the phenomenon of the deaf employees’ perception of camaraderie
 * Peer debriefing – ask professional colleagues to review data for appropriateness
 * Member checks – ask deaf employees and interpreter to review data for accurateness
 * Bracketing – the phenomenon is interpreted by the elements and structures uncovered through the current data and not existing literature
 * Memoing
 * Journaling – reflective notes of my experiences, my hunches, my learning (Creswell, 1998)

9. What kind of analysis do you see at this point being appropriate for your data? 10. How do you see yourself representing the data? (Creswell, 1998, p. 148-149) 11. What questions do you have about the project at this point? 12. How do you plan on working with your subjectivities? 13. What do you need to be most aware of in this project?
 * Phenomenology analysis (Creswell, 1998, p. 148-149)
 * Data managing – use NVivo to store and organize files of information
 * Reading, memoing – read/reread text and make margin notes and form codes
 * Describing – describes the meaning of the experience for researcher
 * Classifying –
 * find and list statements of meaning for participants
 * group statements into meaning units
 * Interpreting –
 * develop textural description, “What happened”
 * develop a structural description, “How” the phenomenon was experienced
 * Develop an overall description of the experience, the “essence
 * Representing, visualizing –
 * present narration of the ‘essence’ of the experience; use tables or figures of statements and meaning units
 * I would like to understand the difference between data source and methods of inquiry. Is there overlap in these terms?
 * Is there a purpose for a timeline other than helping to visualize when everything needs to happen?
 * I will document my personal assumptions of the experiences of deaf employees in the workplace. This is called epoche (Crotty, 1998; Patton, 2002). I will include how I became interested in the focus of this study. By documenting my assumptions, I am aware of these assumptions and can be a more objective researcher. This will help to ensure that the emerging themes are indeed the true lived experience of the deaf employees and not swayed by my views.
 * My subjectivities
 * My objective work with data
 * Is the data describing the phenomenon of the perception of camaraderie between deaf and hearing employees, and supervisors

=October 10= YES, I am actually on my WIKI page!! How did I get here and why have I not been able to reach this particular place for a couple of weeks? Well, I am here now and I plan to catch up on my Qualitative work! One positive thing that I have learned through this frightening experience is that there is a 'wiki' person named Adam. Last Friday, I made it my goal to find out why I could not edit my page. I contacted the 'wiki people' and Adam and I e-mailed back and forth about my dilemma. Finally, Adam and I reached a place where we did not know what else to try; I would demonstrate my problem to Dr. Bhattachurya on Wednesday. However, tonight I thought I would try again. Behold! Here I am! I have included the Phenom information that I e-mailed to Sandy last Friday. He undoubtedly did not notice my request to put my information on the Phenom 'conversation page.' So, now I can do it myself. YES!

=October 6 (Actual Date Written and Sent to Sandy)= Okay, here is the outline for a Phenomenological Study. Dr. B. agrees that this is a good table of contents for chapter 3. Although this is a guideline for Chapter 3, hopefully we can use it to guide our project. Not only will this be a good project, but it will be a tremendous help when me, you, Carol, Beth or anyone want to do a phenomenological study. The numbered items (1-6) are the actual outline of chapter 3. I personally put the stuff under each item (where I thought it would go).
 * Is it safe to say that our OVERALL purpose for this project is "What is qualitative phenomenology research and how do researchers use the phenomenology framework in a research study?"** **CHAPTER 3: METHODOLOGY****1. introduction** **History** **Definitions of words specific to Phenomenology (Creswell** **p. 235-237)****2. Methodology** **Theoretical influence on Methodology** **Research questions****3. Data Collection Methods** **purposeful sampling (Creswell p. 118-119)** **forms of data (Creswell p 120-121)****4. Data Analysis (Creswell p. 147-150)****5. Ensuring Quality** **rigor (Creswell p. 207-208)** **the question of essence (is there such a thing?)** **politics of evidence****6. Ethical Considerations Involving Researcher Subjectvities** **ethics** **researcher subjectivities (epoche, bracketing** **assumptions)** **An example of a phenomenological study is in Creswell (Pg 273 -292). This can give us an idea of what we want people to know about 'doing phenomenology.'**
 * Okay, this is more like it. Maybe my troubles are over. We'll see. testing to put information on Anita's page**

=October 3 Reflections over course reading=

Hodder (Chapter 4) mentions that every time a text is reread, new meaning can be attached to it. This meaning can even contrast a previous meaning. This brought to mind something that Alex said. He said that he has a certain meaning at the time of his writing. For instance, when he took pictures and wrote about them. At that moment, there was a reason that he was compelled to take the picture or write with a particular mindset. He said that it didn't matter what someone else read into his writing or what it meant to someone else, he knew what it meant for him. This connects what Hodder says after the material leaves the primary producer, it can be given new meaning.

Harper (Chapter 6) talks about how people immerse themselves into fictional perceptional reality. This reality is captured through our imagination and machines (technology). At one time, one would think that a picture tells the true story. However, with the use of technology, one can easily deceive the evaluative person. Replicas and imitators distort the truth.

Harper also talks about the insider and outsider. The insiders take alot for granted that is new and unfamiliar to the outsider. When an ethnographer highlights those things that have been taken for granted for years and years, I would think the person and his/her world would forever be changed. For instance, if a rural farm girl did not realize she dressed differently than other girls and her tomboyish ways made her appear quite different...then after reading the ethnographer's story, she may become very self-conscious and awkward in situations that she previously felt quite comfortable. The ethnographer's intent may not have been to change anything, but to explore the life of this girl. I can think of many examples where highlighting a person's characteristics might change him/her.

