SOC 3307f
Interviewing
Video: Getting People to Talk
 Getting
People to Talk: An
Ethnography & Interviewing
Primer
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Copyright © 2008 Gabriel Biller & Kristy Scovel
What is interviewing, why do it?
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In qualitative research, interviewing, especially
in-depth & open-ended, is a common and
preferred method.
In general, the goal of an interview is to explore
the participant’s point of view, feelings, everyday
experiences as interpreted by him/herself.
Unlike regular conversation, interviewing has a
specific purpose: to gather important and
relevant information (data) to analyze.
Types of Interviews: Depth or
Unstandardized Interviews
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Also known as open-ended, informal, unstructured.
No list of pre-determined questions.
No set order, wording can change.
Interviewee can ask questions, clarification.
No assumption that researcher knows what exact
information needed; questions are formulated
during process of interview, adapting to what is
said.
Very flexible, allows for interviewee to guide, direct
interview.
Depth (cont.)
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Goal is to seek understanding and interpretation.
Use of a conversational style – your primary role
is that of an active listener.
Record what is said and record your feelings
about what you learned throughout the interview.
Feminist Interviewing
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Similar to depth interviews but grounded in
feminist philosophical principles
Are open, long-lasting, intimate.
o Research participants not merely data
providers.
o Goal is to build trust
o Self-disclosure is often used
o
Feminist (cont.)
 The deeper interactions give access to women’s
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ideas and feelings in participant’s own words.
Opportunity to devolve control.
Can be self-revealing for both participants and
build consciousness raising.
Encourages women to listen carefully to each
other.
Is interviewee-guided.
Semistandardized interviews
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Also known as semistructured.
Some structure but questions can be reordered
during interview and/or wording changed.
Can add, delete questions, ask for elaboration,
clarification. Use of probes is common.
This type of interview usually has a set of preestablished themes, guidelines, set of questions,
but researcher not strictly bound to it.
Each interview different so must adapt
depending on situation, but have in front of you
something to go on to guide you and focus you.
Standardized Interviews
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Also called structured, formal interviews.
Very formally structured.
No deviation from established order allowed.
Exact wordings to be followed.
Can’t ask for any clarification, elaboration.
Interviewee can’t ask any questions.
Can’t add questions.
Assumption that researcher knows the topic well,
knows what information needed and there is
shared meanings about topic, event, concepts.
Interview Schedule
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If using standardized method, then you must have
formulated ahead of time a list of all questions to
ask in exact wording and order of questions.
Semistandardized: prepare a list of questions,
probes and themes that you anticipate to focus on.
Does not have to be as definite and specific.
Unstandardized – may have list of themes, but
interviewee guides interview
A schedule allows you to think ahead of time
carefully about the topic, to know what is that you
want to get from interview.
Developing Schedule
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Time consuming, so prepare well ahead of time!
Have a clear idea of information you might need.
Even when doing unstandardized, you must have
some themes to guide you: “what is about this
person, and her experience with relation to the
research that I need to know more about?”
Need demographic questions.
A list of questions that relate very directly to topic.
Some questions that loosely relate.
Some questions worded slightly differently.
Throw-away questions and probes.
Different roles of the interviewer
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Interviews are not typical conversations and you
have a role to adopt
Equal relationships are not totally possible.
Must establish good rapport and trust.
Roles:
 Actor
Recite scripted lines (interview questions), remain
nonjudgmental
 Director
 Perform lines and assess the performance
 Choreographer
 Control the interview process
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Researcher as research
instrument
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Qualitative interviews require considerable skill
on the part of the interviewer.
The interviewer needs to notice how directive
he or she is being
Whether leading questions are being asked
whether cues are picked up or ignored
Whether interviewees are given enough time to
explain what they mean
Whyte’s Directiveness Scale
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1. Making encouraging noises
2. Reflecting on remarks made by the informant
3. Probing on the last remark by the informant
4. Probing an idea preceding the last remark by
the informant
5. Probing an idea expressed earlier in the
interview
6. Introducing a new topic
(1=least directive, 6=most directive)
Maintaining control of the
interview
Know what it is you want to find out
 Ask the right questions to get the
information you need
 Give appropriate verbal and non-verbal
feedback
 Good feedback vs. bad feedback
 Avoiding bias
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Repertoire Techniques
 Uncomfortable
Silence
 Create a long silent pause after a question
 Echoing
 “that
happened to me too, “ or “I know what
you mean”
 Letting
People Talk
 Avoid unintentional interruptions
Copyright © Allyn & Bacon 2010
Questions to avoid:
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Affectively worded ones: avoid inducing negative
emotional response. Make questions as neutral
as possible.
Avoid asking “why?” directly.
Double-barrelled questions: only one issue or
topic per question.
Overly complex questions. Try to speak at same
level, be clear, know the cultural background of
the person to ensure you don’t offend
Do some prior study of the group, be culturally
sensitive and respectful of traditions and culture
Using a Dramaturgical Approach
(Berg, 2009)
 Building
Rapport
Establish
common ground
Appearance and demeanor
 Social
Interpretations
Nonverbal
channels: body gestures,
signs, phonemic sounds
Copyright © Allyn & Bacon 2010
Berg’s Ten Commandments
 Never
begin an
interview cold
 Remember your
purpose
 Present a natural
front
 Demonstrate aware
hearing
 Think about
appearance
 Interview
in a
comfortable place
 Don’t be satisfied with
monosyllabic answers
 Be respectful
 Practice, practice,
and practice some
more
 Be cordial and
appreciative
Copyright © Allyn & Bacon 2010
Interview Assignment for Oct. 3
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This is a “mostly in-class” group project involving a
comparison of three types of interviews. It is worth 10%.
In groups of 3, prepare a standardized interview and a
semi-standardized interview schedule and prepare a
list of themes for a depth interview.
Topics will be assigned by me in a random draw.
Give each group member one of the schedules or list of
themes and choose another group to interview.
Record the answers and your reflections in detail.
With your original group, compare the responses you
received. Discuss the differences, similarities, and quality
and quantity of information that was gathered. Submit
your joint findings/reflections on the 3 interviews Oct. 10.