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Abstract: In this editor's introduction, the author notes that there are two important methodological articles in this volume of Qualitative Psychology. The first is a contribution from Virginia Braun clarifying the use of Thematic Analysis which has become widely utilized among qualitative researchers. The second methodological contribution is a description of an innovative method of data collection for research on the structure of political reasoning. Additionally, there are four related articles on the dynamics of identity and belonging in light of cultural phenomena. These articles, embedded in different cultures both in terms of the researchers and the participants, resonate with one another in depicting the subtle and complex forces that cultures exert on personal, narrative identity. Only a (reflexive) qualitative analysis can honor the intricacy and variation in these processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Mon, 21 Feb 2022 00:00:00 GMT
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Abstract: In the recent years, the logic underlying citizens’ political reasoning has become an important area of inquiry. Scholars argue that understanding the structure of political reasoning—that is, the logic citizens follow to combine and apply ideas—might be as vital as understanding the political beliefs and preferences of citizens in explaining how people make sense of politics. The article reviews the methodological approaches in recent research on the structure of political reasoning and identifies some of the shortcomings of traditionally used methods. The article then presents an alternative approach: the collective cognitive tasks (CCT) method. The article describes the CCT procedures and uses data drawn from the authors’ project on political reasoning in Russia to demonstrate how the CCT method works in practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 06 Jan 2022 00:00:00 GMT
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Abstract: There is a paucity of literature examining bicultural women’s experiences of navigating their gender roles across their two cultural contexts. This qualitative study sought to understand how bicultural Asian American women negotiate their gender roles across their ethnic cultural and American cultural contexts, as well as how gendered racism and racialized sexism of Asian American women affect this negotiation. Ten bicultural Asian American women participated in this study. Using narrative inquiry, we present four case studies from the 10 narratives by Asian American women navigating gender roles across cultural and racial contexts. These cases suggest that bicultural Asian American women use various strategies to manage the conflicting messages about gender roles across cultural context, as well as empowering strategies to manage gendered racism and racialized sexism toward Asian American women. In using these strategies, the bicultural Asian American women in this study demonstrate their resilience in constructing their gender roles. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 18 Nov 2021 00:00:00 GMT
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Abstract: The experiences of 1.5 and second-generation children of immigrants are often conflated with those of first-generation migrants or collapsed as homogenous within the category of generational status. In this article, we suggest that these young people occupy a unique ontological position from and through which they navigate their life world and negotiate contexts that shape and constrain their subjectivities. Informed by dialogical approaches the current study sought to understand the dynamics of identity and belonging for ethnicized and racialized 1.5 and second generations in Australia. Data analysis of semistructured interviews conducted with 17 young people who are 1.5 and second-generation individuals lead to the construction of two key themes that capture the dynamics of identity and belonging. The main themes are (a) dialogs of otherness and belonging and (b) agentic border crossing. The findings provide insight into the unique experiences of these young people who often have a border consciousness that enables them to discern the dynamics of difference in their negotiation of everyday settings. The findings also shed light on the emotional and interpretive labor involved in navigating various spaces and contexts that continued to be saturated with essentialist and homogenous understandings of ethnic and multicultural identities. The implications of the study are discussed in terms of discourses of race and whiteness that continue to shape experiences of various diasporas in minority world contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 30 Sep 2021 00:00:00 GMT
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Abstract: The concept of personal continuity is central to most theories of identity development, and one way it can be established is through the development of narrative identity. Narrative identity is represented by a story that is built through processes of autobiographical reasoning about the past, present, and future self. Building on the substantial literature focused on individual processes of personal reflection, the present study expands beyond the examination of the individual to explore the role that socio-cultural groups, and their shared narratives, play in personal continuity. In a qualitative and descriptive study, 13 adult children of immigrants, aged 18–52, were interviewed about their personal stories, the stories of their parents, and of their social group. Social constructivist grounded theory was used to analyze the interviews to examine the relationship between personal continuity and these three levels of narrative. Participants employed three different larger narrative structures to make sense of their own experiences in a larger context: The American Immigrant Story, The Origin Story, and The American Ethnic Minority Story. Each story differed in the focus on continuity between past and present versus present and future, as well as in the socialization agents for each story (i.e., family or peers). Overall, participants can create a sense of personal continuity by seeing themselves as part of a larger, continuously developing group narrative, though there are variations in how this is accomplished. Implications include the role of group narratives in personal identity development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 10 Jun 2021 00:00:00 GMT
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Abstract: Thematic analysis (TA) is widely used in qualitative psychology. In using TA, researchers must choose between a diverse range of approaches that can differ considerably in their underlying (but often implicit) conceptualizations of qualitative research, meaningful knowledge production, and key constructs such as themes, as well as analytic procedures. This diversity within the method of TA is typically poorly understood and rarely acknowledged, resulting in the frequent publication of research lacking in design coherence. Furthermore, because TA offers researchers something closer to a method (a transtheoretical tool or technique) rather than a methodology (a theoretically informed framework for research), one with considerable theoretical and design flexibility, researchers need to engage in careful conceptual and design thinking to produce TA research with methodological integrity. In this article, we support researchers in their conceptual and design thinking for TA, and particularly for the reflexive approach we have developed, by guiding them through the conceptual underpinnings of different approaches to TA, and key design considerations. We outline our typology of three main “schools” of TA—coding reliability, codebook, and reflexive—and consider how these differ in their conceptual underpinnings, with a particular focus on the distinct characteristics of our reflexive approach. We discuss key areas of design—research questions, data collection, participant/data item selection strategy and criteria, ethics, and quality standards and practices—and end with guidance on reporting standards for reflexive TA. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 13 May 2021 00:00:00 GMT
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Abstract: Research carried out following the fall of the Berlin Wall was generally unable to produce a coherent picture of the impact that the German Democratic Republic (GDR) had on “ordinary” people’s lives and identities. In this study, we therefore examine life story accounts from teachers who spent the formative half of their lives in the GDR and the other half in a reunited Germany. We chose this group of professionals as they were representative of an educated class whose task it was to support the state. The focus of the study was the changing relationship between individuals and the political system and society in which they lived. Specifically, we focused on moral evaluations that participants engaged in as a method for exploring their narrative identities. Thematic analyses of 21 semistructured interviews, illustrated here by 3 case examples, revealed how positive and critical dispositions toward the GDR began to form in early adulthood. Critical individuals stressed the gap between the socialist rhetoric of the regime and reality of everyday life and reflected on forms of passive resistance that they engaged in out of personally held moral conviction. In contrast, those who were positively disposed toward the GDR did not exhibit profound political beliefs but described a past life submerged in their immediate world of work and family without feeling compelled to engage in moral justifications for the society in which they lived. The methodology used and the relevance of the findings are considered in relation to liberal capitalist democracies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) PubDate: Thu, 28 May 2020 00:00:00 GMT
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