As Alex stated that words can take on different meanings, pictures can also provide contrasting perceptions for meaning. It would be interesting to hear different peoples stories after they looked at the pictures on pg 184-185. If the researcher does not have the person available who took the pictures, then I would think the perception of the researcher would distort the truth and therefore, damage the rigor of the study.

=Semantic Relationship for Alex Mann's Reflection of Traintrack Photo=

1. strict inclusion (X is a kind of Y) future, destiny, and desire to escape are kinds of poetic meaning Structural question - what other types of poetic meaning is there? 2. Spatial (X is a place in Y, X is a part of Y) freedom, possibity, adventure, mystery, knowing that things coud be different are what the train track symbolizes Structural question - what else does the train track symbolize? 3. Cause-effect (X is a result of Y, X is a cause of Y) you start to enjoy is a result of free play of language What else does free play of language do for you? really great and so much fun is a result of writing What are other descriptions of writing? 4. Rationale (X is a reason for doing Y) I didn't sit down and say this book is going to use trains as a symbol throughout the novel. It just became apparent to me is a reason for writing to happen What are some other ways that writing 'happens?' 5. Location for action (X is a place for doing Y) when you aren't actively writing the story anymore, but the story starts to write itself is when writing becomes really great What are some other times that you think writing is great? 6. Function (X is used for Y) interact with text and collaborate with text are used for writing What are some other actions you participate in for writing to happen? 7. Means-end (X is a way to do Y) dig out some details, becomes a collaborate effort are methods used to write the more you paint on it, the more it tells you where and what and how to paint is a metaphor of how to be inspired to write What are some additional descriptions of how you are inspired to write? 8. Sequence (X is a step (stage) in Y) developed into a symbolic theme which is kind of cool is a step in writing a novel What other developments happen in order to write a novel? 9. Attribution (X is an attribute (characteristic) of Y blank canvas is a characteristic of the purity and innocence of the page where a writer begins his/her work What are other ways to describe the blank page before you begin to write?

How I see Alex as person/writer. As I reviewed my portion of Alex's work (train track and long strip of road), I think of him as a wistful writer, much like the person he appears to be. Through his sighs and 'ho-hum' deameanor, I envision a person who is a dreamer for places 'away from here.' The train tracks are a perfect symbol of his dreams of a better place, almost as though he is not happy where he is, geographically or emotionally.

As a writer, he does not sit down with a focus or theme. Rather he sits down with a blank slate (canvas) and lets the words spill out onto the paper much like paint would smear onto a canvas. Alex does not appear to take ownership of his words. Instead, the "story starts to write itself." Alex sees himself merely as the vessel that the words flow through. He does, however, mention times when he does take an active part in the writing. This happens when he has to 'dig out details' and work collaboratively with the story. In a sense, the vessel (Alex) has to be resourceful in order for the mission of writing to be accomplished.

In conclusion, Alex enjoys the act of writing. He appreciates the art in taking a blank page, and waiting patiently for the words to flow. It appears that he becomes immersed in his writing. This immersion takes him away from the realities of the day-to-day grind of life, much like the train tracks carry people away to some place or time that is better than the present.

=Contribution to Phenoms Page on Phenomenology= Through a phenomenological lens, Crotty (1998) believes the world is full of potential meaning. According to Crotty, to capture the true meaning of the phenomenon, the researcher must go to the source, the individual who actually experienced the phenomenon. This data, coming directly from the participant of the experience, gives the researcher a "fresh look" at the experience.

Crotty (1998) mentions four concepts associated with the phenomenological framework. First, in the place of empirical scientism, the researcher utilizes traditional philosophy while seeking out wisdom. Second, this phenomenological philosophy has no presuppositions. Judgments held by the researcher must be suspended (i.e., epoche) until the information on the true experience is uncovered. Furthermore, Patton (2002) stated that the researcher must be aware of pre-conceived assumptions in order for the research to have a fair representation of the phenomenon being studied. Therefore, the researcher must name or bracket these assumptions and look at the obtained data with increased objectivity. The third concept used by Crotty (1998) is the intentionality of consciousness. Reality is the individual's consciousness of his/her personal experience. What the individual experiences becomes reality. Lastly, the individiual's perception of the experience actually gives meaning to the experience. Therefore, there is no subject-object dichotomy.

Several scholars are associated wth the phenomenology framework. These scholars strive to understand how to de-mystify the lived experiences of humans. Edmund Husserl (1859-1938) is considered the founder of phenomenology (Foster & Perkins, 2004). Husserl emphasized the nature and content of consciousness of experience. He was interested in the essences or themes that are intertwined in individuals' experiences.

Nicolai Hartmen, another scholar, understood philosophy to be rooted in ontology (Foster & Perkins, 2004). To justify realism, Hartmann used phenomenology to study the essence of being. Another scholar, Maurice Merleau-Ponty, worked to change the traditional dichotomy between the objective and subjective elements of human experience. Merleau-Ponty was interested in how language affects individuals' perceptions of their world (Crotty, 1998; Foster & Perkins, 2004).

Some of my thoughts on the subtopics of our analysis page: Essence question - There is debate of whether 'essences' exist. We can discuss this debate to clear up why each stance is taken.

Definition of Phenomenology: Patton (2002, p.482) mentions different types of phenomenology topics and people who talk about this. Do we need to clear up what each of these forms of phenomology are? "Phenomenology has taken on a number of meanings, has a number of forms, and encompasses varying traditions including transcendental phenomenology, existential phenomenology, and hermeneutic phenomenology (Schwndt, 2001). Moustakas (1994:13) further distinguishes empirical phenomenological form transcendental phenomenology. Gubrium and Holstein (2000:488) add the label "social phenomenology." VanManen (1990) prefers "hermeneutical phenomenological reflection." Sonnemann (1954:344) introduced the term "phenomenography" to label phenomenological investigation aimed at "a descriptive recording of immediate subjective experience as reported." Harper (2000:727) talks of looking at images through "the phenomenoloical mode," that is, from the perspective of the self: "from the phenomenological perspective, photographs express the artistic,emotinal,or experiential intent of the photographer." Add to this confusion of terminology the difficulty of distinguishing phenomenological philosophy from phenomenological methods and phenomenological analysis, all of which adds to tensions and contradictions in qualitative inquiry (Gergen and Gergen, 2000)."

