IT 162 Semester 2, 2011.
DATA ANALYSIS AND REPORT WRITING: WHAT TO KNOW BEFORE YOU START
Bencha Yoddumneren-Attig
Introduction
One of the cornerstones of qualitative research is “be prepared as much and as early as
possible”. In collecting, analyzing and reporting research data/information, there are two
main formats most researchers tend to use. In the first format, the researcher begins to
make some kind of sense out of the fieldnotes, documents and other data sources after
the data collection process, i.e., fieldwork, is completed. This format is very
problematical, since in many instances field insights are lacking or forgotten, and the
opportunity to clarify social and cultural patterns with supplementary data has long since
passed.
This chapter, though, advocates a second format which stresses that the researcher
must know, before fieldwork even commences, exactly how to work the data into an
organized and understandable unit, which can then be easily written-up in a logical form.
Moreover, data collection and analysis should occur simultaneously during the time
spent in the field. This allows the researcher to continually formulate, test, and/or modify
hypotheses concerning the research problem under study using newly obtained field
data and the insights of his informants. This approach to analysis, in sum, lets the
researcher cycle back and forth between thinking about existing data and generating
new strategies for collecting ever finer data. It focuses more fully on analytic exploration
and development of data which are substantiated through on-going systematic
observations and interviews.
This chapter’s major aims, therefore, are to initially familiarize readers with qualitative
analysis by guiding them in mapping out a plan for effectively sorting, categorizing and
classifying raw data into units of analysis as well as changing information from a
narrative form into a concrete filing system. Thereafter, specific helpful tools for analysis
are described. And lastly, a way to communicate the data by organizing the research
report format is presented briefly, since individual report writing styles and are dependent
on the researcher, himself, his project objectives, and the data involved.
I. Data Analysis
As noted, a qualitative analysis is best done as data is collected through its
efficient sorting, coding (or indexing- category) and filing. This will aid the researcher in
organizing his data, turn the data into concepts, and then concepts into relationships.
That is to say, in analyzing qualitative materials, the researcher is trying to find
underlying patterns that join together and make sense out of observations and interview
cases (Arnold, 1982; Patton, 1980). The purpose of these procedures is to organize
information into logical, discrete and comparable units which aid the researcher in
repeatedly collecting and analyzing data in an on-going, progressive manner.
Sorting Data
The sorting process usually begins as soon as field data are obtained. Every evening
(and lasting sometimes into night), a researcher must write-up his field notes in a
systematic form. Each completed write-up should be comprised of at least the following
aspects; a) people met as well as events or situations experienced that day and the
exact context in which they occurred (even the smallest, seemingly insignificant
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encounter should be noted in detail since, at a later time, it may become exceedingly
relevant); b) the main themes or issues discussed in each interview, described in as
complete during the next interview; and, d) the specific types of data sought about these
issues (Miles and Huberman, 1984).
The researcher may then do one of two things with his field notes, depending on
his specific style. He might immediately analyze them by making clarifications and
comments as they appear out of the data, noting specific relationships between variables
(e.g. issue items), and linking these with previously collected information. For other
researchers, after the field notes are written up, he/she might let them “sit” for an hour or
two, and then come back and review them using the same process as in the first case.
This latter technique is especially is good when the field notes are lengthy, since it gives
the researcher a chance to relax after the arduous task of compilation and then clears
his mind for a more objective analysis. Both methods are acceptable in that each aims to
give the researcher clear insight into what data he has actually collected, its connection
with previous information, and what data still needs to be obtained. In this way, the
researcher will gain a more comprehensive understanding of the core variables and key
phases in a process, as well as major research issues which may not have been
anticipated (Burgess, 1982; Lofland and Lofland, 1984).
Data Coding (or Indexing-Category)
While the researcher is sorting the data, he must simultaneously do the coding or
indexing-category. These are mechanisms for organizing and classifying data, so that it
can be readily compared between cases (e.g. persons), and patterns can be readily
identified. These codes are inductively developed and point to the general domains
evident in the fieldnote content. Bogden and Biklen (1982) rightly suggest that the major
scheme for coding should include: a) setting/content, e.g., general information or
surroundings; b) definition of the situation – how people define the setting surrounding
specific topics; c) perspectives – ways of thinking, orientation; d) activities – regularly
occurring behaviors and their patterning; e) events or specific happenings; and f)
strategies – ways of achieving specific ends. To illustrate, the following is an example of
completed field notes and an indexing-category.
