Qualitative Research Project
Eric Martinez
SOC 176
California State University, Fresno
I conducted my qualitative research on an educational program on a local college campus. The program focuses on transforming lives and perspectives on leadership and philanthropy and positively impacts individuals, organizations, and communities. I began my research by observing the group in a classroom setting and out on a site visit as part of a class session. I looked at how the students and the professor interacted with each other in both settings and how sociological theories applied. I noticed that the students took on different roles and status in the classroom depending on the definition of the situation. I observed both frontstage and backstage being performed in both settings. After my observations, I decided to interview two students and a professor which are actively involved with the program. These individuals have participated in about every aspect of the program and are open to discussing their experience from the time they have put in. Through these interviews I was able to collect more information and get a deeper understanding of the program. Before beginning the interview to ensure both parties were on the same page I had the individuals sign a consent form. I ended up gathering a little under an hour of audio content. They all varied in duration from 15 minutes to a little less than 30 minutes. In the last part of the research, I collected data from the educational program on a college campus. I was able to gather information from flyers, programs, press releases, and their website. The data collected from the website consisted of the program's history, their purpose, and a blog. The data collected is accessible to the public. I focused on concepts such as: agency, identity, prognosis, diagnosis, and motivation.
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Literature Review
Social interactionism is known as micro-sociology as it's based on social interaction. The theory focuses upon ways in which meanings emerge through symbols and face to face interactions. Having been influenced greatly by George Herbert Mead along with Charles Horton Cooley, Herbert Blumer was the first to coin the term "symbolic interactionism". There are four key foci to the theory: symbolic manipulating, emergence, interactive, patterns (Scott, 2015). We as human beings act toward things on the basis of the meanings which we ascribe them. We create and learn these meanings by observing symbols and using them during interactions. The meaning we ascribe to symbols changes over time as we continue to experience new things, we adjust our meanings to those new experiences. Social Interactionism looks at how individuals build social reality. Everyone may have their own interpretation of symbols. These meanings can shift depending on the context it is used in and how it is interpreted. As humans, we interpret social interaction in our minds and create a meaning or value to it.
There are various concepts within Social Interactionism. The concept of the looking-glass self was introduced by Charles Horton Cooley. Cooley developed the concept while creating the idea of "self". Self is formed and maintained through ongoing interaction and imagined interaction with others. The looking-glass self takes into consideration how people are constantly internalizing others perspective of their self. To portray his concept Cooley uses the image of a mirror. We as individual create our own idea of how we think others perceive us and use that in developing our own perceptions of ourselves. We imagine the judgment we'll receive from others, in turn, it influences our self-feeling (Levine & Hogg). As these perceptions change our behavior changes along with it. The looking-glass self-expresses how we internalize society's value. Our emotional reaction to how we think others might judge us also goes into the development of self. Interview questions: How do you perceive others see you? Observation question: How do they present themselves?
Max Weber, a German sociologist, believed that the realm of sociology is meaningful action. This is looking to gain an understanding of social action, as to how it came about and what has happened due to it. Weber focused on the role social life has on an individual and how it alters their behavior (Dillon, 2013). He expressed meaningful action as a purposeful reaction to others' action. To be able to gain an understanding he emphasized verstehen, which is to understand we must look from others perspective. We as individual ascribe meaning to certain thing while others we don't. This ends up producing certain consequences. The only way it is possible to fully understand the meaning people attach is by asking them of their views and putting yourself in their shoes. Having an open mind and immersing yourself in understanding others perspective is important to see the reasoning to their meaning. Interview question: How do you put yourself in another's situation? Observation question: How do they react to my questions?
Goffman sees interaction as giving a sense of social belonging. He consistently uses theatre to translate his ideas. Depending on the role the individual is taking on at the time it alters how they act. We perform various roles in life as we are given social status. The way we perform these roles is dependent on the expectations attached to the social positions we are given (Dillon, 2013). The different roles we play give us different levels of enjoyability. Our behavior that is associated with our role is necessary in order for society to function. This doesn't necessarily mean the way we act is fake. It is seen as the appropriate way to conduct yourself during social interaction. Roles create a standard people feel obliged to follow and enable us to put aside difference when interacting (Sandstrom, Martin, & Fine, 2009). This enables us to have a set structure for everyday life to proceed. Roles are always intertwining with one another. While you are taking on a certain role the other individual is acting out another role. It is an endless social relationship cycle. Interview question: What are some of the role you have taken on the most? Observation question: What is their primary status they carry?
The definition of the situation was conceptualized by W. I Thomas. The concept analyses a social situation and looks to gain approval from all participants. The definition of the situation is how we individually define the situation or setting. The way the situation is defined affects the possible outcome for the situation and what is acceptable. How you define the situation will ultimately shape the way you act (Definition of the situation, 2017). Everyone can interpret a situation differently which can cause conflict. Individuals typically agree with each other because it allows them to align their actions to achieve their goals (Sandstrom, Martin, & Fine, 2009). In not having the same understanding of the situation it may result in embarrassment and or rejection. There are different ways someone will act to a disagreement. They will try to ignore it and get passed it or completely shut down the interaction. It may also lead to someone just accepting the definition or them imposing it on the other. If there is meaning to the situation then a compromise is negotiated. As expressed in Thomas Theorem, if the situations are defined as real, they are real in their consequences. How you interpret the situation influences the first impression others convey of us which is why being able to define a situation is important. The impression you convey to someone impacts their overall outlook and interaction with you. Definition of the situation interconnects with other concepts such as the idea of framing. Interview question: What is your initial reaction when you are not having the same understanding as someone else? Observation question: What is their appearance for the interview?