In terms of rigor, we may want to dicuss all the ways a researcher can promote rigor to the phenomenological study - sampling - types of data collection (e.g., interviews, field notes, obsvations, photo elicited information, documents) - member checks, triangulation

Ethical topics - Is the purpose in line with a phenomenological approach - How does this approach contribute to "the good of the group?" - Are their any risks involved in this study? - How does the researcher maintain confidentiality in a phenomenological study?

Class Reflections September 27 Tonight, I knew that we were going to determine who would work on what projects for our wiki analysis. However, I expected KB to give us assignments or at least brain storm some topics and let us decide who wanted to work with who and on what topic. I was not prepared for her to say "Okay, start working on your project." I knew all along that I was going to choose a phenomenology topic because this will force me to be better informed about my dissertation methodological framework. Even if I worked in a 'group of 1' I needed this topic. However, in previous classes, Carol and Beth had expressed interest in phenomenology and had a similar idea that they would follow the group that chose phenomenology. Sandy, also questioning how we were going to determine topics, said he wanted to join efforts with the group, any group, that focused on phenomenology (because that is apparently his interest). Outside of this, I do not know of specific interests of methodological framework for other class members. However, as we witnessed the formation of two groups, I think both groups are doing a fantasitic job of 'drumming up' ideas of how to approach this project. My lesson learned from this is that I do not always need structure assignments and can learn through experiential process.

The classwork that involved working with Alex's data is helpful with my own data analysis. Careful study of Alex's words will help me find meaning to his experience as a writer. I can even imagine that we may actually conclude that there is an essence to his writing. However, we will have to analyze, wait, work, analyze, wait, and work with his data for this essence to become clear.

=Brainstorming for Research Proposal=

Phenomenon = camraderie between hearing and deaf employees

**Chapter 1 stuff**
Introduction (brief discussions because they will be elaborated later) - discuss issues of deaf employees at workplace - discuss issues of camraderie - discuss issues of communities of practice - discuss what phenomenology does - lead into the purpose of the research questions from there


 * The purpose of this study is to explore from the perspectives of 4 legally adult deaf employees (who have worked at their workplace for at least 18 months), the essential structure of camraderie between themselves, hearing employees, and supervisors.**

for the purpose of this study, camraderie is defined by explain what u mean by it with citational references....(link to previous discussion) a couple of sentences.

1. what is the essential structure (invariant) of camraderie between hearing, deaf employees, and supervisors as experienced by the participants? 2. what are the underlying themes and contexts that account for the experiences of the participants?**
 * research questions:

Chapter 3
Introduction - qualitative research and purpose of qualitative research

Phenomenology as a methodological framework - recall purpose and research questions - Essence = cite how people talk about essence focuses on the essential meanings of individual experiences or in other words what are the invariant structures of human experiences or of a phenomenon?
 * What is the meaning, structure, and essence of the lived experience of this phenomenon for this person or group of people? (Patton)**

Selection of participants cite patton, creswell and the other text purposeful criterion based sampling criteria for selection legally adult identified as deaf employed at a hearing workplace worked at hearing workplace for at least 18 months to provide information rich account of their experiences

Methods of data collection -interviews -observations -documents -member checks -peer debriefing

Managing Subjectivites - subjectivity statement (this is where u will state that you bring some subjectivities to this study and state what they are) find Peshkin articles in the edpr intro class link on my website (readings) sample wiki page for subjectivities for intro class. - bracketing and memoing - researcher journaling

Data management and analysis - data management - thru NVivo (go to Moustaka) - data analysis - Moustaka's phenomenological research methods (proposal of what u will do to analyze the data) = = = =

= =

Class Reflections September 21, 2006
Last night’s observation experience at the mall answered many of my questions about observation. However, I now have developed new questions to fill the void. For instance, as we sat in the class room in Ball Hall trying to generate observation questions, I struggled to think of ideas for our mission. The idea of observing people’s behavior as they ride up an escalator finally ‘popped’ into my mind. As Gary and I stood in the food court area waiting for the rest of the class to join us, I was able to generate many ideas for observations. Examples of these ideas were: behaviors exhibited by the lady sitting at the general information desk, behaviors exhibited by mall security guards, and observed behaviors of a mall custodian. One of my new questions is “how detailed do I need to be during my observation?” Do I observe every person’s behavior that rides the escalator or do I chose one ‘here and there’ and provide more detail? My experience was that a whopping 44 people rode up the escalator in my 15-minute observation time frame. There’s no way I could detail clothes, age range, race, gender, and behaviors on that many people! Another question I have is about descriptions of race. I didn’t know how to categorize KB. Do I say Indian, brown, dark-skinned, etc. One lady appeared to be Asian. If she was born in America do I still refer to her as Asian? What if she has never been to Asia? Besides, I referred to many of the people as white or black. Why would I then change to Asian? This is confusing! Spradley suggests making a record of one’s observation (e.g., field notes, pictures, maps). I heeded his suggestion and sketched a quick map of the area around the escalator. On my map I noted where I sat in relation to the escalator, the names of stores around me, the hallways, and food court area. I felt better just knowing I had this information in case I need to refer back to it later. Spradley also talks about the need to analyze field notes after each observation period. Perhaps after our class shares more discussion on our observations, I can better understand questions about my escalator experience. A simple 15-minute period of observation generated a lot of information. An hour-long observation would be overwhelming for sure.Anita Wells