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Example 1: The following excerpts are from a study entitled “Continuity and Change in a
Northern Thai Village: Determinants and Consequences of Fertility Decline on Northern
Thai Family Structure” (Yoddumnern, 1985).
Fieldnotes
Indexing-Category
Mrs. A migrated to this village from Ban Fa, a 1. Prior residence
nearby community. In total, she has six siblings: 2 2. No. of siblings/family size
elder and 3 younger, four of which are female and
one male (thus 5 females, 1 male; a family of six).
Mrs. A is the third eldest child, and she has 3. Occupational duties prior to
worked in her family’s rice fields since she was 14 marriage;
years old. Before that time, she did household 4. Age at farm labor initiation
chores.
Mrs. A is now 20 years old, and she has been 5. Current age
married for one year. Mrs. A and her husband 6. Age at marriage
knew each other for about 5 months before they
were married.
The wedding ceremony was a traditional one. In 7. Marriage process
the beginning, the groom’s parents asked for the 8. Sacred/religious rites or beliefs
hand of the bride from her parents. When this
proposal was accepted both the groom and bride
paid respect to each other’s lineage spirit. This is
called the rite of cross-lineage propitiation.
Usually, men then move into their wife’s parent’s 9. Post-marital residence
house. For Mrs. A, though, this was not the case. 10. Labor obtainment
Since her husband was an only child, no one
would be left to care for his parents. Thus Mrs. A
began her married life in her husband’s natal
household.
Thereafter, Mrs. A worked with her parents-in-law
in their rice field. Whenever possible, though, after
they were finished the married couple also went
and helped Mrs. A’s family. If they could not go,
they hired someone to help Mrs. A’s parents.
13. Contraceptive use duration
14. Information sources for family
planning
15. Usage determinants
16. Contraceptive discontinuation
determinants
After marriage, Mrs. A used contraceptive pills for 17. Time of contraceptive
about one year. Her husband’s mother and sister
discontinuation
advised her to do this, since her husband’s
temporary job did not provide a steady income.
After nine months of marriage, however, her
husband’s job became permanent. They both then
wanted to have a child, so Mrs. A stopped using
the pills two months ago.
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Coding or indexing-category, as noted, can be made by designing the required units of
analysis (i.e.’ the major relevant headings which arise during data collection).
Oftentimes, these units can be divided into roughly three types: enumeration unit,
recording unit and context unit (Cartright, 1966). The enumeration unit refers to an exact
number, time or age, physical length or temporal duration. In the previous example,
indexing-categories numbers 2, 4, 5, 6, 13, and 17 express enumeration units.
The recording unit is the answer to a single question, and is often referred to as an
indicator. For example, when there is a question about patterns of post-nuptial residence
in a community, the answer might be neolocality. Neolocality is then perceived as the
recording unit (subsequent examples to follow).
The content unit (or classes/sub-classes) provides the basis for perceiving the recording
unit. For example, in the study of “Population Growth, Society and Culture”, Sipes (1980:
34-36) hypothetically anticipates several factors that correlate with population growth
such as kin, social system and relationships; the position of women in the society;
marriage and divorce; etc. Each of these factors is considered as one context unit. Under
each unit, several recording units can be noted as in Example 2 (e.g., Kin, Social System
and Relationships is the context unit, whereas classes 1.1 – 1.16 are the recording
units).
Example 2: Context and Recording Units
Context Unit
1.
Kin, Social System and Relationships
Recording Units
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
Neolocality
Polygyny
Inheritance rules
Sociopolitical usefulness of children
Results of illegitimacy
Child labor laws or customs
Attitudes of children toward parents
Attitudes of young toward old
Sociality of care for the aged
Amount of care given the aged
Individual achieved versus ascribed status
Sex-based differences in roles and behavior
Freeness of conversation between sexes
Extent of corporate kin group activity
Economic contribution by children to the house hold
General importance of family to the society
Context Unit 2.
Position of Women in Society
Recording Units
2.1
2.2
2.3
Preference for a particular sex of child
Equality of women with men
Desire to restrict women to the home
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Context Unit
3.
Marriage and Divorce
Recording Units
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
Social drawbacks of the unmarried state
Parental arrangements of marriages
Difficulty in acquiring a marriage partner
Age at first marriage
Differences in ages of marriage partners
Percent of people never married
Frequency of divorce
Ease of divorce
Context Unit 4.
Pregnancy and Parenthood
Recording Units
4.1
4.2
4.3
4.4
Desire to limit the number of children
Pregnancy viewed as onerous
Influence of parenthood on sex identity
Attitude toward abortion and infanticide
Context Unit
5.