Goffman continues his analysis of social interactions with the concepts of front and back-stage to describe regions. These describe the behavior of individuals when they are in front of others compares to when they are not. Individuals have control of the interaction based on their effort toward managing the impression they give off to others. This is important in convincing the audience to accept the definition of the situation. Goffman uses a theater to depict the concepts. As front-stage is when you are on stage performing in front of an audience and back-stage is when they are behind the curtain. Goffman describes regions as places that are bound to some degree by barriers to perception (Dillon, 2013). When you are in presences of an audience you are allowing yourself to be judged by them. On the other hand, during back-stage, you are safe to step out of character since you are hidden from the audience. While back-stage individual practice and prepare themselves for when they are front-stage. The back-stage process individual have is important in shaping their front-stage because it isn't natural (Fiorito & Nicholis, 2016). Goffman details that we are in a never-ending performance cycle. Even when we are back-stage, that in its self is another performance with a different audience and expectations. Interview question: How do you prepare yourself for when you are representing your group? Observation question: Does it seem to be a more formal or informal interaction?
Ethnography is a method used in conducting qualitative research. This method focuses on the social interaction of people, who is typically being observed. The method is also known as fieldwork. When conducting observation, it is critical to follow certain procedures. It all depend on the setting that is being focused on whether it's a public or private place. In choosing the setting, you must take inter consideration the size and accessibility of the location. In a larger setting it may be more difficult to cover everything. If the location, you are observing is in a private place you must first gain access to the location. Typically, you would also ask for permission from whoever is in charge at the place to avoid any conflict. In a public place gaining access and permission is easy because it is open to everyone. You should not overlook everyday life setting, those may be the most interesting. Also group you are a part of shouldn't be ruled out. We may gain the most out of these setting and it allows for easy accessibility. For example, if you're a bartender studying a bar your ethnography will be different than a customer studying the same bar. Although studying something you are apart of raises difficult questions it also offers great data that people from outside the setting can't obtain (Warren & Karner, 2014). It is also important to efficiently use your time. When taking notes, it may be easier to use a recorder to collect your observation. If it is not appropriate to use one, hand written notes work just as well. It is critical to remember to use thick description, this is very detailed descriptions of your observations. The more details you are able to gather the better your research results are. Observation should also be conducted at different times and from different perspectives within the location. After your observations are collected it is critical to review them and make any edit while the information is fresh.
A major part in qualitative research is the interview portion. It is such a critical process, so it is important to be prepared. Preparing the interview questions beforehand and making them relevant to the interviewee is pivotal in gathering the appropriate information. During the interview you should be prepared to clarify any question. You should also be probing and validating in-between questions to get more information out of the conversation. Before you begin the interview, it is important to let the interviewee know about the anonymity of the interview. It is critical to have consent form before beginning the interview. Many interviews are recorded because this the most efficient way to collect everything being said. It is also easier to go back to verify something if you forget. If you are recording the ethical thing to do is let the interviewee know. After obtaining the recording, transcribing the audio is the next step. Like the ethnography part, this is best done after conducting each interview. As far as the subjects selected for interviews it is all up to the interviewer. Interview can be conducted as a group or individually, typically depends on the topic and resources. To get the most out of the interview, it is important to make the interviewee feel comfortable. This is addressed on how you present yourself during the interview and the setting which the interview is taking place. The way you dress should be according to the subject being interviewed. The best place for interview is typically a public place that isn't distracting. Interviews are not limited to face-to-face, they can be conducted via voice call or video chat.
In the content analysis part of qualitative research, you collect data through different types of media. Qualitative research looks at the cultural meanings in how the media in presented. Before conducting any research, you should research the number of documents that is available regarding the group you have chosen. Typically, more well-known group have more documents available. In order to choose the most appropriate content for your analysis, the researcher must carefully study the material and make sure that they represent the themes in which the researcher has chosen to study (Warren and Karner, 2014). Documents you should consider looking at are local and national government publications, magazines, and newspapers. Through these types of media outlets, you are able to see how the media is influencing society. The media you choose to use should reflect the topic you are interested in. Different types of media give you different perspective of the group. Some form may be easier to access than others but they all are useful in their own way. Using picture and videos are beneficial to our study. It helps in depicting the individual's life and can also help recall the setting. Having visuals to your research adds another dimension to it. Though this form of media researchers are able to get a better understanding of the interviewee's experiences. Depending on the form of media you are using, it should be transcribed similar to the previous methods. In using the internet to gather information it is important to be cautious. This content should not be considered facts because behaviors and identities are often interpreted as deviant. They access the internet gives researchers has altered how data is being collected. No matter which method or type of media you have used, once you have gathered your content the next step is relating it to theory. Throughout the process of collecting the data you should be assessing if the content collected pertains to a theory such as claims and frames.
Methods
Ethnographic
I observed the educational program on three separate occasions over a three-week span. The first observation I conducted was in a classroom setting. I arrived at the class a few minutes before the class session started and stayed observing for about an hour. My second observation was at a local garden, that the class was visiting. I observed at the garden for a little over an hour. My third and final observation was again in the classroom. This time I arrived half way through the class session and only observed for 45 mins. Throughout the observations I studied the students and professor.
In my observations I focused on thick description and different theoretical concepts. The concepts that I used to analyze the observations were frontstage, backstage, roles, statuses, and definition of the situation. I analyzed the data I gathered using Nvivo. Using Nvivo I was able to create nodes and subnodes which were frontstage, backstage, roles, statuses, and definition of the situation. Nvivo also helped me run word frequency queries and text search queries. The Nvivo software allowed me to break down and organize my data which helped me better understand the patterns and content of my observations.