Expanded Field Notes: Oak Court Mall, Memphis, TN;
September 20, 2006 What behaviors do people engage in while stepping on and riding an escalator at a mall? Black female, wearing green, looked down while stepping onto moving step. Held rail with right hand while riding. Stood quietly, looked straight ahead. Indian Female wearing blue jeans and black top made a face in my direction by using both hands held open at side of her face; she was grinning. Stopped making the face and turned toward top of escalator for remainder of ride. White female wearing flowery scrubs, holding sack in left hand and zebra-striped purse in right hand. Looked down while stepping on first moving step. Did not hold rail. Stared to the left as rode up escalator. Young black male stepped on first step while dragging the second foot onto the next step. Looked left, right and forward as rode up the escalator. White female holding female child’s hand with right hand and holding cell phone to left ear with left hand. Adult rode with right foot on first step and left foot on second step. Child rode with both feet on same step. White female stepped on first then white male. Female stood on one step but didn’t hold rail. Male (one step behind female) extended arm to hold rail alongside female, had right foot on first step and left foot on second step. Both stood quietly looking straight ahead during ride up. Black male wearing navy blue t-shirt, holding mall sack, looked down to step on moving step, stood on one step, swung sack back and forth along right side, did not hold rail. White female holding mall sack approached moving steps, turned and took a few steps toward the left, then turned back and stepped onto the escalator, rode with right foot on first step and left foot on second step. As stood on moving step she held sack in right hand and used left hand to reach into sac to move contents around. Searched in sack during entire ride up. Black female, holding cell phone to ear with left hand, purse over left shoulder, and mall sack in right hand. Noticed laughter, someone yelled, couldn’t understand what person said Two white males stepped on escalator one at a time and walked up the steps while steps were moving. Young black female walked up to escalator, turned around backwards and then stepped on moving step, rode backwards on one step toward the top then stepped back down a few steps. Held rail with right hand while climbing. One black female, one male stepped on. Male rode with left foot up and right foot down. Female stood on one step. Both held left rail during ride. One black female looked down to step on moving step as held rail with right hand. One step and held onto rail all the way. One black male, one black female, and one young black female. Each stood on individual step one behind the other, child in back. Each held rail with right hand. No one talking, staring into space. One young white male held rail with right hand, right foot up, left foot down, running left hand through hair the entire ride up. Two black females, one held rail with right hand, one leaned over right rail looking down toward the mall floor.
 * Time:** **6:55 – 7:00 p.m**.

One white female walked up to the escalator, almost stepped on, then turned and walked down the hall toward other shops. One white male & one white female approached the escalator while talking, almost stepped on then turned and walked down the hall lined with shops. One black female got close to the escalator, began waving at another female. The female then stepped on the escalator and rode a few seconds with her right foot on one step and the left foot on the second step. She then moved her right foot down and stood on the same step until she reached the top. She held the rail with her right hand. Noticed hum of busy people in the background. One Asian Female stepped on the escalator and walked up ½ way then stood still for 2-3 seconds and then walked the rest of the way up. One black male, one black female, one small black male child stepped onto the escalator. Male stepped on first, female holding child’s hand on same step. Male and female talking to each other, child standing quietly. All three held rail. Male and male child held rail with right hand, female held rail with left hand. Three white males stepped on, each occupying one step. Talked amongst themselves until reached the top. The last male, wearing blue scrubs, leaned into the middle rider and laid head on his upper back. One male (teenager?) wearing baseball cap backwards stepped on first step, turned around and rode up backwards, holding rail with left hand.
 * 7:00 – 7:05**

One black female in front, one black male (behind) each on single step, stood very close bodies touching each other. One black female talking on cell phone. One black female looked through purse until ½ way up One black female held cell phone with left hand, bent over and pulled at pants leg, had right foot up and left foot down. One black female with one black female child, both held rail and rode quietly. Two black females, one on each step, did not hold rail, stood quietly looking forward. One black female stood on one step, did not hold rail
 * 7:05 – 7:10 p.m.**

one white male, held rail with right hand, left hand on thigh, right foot up one step, left foot down one step one white female, cell phone in right hand held to ear, shopping bag in left hand, walked up moving escalator one black female stepped on one step and held left rail, straight ahead one black female stepped on, didn’t hold rail. Looked straight ahead one black male stood on one step, moving both hand up and down on the right rail One black male and one black female, female was talking on cell phone and then handed the cell phone to the male. One white male and one white female, female on one step with male on next step leaning into her, she didn’t hold rail, his arm extended up past her on the rail One black female held rail, stared out and down One eastern male, one eastern female, both held rail on right side, he leaned against rail as rode up Two black males each holding sacks, holding opposite rails, looking around, one leaning on right rail One black female, hand in right pocket, standing in center of step, removed cell phone from pocket and put to right ear. One black female adult and one black female child held hands, adult held rail on left, child stood very still during ride One white male stood on one step, looked straight ahead Two white males, two separate steps, stood quietly, staring straight ahead One white female, one white male, both on separate steps, each had right foot up and left side down on steps
 * 7:10 – 7:15 p.m.**

one black male with dreadlocks held rail, looking around one black female rode looking down and one black male both holding right rail one dark complexion female rode down other escalator held both hands to side of face (hands extended) and smiled broadly one black male, held right rail, stood on one step one white male and one white female, each on separate single steps, each had boxes in hands, talking to each other one black male with sack in left hand, walked up the moving steps one black male walked quickly up the moving steps one black male walked ½ way up, stopped, then started walking up moving steps again one black female held ice cream cone in right hand, licked at ice cream all the way to the top, held rail with left hand one white female held cell phone to ear with right hand, one foot up and one down two black males, one held cell phone to right ear, one leaned on right rail one white male distorting face, smiling as looking down toward mall floor one black male held right rail one black male stood quietly, left foot up and right foot down
 * 7:15 – 7:20 p.m.**

= = Observation question: What behaviors do people engage in while stepping on and riding an escalator at a mall?
 * Observation Narrative** **Anita Wells**
 * September 23, 2006**

On Wednesday evening, September 20, 2006, I went to Oak Court Mall to complete an observation assignment for class. My personal focus was on the behaviors that people engage in while stepping on and riding an escalator at a mall. Fifteen minutes was allotted for my observation.

