Reconceptualizing quantitative and qualitative methods: a case study dealing with place as an exemplar.
A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern-focused study, while also attending to the values and goals of community psychology. The substantive research goal is to understand a child's experience of places related to school. Methods include ethnographic long-term participation and observation, interviews, multidimensional scaling, and social network analysis. Most quantitative method variables are generated from study participants; no outside structure is imposed. The quantitative methods extend and inform the qualitative methods, just as the qualitative methods extend and inform the quantitative methods. The quantitative and qualitative methods work reciprocally to extend and inform each other.
Langhout
Regina Day
RD
Department of Psychology, Wesleyan University, Middletown, Connecticut 06459, USA. rlanghout@wesleyan.edu
D001741:Black or African American / Q000523:psychology*; D000884:Anthropology, Cultural / Q000379:methods*; D002648:Child; D002652:Child Behavior / Q000208:ethnology / Q000523:psychology; D003071:Cognition; D005260:Female; D006801:Humans; D008297:Male; D019982:Organizational Case Studies; D011581:Psychological Tests; D002666:Psychology, Child; D011593:Psychology, Social / Q000379:methods*; D036301:Qualitative Research; D012107:Research Design; D012574:Schools / Q000458:organization & administration*; D012931:Social Environment; D012944:Social Support; D013334:Students / Q000523:psychology*; D014481:United States