This was my first time conducting qualitative research. My overall experience up until this point has been good. I was able to see the impact of a program that is very hands on. I learned how much we can find out by simply paying closer attention to detail. After the initial contact between the group and myself, I was able to avoid being a distraction. I took written notes instead of using a recorder to not disrupt the setting. This was a learning experience that I am able to build off of.
Interview
For the interview I asked questions that reflected sociological theories. Many of the theories were similar to the theories I focused on during my observation, like roles, statuses, frontstage and backstage. To help me remember and keep track of the interview, I recorded them. This allowed me to focus on the individual and the questions I wanted to ask and not have to worry about writing everything they said down. I also had a few questions written down pertaining to each theory to ensure I stayed on track and gathered the appropriate information. For the recording and transcriptions of the interviews, I used Otter Voice Notes. To better analyze the information gathered I used NVivo. Through NVivo, I created nodes for each theory I focused on to better organize the content. The nodes and theories that I ended up focusing on were: roles and statuses, frontstage and backstage, looking glass self, self, and definition of the situation.
Content
For my research I analyzed over thirty documents collected about the program. The main source I used in gathering the information was the program's website. Through the website I was able to collect blogs regarding the students experiences and opportunities promoted by the program. The other information such as the press releases were obtained through the school's newspaper. While flyers and program were gathering from the director's office, library, and online. I was able to download some of the content using NCapture while the rest I copied and pasted on a separate word document.
To better interpret the data collected I used the NVivo software once more. With NVivo I coded for five separate concepts. Each concept is given a node to be able to analyze the abundance of data gathered. The concepts used in analyzing the content are agency, identity, prognosis, diagnosis, and motivation. NVivo was not only important in being able to code for the five concepts but also in creating queries to help interpret the data. Using word frequency, I created two separate word clouds that depicted words that were used the most. NVivo was a useful tool in being able to analyze the content collected.
Overall, it was a fun process in collecting and analyzing the information. It wasn't too difficult in collect all the data since its available to the public. With a simple google search I was able to obtain a majority of the content, while the rest I gathered in person. It was quite a bit of information to cover which was a bit stressful, but the information was interesting. I was able to gain a better understanding of the program as a whole after reviewing all the information. I can safely say I am satisfied with the content collected.
Analyze
Ethnography
[Thick Description]
Throughout my observations, I used thick description to provide details to portray what the setting looked like and what the individuals present were doing. I often started by getting an initial landscape of the setting when I walked in.
As I first walk into the classroom, there are two guys standing straight across at the opposite side of the classroom. They seem to be having a conversation as they're look out the windows. To the right side of them, there is a desk, with a black electronic device sitting on top. Along with the device, there is a grey, brown and blue laptop sleeve on the table. I then notice a few students sitting on the left side of the room. In the second row, a few chairs back there sat an African American girl with her legs stretched out on the chair in front of her. A few seats back there sat another girl with a big clear plastic cup with an orange straw on her desk Two other girls sat at the back of the class in the middle rows with their desks slightly turned toward each other. A couple other girls sat at the other end of the classroom toward the front.
Being in the class setting, there were not many changes in the overall landscape. Throughout the class session there were a few additional people that entered the setting. As they entered the class setting I made observation of their initial actions and interaction.
The professor turns to jot a few words on the board and a couple of students walk in. One of the girls walks in on crutches and takes a seat in the front toward the middle of the class. She is wearing black shorts and a maroon sweater. As she adjusts her crutches to sit down I notice she has a tattoo on her right leg. The professor asks how she's feeling, and she replies by saying better. The other student is a bit shorter, has glasses and is wearing grey pants with a black cardigan. She quickly takes a seat by the door and waves to the girls near her.
I was able to make observations in another setting aside from the classroom. One of the observations of the group was at a local garden they were visiting. I again took note of the setting's make-up as I first arrived.
When I arrive to the location there are a few students along with the professor already waiting at the front gate. The professor is engaged in conservation with a woman that has short hair that barely reaches her shoulders and has on a black jacket, some students are talking amongst themselves I small groups while the other students are on their phones.
During this observation at the gardens there was a lot to take in, but I focused on the initial interaction of the group and tour guide. I took note to get a sense of the purpose of the visit.
There looks be an immense variety of colorful plants. There is different size vegetation from the trees and the fruit that hangs from them to the vines stretched across posts. The elder woman leads the group by some tree where she begins to tell a bit of the history and background of the garden.
[Roles and Statuses]
In my observation I noticed the students had different roles and status within their groups. They often shifted depending on the setting they were in. In the classroom, I noticed when the students got into groups each group member had their own roles.
They gather into three separate group which they seem to be familiar with. Most of the group member for each group are already sitting next to each other. The other members get up and sit closer to their team. Each group seems to have a lead person and each member has a computer out.
One of the students seems to take on the status of team lead which involved the group members reporting to her and not the professor. The team lead's role was to delegate assignments and make sure the group was on the same page. Outside of the classroom, the student roles and statuses changed once more.
A student in a grey and white stripe shirt thanks the guide and gives her admiration on the beauty of the garden and the work has been put into maintaining it. A few other students give their input on the overall tour of the gardens. The professor concludes by thanking the guide for her time and accommodations. He then goes on to address the students and indicates that they reflect on the visit and that they should be using their time wisely when working with their groups
Throughout the site visit the class took on the status of a consultant. Their roles were more professional and had a more direct interaction with the tour guide. Then to conclude the tour they shifted back into their student roles. Out on the site visit I noticed that the students' roles and statuses were not the only one to change. The tour guide's roles also adjusted to her status throughout the tour.