Following an initial meeting with the entire class at the food court area of the mall, I situated myself at a food court table near the escalator that is available for mall customers to reach the second level. The table where I chose to sit was also located near a Hallmark store. The general mall information booth was located in front of me to the left. On my right were rows of tables and chairs available for food court customers. Behind me were the Pac Sun store and also the hallway leading to the exit to the parking garage. Although the mall was not crowded, I noticed the hum of voices from busy customers and employees taking care of business on this weeknight that is frequently known as ‘hump day.’ As there are many food merchants located within the realm of the food court, no specific aroma penetrated the air. Rather, I noticed the blended pleasant smell of foodstuff that entices many customers to succumb to food purchases.

My observation of behaviors on the escalator began at 6:55 p.m. and ended at 7:10 p.m. I divided my observation time into three five-minute segments. In all, 41 individuals boarded the escalator. Although I could not capture as many details in my observation as I wanted, I tried to make note of people’s dress, gender, race, behaviors, and whether the rider was an adult or child.

Approximately 23 people (15 females, 8 males) utilized the escalator during the first five minutes of observation. I assume that these people were either customers or store employees. However, I suppose many, like me, could have been at the mall on an assignment that was unassociated with purchasing or selling merchandise.
 * 6:55 – 7:00 p.m.**

The first person to approach the escalator was a black female. She was wearing green scrubs. She quickly chose the first available moving step and grabbed the rail to stable her position during the ride to the top. As the escalator carried her up, the female stood quietly and stared straight ahead as though deep in thought. The second rider was a dark complexioned female. Wait, that’s my instructor! She was not holding the rail. Rather, she was holding both of her hands open beside her face and smiling broadly. She was making a face and yes, she was looking at me. At least she knew that I was perched and working away at my observation assignment. After the facial expression, she turned, facing the steps of the escalator, and rode to the top.

A white female, wearing flowery scrubs, approached the escalator. This female held a sack in her left hand and a black and white striped purse in her right hand. I wondered if she had made a purchase at one of the stores or was returning an item for a refund or exchange. She looked down as she managed the first step. She stood with both feet on one step and did not hold the rail with either hand. She held a gaze toward her left for the entire ride to the second floor. I could not determine what held her stare.

A young adolescent black male was the next rider. He stepped on the first available step with his right foot and then drug his left foot over the oncoming steps until the left foot landed two steps below the right foot. This rider busily looked around (left, right, forward) as though scoping out what he could see on the ride to the top. Was he looking for friends? Was he supposed to meet his parents at a particular time?

A white female and white female child approached the moving steps. The adult female held the child’s left hand in her right hand and held a cell phone to her ear with her left hand. The child stepped onto a step first and stood with both feet on one step. The adult followed as she stood with her right foot on the preceding step and her left foot on the second step.

A white female and white male were the next riders. These two appeared to be a couple, because the male stood close to the female on the preceding step and extended his arm along the rail beside the female. She did not hold the rail as she was enveloped in his ‘space.’ She stood on one step and he made use of two steps as he leaned toward her and the rail in front of him. Neither of them talked during the course of the ride to the top.

The next rider was a black male, wearing a navy blue t-shirt. He was holding a sack. He looked down as he chose the moving step he wanted. As he rode with both feet planted on one step and no use of the side rails, he swung the sack in his right hand back and forth along his side.

A white female holding a sack in her right hand approached the escalator. As though she had second thoughts about leaving the bottom floor of the mall, she turned toward her left as though she would walk back down the hallway. However, she abruptly turned back to the escalator and stepped on with her right foot and allowed her left foot to land on the second step. As she stood on the moving steps, she held her sack in her right hand and rummaged through the sack with her left hand. She continued to search through the sack the entire ride to the top floor. I wondered if she had forgotten or lost something and was searching with hopes that she would find it in the sack.

A black female stepped on the escalator next. She was holding a cell phone to her left ear, had a purse draped on her left shoulder, and held a sack in her right hand. The female was walking in the direction opposite the Hallmark store so I assumed she had made a purchase as I noticed the sack had Hallmark written on it.

As two adolescent white males stepped on the escalator, one at a time, I heard someone shout. The shout sounded as though someone had yelled a name. Was someone yelling at me? I never knew who yelled or what he/he said. Anyway, the two white males I was observing begin climbing the moving steps. They appeared to be in a hurry to reach the top. Maybe someone was calling to them to join them at the top.

The next person to approach the escalator was an adolescent black female. As she approached the first steps, she turned around and stepped onto the moving steps backwards. She rode backwards for a few seconds then stepped back down a few steps. As she maneuvered the steps, she held the rail with her right hand. I hope she was agile enough to depart the steps at the top without falling.

A black male and a black female stepped onto the escalator. This pair appeared to be together because they walked close to each other. The female stood on one step and the male immediately situated himself on the next two steps; both held the rail with their left hands.

The next three people to approach escalator appeared to be a family. The black male, black female, and young black female child each stood on individual steps one after another. The child was behind the two adults and all three rode quietly, held the rail with their right hands, and stared into space.

An adolescent white male stepped on the escalator next. He rode with his right foot on one step and his left foot on the second step. He repeatedly ran his right hand through his hair during the entire trip up the escalator.

Two black females approached the escalator. The first female used her right hand to hold the rail as she rode up the moving steps. The second female leaned over the right rail as though tired and using this ride to take a break from walking through the mall.

Nine people (6 males, 3 females) used the escalator to reach the second floor during the second five-minute stretch.
 * 7:00 – 7:05**

One white female walked up to the escalator, almost stepped on, and then turned to walk down the hall toward other shops. I wondered if she had forgotten something on her list and decided to return to one of the stores before leaving the lower level.

Similarly, the next two people, a white male and a white female deep in conversation, approached the escalator, almost stepped on, and then turned to walk down the hall lined with shops. Their departure away from the escalator appeared to be a decision that stemmed from their current conversation.

The next person, a black female, walked close to the escalator and then began waving at another female who was riding down on the other escalator. The female then stepped on the escalator and rode a few seconds with her right foot on one step and her left foot on the second step. With her right hand holding the rail, she then moved her right foot down and stood with both feet on the same step for the duration of the ride.

A female (Asian appearance) stepped on the escalator and immediately began climbing the steps. About mid way, she paused for 2-3 seconds and then continued her climb to the top.

The next group of people appeared to be a family. A black male, a black female, and a small black male child stepped onto the escalator. The female held the child’s left hand. The adults conversed quietly to each other as the child stood quietly. The adult male and child held the rail with their right hands. The female held the left rail, because she was holding the child’s hand with her right hand.

Three white males, who appeared to be at the mall together, approached the escalator. Each occupied a single step, one after another. The last male, wearing blue scrubs, leaned into the middle rider and laid his head on the rider’s back. I wondered if this man, who appeared to be older than the other two, was a father of one or both of the younger men.

The last person to approach the escalator during this five minute period was a white teenage male wearing a baseball cap backwards on his head. Immediately after stepping onto the first step, he turned around and rode backwards to the top of the escalator. He held the rail with his left hand as he rode.

Nine people (1 male, 8 females) rode the escalator during the third and final observation period. The first rider was a black female talking on a cell phone.
 * 7:05 - 7:10 p.m.**

The second person, a black female, rummaged through her purse during the ride to the top. I wondered if she was looking for her car keys.

The next person to approach the escalator was a black female holding a cell phone to her left ear. She stood with her right foot on the first step and her left foot on the second step. As she rode the escalator, she bent over and pulled at her pants leg. I wondered if she had tried on clothes at one of the stores and her pants had not adjusted appropriately after pulling them back up.

A black female and black female child stepped onto the escalator next. The female held the child’s hand and they both held onto the rail as they rode quietly to the top. This couple appeared to be a mother and child.

Two black females stepped onto the escalator. They each occupied one step and stood quietly looking forward for the duration of the ride.

The last rider during my observation stint was a black female. She stood on one step and did not utilize the rail for support as the escalator moved toward the second level of the mall.

I observed 26 females and 15 males use the escalator. Is this a good representation for gender of shoppers who frequent the mall on a Wednesday evening? Does this mean that more women are shoppers than men? Do stores need to appeal more to men’s interests in order to entice them to visit the mall? Or, do men utilize the mall stairway instead of the riding the escalator?

There were more people who utilized the escalator than I had estimated. Therefore, my role as observer became more complicated as I tried to determine which details I could document. I question whether I was a successful observer of behaviors on the escalator because I was inconsistent in the types of behaviors that I noticed. For instance, I noted that many of the riders on the escalator held onto the rail. However, there were some individuals that I did not make a note of this particular behavior. Additionally, I only documented a few description of dress.

I did note various behaviors during my 15 minute observation:
 * Talking on cell phones
 * Holding onto the rail
 * Not holding rail
 * Climbing up the moving steps
 * Riding backwards up the moving steps
 * Leaning into the person in front
 * Situating feet on two different steps
 * Standing with both feet on one step
 * Making faces at people
 * Holding onto a child or parent’s hand
 * Leaning over the rail
 * Rummaging through sack
 * Standing quietly
 * Staring ahead
 * Looking all around
 * Looking down
 * Riding with arm on rail that extended into the next person’s space
 * Swinging sack
 * Running hand through hair
 * Talking quietly
 * Bent over pulling at pants leg

I wonder if I could have chosen only a few individuals to observe instead of every person that stepped onto the escalator. If so, I could have been more thorough with my descriptions of appearance and behaviors.

=**September 13, 2006**=
 * Class Reflections**

I grasped some important details tonight that are valuable to my dissertation. For example, KB talked about the importance of going deep in the research instead of focusing on the breadth of your study. I have been asked why I plan to use only four participants in my qualitative dissertation. It is because I can spend more time eliciting “a richer and deeper level of meaning” to their work experience that will get me to a clearer ‘essence’ of the deaf employee’s work experience. Just think, if I were to go for ‘depth’ with 75-100 deaf employees. Yes, it can be done, but I have to remember that I need to complete my academic program in this lifetime.

At first, I thought my initial interview and a second member check meeting with my participants would be sufficient for my research. If I stay true to my desire to know more about the ‘lived experience’ of deaf employees, I now see the importance of several meetings. Now, I have to decide whether I will need an interpreter for follow-up meetings. Right now, I think an interpreter will be useful for the first two meetings. However, I think I have enough sign language skill to participate in an introductory meeting and a follow-up meeting without an interpreter.