A gentleman, wearing blue jeans and a grey long sleeve shirt approaches the woman giving us the tour and asks her about some plants. He looks to be an employee and she gives him instruction and also asks him to give a few thoughts about the garden from his perspective. She thanks him for his input and he then headed down one of the paths as the woman leads us back to the ground level, where she concludes the tour.
The tour guides' role changes as she is addressing the worker. She taken on the status as the director of the gardens while interacting with the worker, but then goes back to her roles as the tour guide. People's roles and statuses are always changing as their definition of the situation changes for them. Everyone is always adjusting their roles to accommodate the status they have but we often don't notice or realize it.
[Definition of the Situation]
Everyone has their own way of interpreting a situation. We never really know how another individual defines a given situation, but we always want to think we do or that we are in control of the situation.
As I walked to the seat, the girl with her legs still stretched out asks me what I was sitting in the class for. I told her I was observing for a research project. She says, "oh cool, how fun" in a sarcastic tone. I laugh and tell her that it's not so bad since I opportunity to pick which group I wanted to observe.
The girl with her legs stretched out sees the situation from a student's perspective. She was in class and was required to be attentive and work on her assignments. While I was in the class to solely observe and take down notes. To her the thought of being in the class seemed a bit dreading but she didn't it realized that wasn't the case for me, that I had chosen to attend the class.
The students look attentive as they gather neither the woman nodding their heads as they observe the different plants visible. Many of the students along with the professor have their phone out and are taking pictures. One of the students asks the woman a question about the amount of visitor the receive and how consistent it is.
While at the site visit of the garden I notice a few differences of the students. Some of the students saw the visit as an opportunity to enjoy the scenery of the garden by observing the plants and taking picture. For other they focused on the tour guide and the information she was providing. Some student defined the situation as a casual tour of the gardens. While for the tour guide and other students the situation was more professional.
Two of the girls sitting at the group near the door are laughing. They try to contain their laughter as they turn to look at the group near them. While the other two group members seemed to be scrolling through something on their computers. The third group with only three girls seems to be casually hanging out and talking. It sounds like they're talking about graduation.
In the classroom, the student again seemed to have a different understanding of the situation. While in their group some students saw this situation as a time to socialize with each other. The team leads, and a few other students saw this as an opportunity to work on their assignment rather than an opportunity to socialize. Everyone has their own definition of the situation.
[Frontstage and Backstage]
In observing the program in different settings, I was able to see the preparation of the student and the implementation of their work. It is said that social life is like theater, in how we act in front of other and when we are behind the curtains.
Each group seems to be discussing a set of organizations and ranking them. Within each group the sound to be analyzing and comparing each of them. The professor checks in with each group asking for an update on where they are in their process.
I note this observation as backstage because here the students are working on their process of choosing their organizations. We tend to forget that everything requires preparation prior to enacting anything. The students are putting in the work "behind the scene so that they are ready for the "frontstage".
He mentions they should have come up with a couple questions to ask the elder woman, who he indicated will be leading the tour of the garden. The questions should help them get a better understanding of the inner workers of the garden and how it functions. They should develop question from the material covered in class.
This observation to me is considered backstage. It shows more of the transition from backstage to frontstage. The students should have prepared prior to the meeting in order to have a successful appearance. They are making their final preparation for their frontstage performance.
One of the students asks the woman a question about the amount of visitor the receive and how consistent it is. The woman goes on to explain on how they are trying to bring in more visitors and its difficulties. The same student continues the conversation with the woman as they go back and forth discussing the topic.
This observation demonstrates the frontstage process the students have been preparing for. There are acting in a professional matter and are implementing what they have learned in class to a real-life situation. I see the classroom as the backstage and the garden as the frontstage, which resembles the theater life.
[Meaningful Action]
In our everyday life we give meaning to actions. We as society carry out actions which we attach meaning to it.
As she adjusts her crutches to sit down I notice she has a tattoo on her right leg. The professor asks how she's feeling, and she replies by saying better.
This observation made between the professor and student shows meaningful action. The professor is showing empathy and making a personal connection with the student. The actions meaning were to show the students that he cares about their well-being.
A few other students give their input on the overall tour of the gardens. The professor concludes by thanking the guide for her time and accommodations.
The students are praising the garden and tour guide. The meaning to this action shows their appreciation and want the tour guide to feel good about her job. They want to be able to relate to the guide and show that they were invested into the tour.
The professor indicates that the cards should be hand written in order to make them more personal. Her eyes widen up then smiles and looks at her group members. The professor reminds them the work load should be equal. The group member with her hair in a bun says it shouldn't be a lot work between all of them.
In this situation the meaning of sending out hand written notes makes it more personal. They want the individuals receiving the cards to feel appreciated and cared for. The intentions are to build a personal connection that the individuals feel is actually meaningful.
Interview
[Roles & Statuses]
I began the interviews asking the interviewees about the program and their involvement in the program. Based off their response I was able to get a sense of some of the statuses and roles they had within the program. I created a single node for both status and role, as they tend to relate to each other.
"My involvement is as a student and so my responsibilities are to produce great work that's asked of me and the projects, and the projects are very related to what we will be doing in real life. And so, I don't take that very lightly. I take the projects pretty seriously. and kind of see it as like my professional development and personal development, too, because you work with people a lot. So, you see, like, ways that you should work on yourself and dealing with other people."
This individual's status (title) is being a student. She explains what her role (duties) are as a student in the program. As a student within the program she is expected not only to see through with her assignments but also do it in a professional manner. Every status has different responsibilities the individuals must carry out.
"So, the roles as an exemplary, I think it just kind of means that the professor, the professor's thought that maybe I'm a good example. I'm a good example of a student in the program, maybe because I do take it very seriously. I hold myself to a higher standard than just being a student. I know I'm a student, but shortly after, I'm hoping to become a professional."