I feel anxious thinking about all the data I will need to record before, during, and after my interviews with participants. I now realize the importance of journaling, field notes, and observation notes. I think I am experiencing an ‘aha’ moment. Really, I have begun my collection of data as I am writing my reflections (journaling) about what I think I will need to accomplish during the process. Reflections help me elicit my own questions about my study. Reflections also offer KB a way to monitor my thoughts about my qualitative work, and provide a method to receive feedback from peers.

In terms of peers, I have already received valuable feedback. As noted in class, I had no idea what documents I could gather that would provide information about the deaf employees in my research. Three good ideas I received from my peers were: 1) ask the deaf employee to journal during the workday, 2) ask for copies of performance evaluations, and 3) ask for a policy manual for the workplace. I would really like to use the method of photo elicited data. However, at this time, I am not sure how I can incorporate this into my study.

Another piece that I am now intrigued by is how to utilize tables and graphs in my study. I browsed through some of the chapter 3’s and I am impressed with the pictures and graphs (especially KB’s) used to depict data and analysis of data. What can I use to help visualize my data? I will watch for ideas as the class progresses. Again, my peers may have good suggestions for me.


 * Interview Reflections**
 * //Introduction Interview//**

KB began by asking the participant “What was it like talking in front of the camera.” I thought this was a good opening question. It allowed the participant to share some fears about being ‘on the spot’ in front of the camera and allowed KB to show her concern for his willingness to put himself ‘out there in front.’ This one question also worked to establish rapport as the participant voiced his thoughts about the process of being recorded. I ponder on how I will begin my interview with deaf employees. I would like to ask “what are your thoughts about being interviewed about your work experience.”

I liked the way KB told the participant to “Walk me through the process.” Maybe I could ask “Walk me through what you have been thinking about your participation in this interview.”

KB also asked a multiple part question about the photo elicited project, “Walk me through that process, What happened then, what……, was it the same as taking photos, did your thinking develop when writing about it.” In counseling, I have been trained to ask one question without multiple parts. I have difficulty sticking to this rule because additional questions help the client/participant understand the question. Similarly, I think KB was able to let the participant know that ‘the sky’s the limit’ on what information he could provide about that process. It was his process to describe. I don’t know if this was what KB was aiming for, but that’s how I interpret it.

So, KB used the introductory interview to elicit information about his participation experience thus far in the interview process. Her closing statement, “next time we will find the essence of you as a writer.” I see this as preparing the participant for the next meeting. At this point, he has gotten a ‘feel’ for the interview process (being in front of the camera, discussing what the interview process is like, and getting a feel of how questions will be fielded). I see all this as a process to prepare the participant to feel comfortable sharing ‘the essence of being a writer.”

Wow, this was a very laid-back interview. Complete with KB’s opening statement “Welcome to coffee, with Alex Mann.” Being able to watch these clips of KB and Alex interviewing so casually helps me with thoughts of my own interviews. While watching these clips, I try to put myself in KB’s shoes so I can imagine myself as the interviewer. Hopefully, when I hold my interviews I will feel “practiced,” competent, and comfortable. I was amazed at the personalness that KB exhibited in this interview. At one time, she was describing her own writing experience as Alex listened. It was almost as though the tables had turned (KB was participant and Alex was interviewer). Was KB modeling for Alex how to describe a writing experience? Or was she simply making herself as researcher more transparent? Either way, I watched how Alex dealt with this moment, what was his expressions as KB talked about her own experience. As I watched his facial expressions, I could tell he was listening. I also sensed that he was wondering how this fit with his writing experience. Did he wonder if he should just listen to her talk, ask her questions about her experience, or make comments during her ‘spill?’ I would love to hear Alex’s feedback about this part of the interview. He did provide some answer to this when he stated at the end of the interview that this experience was like “cooperative information gathering.”
 * //Feminist Interview//**

In my own study, I had not intended to share my own work experiences with the deaf participants. After viewing this clip, I think about the possibilities of sharing little tidbits like “In my work we have break time, 15 minutes in the morning and 15 minutes in the afternoon where several of us go to the cafeteria for coffee or a soda. I am wondering what break time is like for you at your workplace.”

What is a ‘straw person interview’ that is stated in KB’s reflections of the feminist interview overview. I have never heard this figure of speech.

I do not know what KB means when she says “I did not believe in a single essence” in regard to the interview with Alex. I would like clarification.
 * //Phenomenology Interview//**

I wonder if KB and Alex discussed the definition of ‘essence’ before beginning the interviews. I wonder if a common definition would steer them toward the same goal. In the interviews, I question whether ‘process’ and ‘essence’ is synonymous. If they had the same definition of the goal of the interview, I think they would come to a similar understanding of the meaning of Alex’s essence of creative writing.

“Can you tell me about a time when you learned to write creatively” was the opening question in this interview. With this question, it is up to the participant to decipher what information is being solicited. The participant paused as he appeared to question himself “Okay, what is it that she is wanting to know about this….and then hmmmmm what is a time that I have experience creative writing.

I could appreciate KB’s use of probes during the interview.. “you don’t see yourself as a writer, tell me more about that.” “You mentioned streams of consciousness….tell me more about that.” She was definitely moving the information deeper, gaining more depth…. “tell me more more more more. It’s like asking him to dissect his words, “You say these words, but what do you mean by them?”

Is there some reason for sequence to KB’s various interviews? Is there a reason KB did the phenomenology before the feminist. Is there a reason the phenomenology interview was completed in straight back chairs instead of the couch setting? The phenomenology interview did seem more strained and effortful. Would the comfortable couch make the participant feel more comfortable and more at ease while describing his writing experience?

Many of my ideas about my own qualitative work are included in my interview comments. However, as I reflect on how the interview clips guide my work, many additional questions surface. Because I am doing a phenomenology study, can I integrate some of the feminist interview process? Do I limit myself to phenomenological strategies?
 * //How do these interviews help guide my research?//**

I have learned a lot about how to end interviews. Additional information can be obtained about how the interview went for the participant. Are there any questions the deaf participant was hoping to be asked that I did not ask? Some deaf individuals do not like working through interpreters. What was it like for them to have an interpreter there to mediate the conversation?