Status can be obtained in different ways, in the case of this individual she was given the title of exemplary student by her professor. She explains that as exemplary student she must continue to set a good example. I then ask her if she has any other status within the program. She tell me that she has been "team lead" in her classes. I ask her to expand on her position as "team lead".
"It's a lot, a lot more, because you have to your sort, because you're working in a team of students. In order for it to not be confusing, you know, you're sort of like the point. I'm making contact and sending emails."
She explains that as "team lead" she has a lot more responsibilities. She is essential the person in charge of the group. This also demonstrates how individuals can have more than one status and perform the different roles that pertain to each status.
"Primary faculty member in the program. And in my role, as faculty member, I teach five of the core courses within the program. And then two online courses that have to do with volunteer management, as well as I make the connections for the organizations in the capacity building project, which is a part of such one at six and one at seven s as well as make the connections for the grant writing organizations in the social one at three courses. We have had as many as six organizations in grant writing and capacity building, we've had as many four in a given semester, quite a bit, it's quite a bit of organizations and quit, not to mention bringing in guest speakers in all of the X courses, out of the 16 weeks. In, in each of the courses, I tried to schedule up to 10 of those weeks with guest speakers, and your site visits to organizations out in the community."
I asked this individual about their main status in the program and if they could expand on their roles in that status. This individual has the status of faculty member and his main role is to ensure his classes get the appropriate curriculum. This excerpt shows that every status has some sort of responsibility attached to it.
[Frontstage & Backstage]
Erving Goffman saw social life similar to theater life. We are all actors that are constantly performing on stage and perfecting our craft behind the curtains. To understand this perspective of the program, I ask the interviewee to tell me about their preparations behind the scenes.
"behind the scenes work is doing your due diligence, it's doing your research, making sure that there's no redundancies and what you're going to present because I don't like looking like an idiot, and I want to, I want, my goal is to be someone that knows what they're talking about. And so there's something I don't know about, I'm going to, I'm going to familiarize myself with it. So it's a lot of research, a lot of emails and communications, also phone calls, also behind the scenes with, so you have to contact organizations to get certain information from them. Or maybe they themselves have really good information, exemplary information that you want to carry, or you want to spread around. A lot of work, people don't notice, they don't. So much."
This response come from the perspective of a student. As a student she wants to make sure she is prepared for the task at hand and not caught off guard. Her response shows how the backstage work is important in preparing you for your moment on the stage and being ready for it.
"That's a great question. This semester, we're just working among the capacity building team among the governance team. So the cost of building costs the governance team, and our classes just meets once a week for three hours, from like four to 650. So not even three hours. And like today, I'll meet with my team, even though it's not the class, not the time that we usually meet, and we'll go over our presentation will go over what we want to discuss will divide sides. And we'll do that all-in advance of meeting with the team. And I think there's a little bit more work that's put into these classes. Because we're not just presenting to the classroom students we're presenting to a classroom of professionals are our team America's, the Board of Directors is going to come in. And we're going to have recommendations for them, and how they can build their capacity, right? And their governance. So how they can be stronger board. And we're going to tell that to them. And so, we're going to be dressed up so we're going to look nice, and we're going to be rehearsed."
This is a great example of backstage and frontstage. It shows how when we are not performing in frontstage we are preparing ourselves for it. This individual is going beyond the classroom in order to ensure she is prepared and ready for her performance. She explains when its time to present to an organization, they make sure their appearance is professional. When in frontstage we put together everything from our backstage. Many people do not see all the work or consider the amount of time that goes in to showing a final product.
"Now, I seem to drink a lot of coffee, you know, with the speakers to say here's the material, and this is what the program is. This is the approach that we'd like to take any X class and here are some of the questions they may ask you, when you come into class. And here are some questions that I'll ask you. So, try to prep the guest speakers, that takes more time than I ever thought it was going to take. In beginning sounded really good. Just schedule Yeah, guest speaker, you know, just send them an email, Hey, can you show up here, they come in, they come in, do their thing, they're gone? Well, it's a lot more than that,"
This exert explains how one's frontstage can be affected by not doing the behind the scenes work. In this particular situation, if the professor does not do any preparation prior to the class session then the class session isn't as effective. The professor must put in the time with the guest speaker so that they are on the same page and they are both able to perform their jobs effectively.
"Yeah, and, and then for students to see that they have a possibility to have that same kind of relationships. And so, in class, I might have some more definitive, but when we're out in front of other people in the community, I want to see the students shine. I agree now, the agency to see the student shine and want the agency to respect you scholars, yeah, i want the agency to feel like, oh, we're in good hands in the future."
This portion of the interview shows frontstage at play and the significance of backstage. The professor explains how when with agencies, he wants the students to be able to flourish and be recognized. This is only possible if the students are prepared and present themselves accordingly. There are many instances when we are engaging in frontstage and backstage, but we are unaware of it.
[Looking Glass Self]
The concept of the looking glass self is essentially how we as individuals believe others are viewing us. We use this thought process to paint a picture for ourselves which we then act upon.
"well, depending on the perspective of a person, I really believe in quality work. And for you to turn in quality work, it does mean you know, looking over make, you know, double checking your work, making sure that the writing itself is presentable. So this isn't an English class, but I know that when you're writing these things, you can't be subjective. You have to be objective, you can't write bs , any of that. So just making it appear perfect. Like a real bureaucrat wrote it"
This student is explaining why she thinks other perceive her as a "powerhouse" and "uptight". Due to her diligence and the high expectation she has of herself and her group, she is the type of person to make sure everything is getting done correctly. She states how it depends on the perspective of the person, because some may interpret her intentions differently.
"I think that changes from semester to semester. And I think, probably the, I don't know, most interesting or important part that I could talk about would be when I've been like team lead. And I really felt like I had to step up the work that I did in my classes, I had to, I had to work harder, I had to like, you know, be on time and make sure I was attending. I didn't miss class ever. And make sure like I was there. So at least other group, other members of my team knew that I was committed. And then I was someone that they could go to bed questions. And then I would be able to make sure I had all the information in order to relay that to my team if they missed or if I was clear on the assignment so that we would do a good job as a team."
As team lead she felt that the rest of the group looked at her as the example. She thought they were holding her to a higher standard, so she made sure she was on top of everything. She saw herself as the one responsible for the team's performance because of how she thought the group perceived her position as team lead.
"A perception that it's probably very true perception that I have a particular way of doing things and that I want students to follow certain protocols, because out of my own experience, I know that there's some things that just aren't going to work. And there's a million ways that these relationships are fragile and can be screwed up. So, you know, not showing up on time. And so, I made your own some of those things on the professionalism a lot and said, that annoys some students who think I should know that, you know, I already know that. And, you know, I'm a grown up, you know, we're going to do this, but even grown-ups need to be reminded of those things. So, I'm looking for a professional. "
The professor uses his past experiences as a student to depict how he believes the students view him. He uses this to help the students better themselves. He ends it by explaining how he wants the students to become professional. The professor understands why they may perceive him this way, and how it varies depending on the individual.
"Yeah, there's lots of perception because I'm an older white male. Yeah, then I'm going to have certain attitudes and certain perceptions, and I'm going to view life certain way. And then there's a given amount of privilege in that "
The professor shares how he believes there are multiple perception of him. In this case the judgement stems from stereotypes. He had an occasion were a student made a comment of him being an old white southern man. This pours into how he believes other people think of him. We often let comments and stereotypes from individuals influence the way we think everyone else looks at us.
[Self]
Another concept I focused on throughout my interview was self. Our self is created and shaped through interaction with others. To help me get a better understanding of this within the group I asked the interviewees what is or was their biggest influence and how it influenced them.
"I think my biggest influence has been Key. Yeah, she has really taught me what it means to be a strong woman.
So, like a professional, strong woman. So, by that sense, I mean, when personally working under her, when I've turned in work that she thought was under par. She did not hesitate to tell me."
This student was influenced by one of the guest speakers that attended their class. She has influenced her in her career path and work ethic. This is one example of how the involvement of community members in the program can have an impact. It also reflects on the backstage preparation done by the professor in having the appropriate speaker and the information covered.
"it just was like the craziest thing I walked in on a Sunday in summer. And I like literally walked into his office because I was already a sociology major. So I, you know, like, looked at the social science building. And then he was like, Oh, hey, like, I have some questions, and we can transfer. And then I told him, I want to work, I want to open my own CBO. And then he told me about X, and I was hooked. It's almost a perfect fit."
In the case of this student, her biggest influence was Dr., one of the directors of the program. She initially had interest in being a part of the same work the program focuses on. The influence Dr. had on her in this initial meeting, was critical in showing her that there is a place for her where she can gain real value in an area that she's passionate about. The manner Dr was able to make a meaningful connect and present the program was impactful in influencing the student.
"first start with the diversity of the students that not just in terms of race and ethnicity, but where the students come from the type of family backgrounds that they have. And every now and you know, then, almost every semester, some student's kind of invite me into their family life and, you know, being into their family's culture now, you know, they will be excited about me meeting their parents or their grandparents and your siblings. So that's been a surprise and a huge benefit for me"
For the professor the influences differ slightly from the students. To him the students were his biggest influences. He was able to build meaningful relationships with the student despite the diversity of the program. He was taken away by how some students were so open in inviting him to share their family's culture. To me this shows how it doesn't matter if you're at the top of the program or the bottom, everyone has an impact on someone else within the program.
"The second is that the amount of work that students first complain about, but they are more than willing to do, and the type of work that students present, it is some work that students did when I first started teaching in the program in 2007, it's still continuing, then when I look at an alum, [name], who's in the California State Assembly, and hear him saying, I know how to choose the outstanding CBO in my district, because of what I learned. you know, [sisters] doing research in their PhD programs that you've seen her said, or [name], and full scholarship to Boston College and community engagement. Those are the benefits, those are the surprises that they come that the students who make sure that I'm connected to them, in many ways long after graduation"
He also expresses how the accomplishment of the students after they graduate have influenced him to continue what he's doing. The relationship that he cultivated when they were in his classes have carried on into their career paths. Everyone within the organization has been shaped by different influences within the organization.
[Definition of the Situation]
In society, everyone tends to have a different interpretation of a given situation. To gain a better understanding of the program, I wanted to look at why individuals are invested into the program. I did this by asking the interviewees if they could talk about what the program means to them and what motived them to be a part of it.
"This program means everything to me. Because education, and my work in academia has meant so much to me. But this has shown me my career path, and also the good that I can do in the world. sociology just kind of teaches you everything. What's wrong with the world. That's kind of problems. Yeah, you learn about social problems, you learn about what's recommended, but the recommendations aren't in place. And the more we've kind of gone on or just things I've learned, it's not always a federal government that solves things. Most of the time, it's been nonprofit organizations that has either filled in gaps, or has actually, like, brought justice to certain things. "
This student expresses how the program has shown her what direction she wants to take her life. The program has given her the ability to contribute to CBOs and their fight for change. For her the nonprofit sector is the one who is actually hands on within the community filling in the gaps that are overlooked by the rest of society. The student defines the program as meaning everything to her and has allowed her to go out into the community and do morally good work.