By watching these video clips, I am practicing being the interviewer. Hopefully, when I sit down with my own interviewee, I will be more comfortable, because ‘I have practiced being there.’

The initial adjustment to the class syllabus and resource information has been quite an experience for me. For instance, the creation of a Wiki space adds more responsibility and organization to my class projects. Now, I no longer simply refer to my class syllabus to review my status on projects, but I must check [|http://kakali.org], wikispace.com, and my syllabus for updates on what is expected of me in class. This is not a negative adventure. Rather, it is a learning experience that will impact me positively once “the dust settles.” In fact, I have adjusted more this week than the previous week. In one more week, I think I will be settled in (organized) for the duration of the course. The conversation held in class about the anticipated installment of Softricity software really caught my attention. I would love to have access to analysis software from my home computer. In fact, I was concerned about how I would manage the time needed to be on campus to work on data analysis. The chapter readings about the three types of interview questions (i.e., descriptive, structural, contrast) have caused me to rethink the questions I have anticipated for my personal research interview. I am using a phenomenological approach to capture the essences or experiences of deaf employees in a hearing workplace. Isn’t the phenomenological approach supposed to utilize one open-ended question that leads to probes that can be used to draw out more information from the interviewee? How can I know what probes I will use when I am not suppose to anticipate the direction of the interview? Anyway, for my proposal, I am expected to have an interview guide prepared with the questions I will ask during the interview. Review In-depth interview video clip on simulated case study and write a wiki reflection on how knowledge was created and the types of questions that prompted such production of knowledge. Can you categorize those questions?
 * September 12, 2006**
 * Wiki Reflection**
 * Reflections: In-Depth Interview**
 * September 13, 2006**
 * **Tell me about a time you were inspired to write and what it was like for you to write**. This is a descriptive question that encourages the participant to elicit information. The interviewer’s job is to keep the communication flowing by asking questions that elicit deeper and richer meaning. KB did this with the following questions.
 * **Sounds like a critical event inspires you, can you think of other things that inspire you to write?** This is descriptive question followed by a structural question. KB restates what the participant said. He agreed that he was describing a critical event. Therefore, KB had the cooperation of the participant and they were in accord with what had been described. This opened the door for KB to continue with the structural question about other things that inspire him to write.
 * **Could you describe some writing strategies?** This is a descriptive question followed by a structural question. The participant then asked ‘What do you mean by strategies?’
 * **What do you think would make it good?** This question was KB’s response to the participants ‘test question response.’ He was not sure the direction she wanted him to take about strategies. KB at this point would not want to provide information. Rather, she wants the participant to determine the direction of answering the question. KB may have provided some information (I couldn’t quite grasp what she said). I thought she may have said ‘What do you think makes it good?’
 * **You mentioned voice…can you describe developing your voice?** This is a descriptive question that provides an open door for the participant to provide more information.
 * **You use literacy devices in your writing** (This is a restatement or deeper exploration of what the participant said. Restatements are good for rapport building (Spradley, 1979) and this restatement was a good way for KB to demonstrate that she grasped some important language the participant used to describe his writing).
 * **You mentioned literacy devices and .....can you think of others, can you list some of these devices?** This is a structural question. KB repeated the terms already mentioned. The participant is clear on what KB is referring to as she used these repeated terms to jog the participant’s memory (Spradley, 1979). KB is also learning more personal terms that the participant uses when talking about writing.
 * **What kind of things do you do to stay true to your voice?** This is a structural question. KB did not ask the participant to list ALL the things that help him stay true to his voice. He was free to name a few. She could use this answer to draw out more information as she did in the following questions.
 * **What is it about Hunter Thompson that you like?** I think this is a descriptive example question. Even though KB did not use the word ‘example’ she was asking for examples of things about Hunter Thompson that the participant liked.
 * **Do you do anything specific to stay true to your voice besides not sounding like Hunter Thompson?** This is an included term structural question. KB included the term used by the participant and asked for other ways to stay true to his voice. This can be awkward (Spradley, 1979) because KB only had one term to refer to instead of a list. Spradley suggests holding back on this question until more terms are collected to feed back to the participant. However, the participant did not seem to find this an awkward question.
 * **What was it like for you to find that true voice?** This was a descriptive question that encourages the participant to share personal information at a deeper level of meaning. This was thought provoking and may have been something he had never really thought about before this interview.
 * **When you think about process of creative writing, how do you see song lyrics and poems relating to each other?** This is a contrast question that uses the similarity principle (writing symbols that share some similar features)
 * **Walk me through the last time you wrote a poem and what it was like for you.** This appears to be a specific grand tour descriptive question that asks the participant to talk about a recent event.
 * **You talked a little about novel writing. Can you think of a time of writing a chapter in a novel? What was it like?** This is a descriptive question followed by a structural question. Therefore, the concurrent principle was used.
 * **You were talking about implementing, mapping…when it works for you. What happens when it doesn’t work for you?** This is a directed contrast question that is relevant to the participant.
 * **You mentioned about writing in first person**. Can you tell me about that? This is a descriptive question. KB used a writing term that the participant used and asked him to expand on it.
 * **Do you recall the last time you had a writing block?** This sounds like a closed-ended question instead of an open-ended question. However, the participant by this time has established rapport and knows to provide ample information.
 * **How was this process compared with the other interviews, like the first and second interviews?** The question uses the triadic contrast principle. KB asked the participant to compare one interview to two previous interviews. This question was not specific to writing, but to the process of the interviews.