"I think for me, it's my commitment to community benefit organization. So these are organizations that I've been able to really look into how they do it, and how they run their programs. These are people who have to do what they're doing. They're not necessarily government funded, although many of them get government grants. But these are people who are honestly just trying to make the community and the world better. Yeah. And I want to be a part of that I want to be a part of an organization that is providing resources to help people change their lives. And right now, I'm at [CBO] and we intern, as an intern, and I know, helping out a program that's helping kids rehabilitate without going back into the juvenile justice system, but really providing the resources they need."
For this student her involvement began with her desire to have her own CBO. This program gave her the resources and knowledge for her to follow her desire to impact the community. She has been able to work with a local organization to implement everything she has learned and have an impact on the youth. The goal of this program is to provide the student with the appropriate practices that should be conducted at a CBO in order for them to have an impact on the community they are serving.
"And I remember going home and be really upset? Because I wanted to say yes, I would love to do that. But I don't think I can. I can't I don't walk well, I can't see. I I don't know if I could track the students. My memory is pretty shot. And the first semester It was amazing. And so, in many ways the program, it sounds over bond and even saved my life. You know, I don't know if I would be getting well. I don't know why we continued to stay. But as I'm looking toward retirement in a couple of years, I this has been life saving for me. And the relationships have been life saving for me."
As for the professor the program in a way meant the same to him as the student but in his case he expresses how it essentially saved his life. He opens up a bit about his personal struggles he was going through at the time and he was offered an opportunity with the program. This opportunity allowed his life to be rejuvenated and showed him that he can still do what he loves, which is teaching and having an impact on the community. From the program's educational criteria to the relationship built with student and other community member, has been a life changing experience. These responses show that the program has deep meaning to many of the individual involved and it has really catered the passion they have for their communities and making change.
Content
[Agency]
The first node I created with NVivo is agency. As I gathered the information I made note of which document showed the success of the group and how it empowered them. When a group is able to show their success, they are able to have an influence on others. To be specific agency is the ways a group construct or reconstructs the world. This first code represents just that.
"Scholars work with CBOs resulting in the establishment of organizations and various campus policy changes and city ordinances regarding divestment from fossil fuel companies, anti-human trafficking, vacant blighted properties, and the Office of Independent Review."
This exert from their website tell of their accomplishment and how they have had influence on creating change. It shows how CBO agency can benefit from the partnering with the school's program. Many CBO are managed by individual who have no idea how to run an organization. The program has had an impact on local CBO, influencing new partnership to flourish. Through this partnership we are able to see the impact of developing leaders in this sector.
"Over 320 alumni have earned the minor degree, certificate, or a special major in CBO Administration & Leadership. Approximately 70% are employed with CBOs (70% of whom are employed locally) and 10% have become directors, executive directors, or CEOs"
This statistic provided by the program on their website shows the effectiveness of the program in helping students establish themselves. This has an influence on the student in the program and in potential members. On current members of the program it affirms them that the program is successful and to trust their process. As for nonmember it proves to them that there is opportunity for a career in this sector.
"Since 2009, the programs consulting teams have worked with 39 Community Benefit Organizations (CBOs) to conduct organizational assessments, identify priority areas and implement recommendations, and evaluate the impact to enhance their capacity and long-term sustainability to better fulfill their missions and meet the needs of the San Joaquin Valley and beyond."
This quote obtained expresses the longevity of the program and the impact it has had. It shapes the idea that we can collaborate with local organization and be effective at it. The changes the notion that you must have an immense amount of experience in this sector to be able actually make change.
[Identity]
The next node I coded for using NVivo was identity. Identity as a concept is essentially the characteristics of the group such as who they are or what it means to be a part of it. You can also think of it has who are they trying to win over and represent their culture. Similar to the previous node I took note of the document that represented the groups identity.
"This program gave me confidence in the difference I can make. Through the program at Fresno state, I found a career path that perfectly complements my skills and education."
This quote taken from the programs blog express what it meant for this individual to be a part of the program. The blog was posted by a student that is involved in the program on campus. It shows that the program targets students that want to make an impact in their communities. This represents a welcoming culture that want positive change. These are some of the characteristics that represent the program.
"The program has changed my life not just because I am closer to earning my degree, but by opening new opportunities for me to make a difference for others and CBOs I work with."
Here is another quote from a student that I coded as identity with Nvivo. This quote shows what it means for this student to be a part of this educational program. It has enabled her to find her passion and given her an opportunity to expand her helping hand. It also expresses the culture the program has of making a difference in their community.
"effectively provides students with innovative hands-on approaches to service- learning and entrepreneurial approaches to sustainable CBOs in the Central Valley"
This quote was coded from an outreach flier the program had. This essentially show who the program is, they are educator and student that are looking to have an impact working with CBOs. It reflects the culture of the program. How the program is engaged with the community in trying to create positive outcomes.
[Diagnosis]
The next node I coded with Envivo was Diagnosis. Diagnosis essentially means, what's wrong? What is the injustice this group in facing? Whether we may realize it or not, every group faces some sort of issue. It can be an issue that pertain directly to the group or it can be a societal issue that they are combatting.
'It stated the reality and truth of what some of my friends are facing today and it served as a reminded, that as a Hispanic community we will not stop fighting for what we have worked so hard to achieve."
This quote taken from the scholar reflection blogs show an example of the societal issue these students are facing. The program was a part of march to fight for the injustice's minorities are facing. This depicts one of the social issues the group is challenge and ants to create change towards.
"the most difficult areas to fund," including board and staff development; advocacy and public policy; and volunteer management and technology."
The program also looks at the issues CBOs they partner with are having to overcome. In this case it pertains to certain area within the CBO community that lacks in financial support. The challenge is being able to get funding to manage and implements these resources. This is an example that everyone faces some type of obstacle.
"goals towards addressing student debt in the CBO world, for one, I did not think to find the two associated with one another"
This quote I coded for shows another type of issue the program is looking at. The CBO sector isn't known for giving student a lucrative career, monetary wise. This may discourage or leave student unable to pay back their dept. This issue is a larger issue that tend to bleed into many areas.
[Prognosis]
Following my coding for diagnosis, I coded for prognosis. Prognosis conveys they solutions for a given issue. Prognosis is the opposite of diagnosis, it presents how to fix the problem being faced. This essentially express to others that you have the answer they are seeking to join them.
"Scholars work with CBOs resulting in the establishment of organizations and various campus policy changes and city ordinances regarding divestment from fossil fuel companies, anti-human trafficking, vacant blighted properties, and the Office of Independent Review "
The program partner with local CBO to overcome the issue together. This quote show how this partnership has provided results. By teaming up together they were able to have a greater impat than they would have alone. They work to fix a problem that affects both of them. They are able to make changes to problem that not only affect them but the rest of society.
"I had no idea that someone with student debt could eventually be forgiven if you work within that sector for 10 yrs."
One of the solutions to the issue of student dept faced by not only student and CBOs is discussed is this quote. It explains how by giving her devoted time to working in the sector your debt is forgiven. This impacts the student and CBOs directly. It helps student s with their school dept while helping the CBO sector recruit students.
"Scholars research and prepare grant proposals in partnership with local Community Benefit Organizations (CBO Nonprofits). Since 2006, over $2.7 million secure from federal, state, and local funding sources for our partners."
In facing the challenge of finding funding for certain areas in the CBO sector, I decided to code this as the prognosis. This shows how the program is combatting the underfunded area of these organizations. They are coming up what funds to distribute to CBO they believe will be responsible and use the money effectively. They took it upon themselves to directly have an impact on the issue and fix it.
[Motivation]
The final node I coded for with Nvivo was Motivation. The concept of motivation is in essence why the program is doing what they are doing. I felt this node was important to show the true meaning of the program. It allowed me to get a much deeper understanding of it.
"transforms lives and perspectives on leadership and philanthropy and positively impacts individuals, organizations, and communities"
This quote was the first code I made for the motivation node. I came across this saying on almost every important document from them program. I believe this is their true motivation for their work. They want to transform live and change perspective not only of the students but of other community members as well. They want to make an impact on how individual, organizations, and communities outlook on leadership and philanthropy, all in a positive way.
"It helped spark the fire inside me to want to make a change in the CBO Sector. To help people become fundraiser themselves. Thank you!"
This quote is from a student's post on the website's blog. This is a great example of why they do what they do. They want to inspire their students and other to be the change. This is reflected by the fellow students post. The program has motivated them to make an impact. They positive responses they receive from its student it one of their motives.
"the education of the whole person—in spirit, mind, and body—for leadership in service to humanity."
This last coding, I made I believe is the base for what the program does. They want to educate people to enable them to make a change in their community. That I believe begins with this. The program wants students to be leaders in service within their community by using their spirit, mind, and body. The quote was obtained from the program's website where it explained their formation.
[Queries]
In performing my analysis of the data, I ran a word frequency. From this I created two different word clouds. This helps show patterns within the data. The words clouds give a better visualization of the data being looked at. The first words clouds consist of words no smaller than 3 letters and covers a frequency of 1,000 words. While the second word cloud consists of the 10 most frequently used words.
Conclusion
Throughout this experience I was able to see the how our social interactions relate to theory. I experienced this first hand by making observations of the group and analyzing the data gathered to better understand it. I observed how individual act according to the situation they are in and the meaning they give that situation. Conducting this portion of the research was a unique learning experience.
As I conducted more interview I was able to feel more comfortable and I believe have a more efficient interview. The responses from the interviewees were amazing, they were open to expressing their feeling of the program and what it meant to them. This allowed me to gather great data of the program and the people involved in it. I was able to see the passion that there is within the program. The responses were not identical but they all seemed to point in the direction, of the passion these individuals have in positively impacting their communities.
Overall my experience in the content analysis was a bit mixed. Collecting the data was not so much of an issue. The information on the group wasn't as broad as I would have liked but what was available was very accessible. I was able to relate the concepts; agency, identity, diagnosis, prognosis, and motivation to the data collected. It was a bit overwhelming goin through the content and connecting it to the correct concept. It would have been much harder without Nvivo, with it I was able to keep it organized and create the word clouds. I was able to gather valuable data on the program.
Work Cited
Carol A. B. Warren and Tracy Xavia Karner. 2014. Discovering Qualitative Methods:
Ethnography, Interviews, Documents, and Images,Third Edition. Oxford University Press.
Definition of the situation. (2017, december 17). Retrieved from Wikipedia: https://en.wikipedia.org/wiki/Definition_of_the_situation
Dillon, M. (2013). Introduction to Sociological Theory : Theorists, Concepts, and Their Applicability to the Twenty-First Century.John Wiley & Sons, Incorporated.
Fiorito, T. R., & Nicholis, W. J. (2016). Silencing to Give Voice: Backstage Preparations in the Undocumented Youth Movement in Los Angeles. Qualatative Sociology.
Levine, J. M., & Hogg, M. A. (n.d.). Looking-Glass Self . Encyclopedia of Group Processes & Intergroup Relations.
Sandstrom, K., Martin, D., & Fine, G. A. (2009). Symbols, selves, and social reality: A symbolic interactionist approach to social psychology and sociology.Vancouver: Crane Library at the University of British Columbia.
Scott, J. (2015). Symbolic Interactionism. A Dictionary of Sociology.
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