Sexuality
Recording Units
5.1
5.2
5.3
5.4
5.5
5.6
5.7
Abstinence from sex
Adolescent’s knowledge about sex
Discussion of sex in mixed company
Freedom to resist the advances of the other sex
Acceptance of nonmarital sex
Moral decay of society
Sex as recreation
Context Unit
6.
The Supernatural
Recording Units
6.1
6.2
6.3
6.4
6.5
Ego’s misfortune due to other persona
Contribution of deceased kin to living descendants
Contribution of living kin to deceased ancestors
Need of a male or female heir for religious rituals
A religious versus a secular orientation
Context Unit
7.
World View and Horizons
Recording Units
7.1
7.2
Fatalistic attitude toward the future
Economic status affected by individual scion
(Source: Sipes, R.G., 1980: 34-35)
Like the sorting procedure, the aim of these units of analysis – be they enumeration,
content or recording units – is to organize and classify data. From this procedure, a
multitude of different data types and their content (which oftentimes are intricately intertwined) can be logically separated out. They can then be objectively compared and
similar patterns can be identified which link variables on an intra- and inter-case basis
(e.g., determinants of post-marital residence patterns, post-partum food habits/taboos).
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Establishing Files
In addition to sorting, coding and devising the units of analysis, an efficient data, as
mentioned in several chapters, is usually not based on numbers but words, and these
are oftentimes difficult to keep organized so that they can be readily accessed and
reviewed. The researcher’s challenge, therefore, is to change the data out of its narrative
form – as found in the researcher’s fieldnotes, recording or write-ups – and into a storage
system where he can easily order and retrieve it for latter use (especially in writing the
report).
To do this, three major files are needed, namely, fieldwork, mundane/background, and
analytic (Lofland and Lofland, 1984). A fieldwork file contains materials on the process
used in conducting the research. It should include the step-by-step procedures used in
collecting information, personal experiences, feelings and observations of the researcher
himself as these may or may not affect data collection, any logistical problems
encountered, and the like. By having a file on this topic already built up, the researcher
will find it easier to write-up the final report’s section on research methodology or
research strategies. He will also be able to look back on how his personal actions and
reactions might have affected, or were affected by, the community itself. For instance, he
can assess if his experiences as a participant were actual, normal reflections of natural
community and individual behavioral patterns, or whether certain community members
changed their behavior because of his presence. (In some cases, researchers keep a
personal diary of their intimate thoughts and feelings toward the community and research
project as a way of assessing objectivity at a later time.)
A mundane or background file is used to keep track of people, places, organizations,
documents and so forth. Mundane files should be organized in such a way that
information is grouped under obvious categories so as to facilitate its later retrieval. For
instance, when an in-depth interview is conducted, the researcher will almost certainly
want to have a folder on this person, in addition to subsequent persons (Lofland and
Lofland, 1984). Data related to the community under study – such as its history and
development, material resources, family organization, and so forth – should also be filed
under specific thematic categories.
And lastly, the analytic file, as its name implies, is the heart of the analysis. When the
researcher reviews his notes, he must analyze and interpret the data by discerning
patterns of behavior (often through the use of content and recording units) and finding
the underlying meanings that were evident in the interviews or observations. This
preliminary analysis should be written-up in a brief (or as extended as possible) fashion,
to be put along with a copy of the relevant data into labeled file folders, and entered into
the analytical file under specific behavioral, cultural or social categories (Lofland and
Lofland, 1984).
From my own personal experience, trained research assistants almost inevitably have
problems in deciding what to write in an analytic file. Their main concern is whether there
will be any repetition between field notes and the analytic file. The answer is NO.
Fieldnotes record a picture of the social setting and conversation involved in each
interview, event or experience. They serve as a computer – to memorize, sort, code,
record and organize data into a written form. The analytic sheets (which comprise the
file), on the other hand, reveal the main themes, impressions and summary statements
about what actually occurred in the interview. It also includes explanations, speculations,
and hypotheses about the community at large as they bear upon the research problem.
When to write-up this analytic sheet is rather flexible. Ideally, it should be done every
night after taking two or three interviews, since it aids in updating the researcher’s
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understanding of what is going on. It also assists in revising and updating the coding
scheme. I personally use this preliminary analysis in forming a plan for the next
interview.
Preliminary analyses, thus, should be put in one analytic file. If the researcher begins the
preliminary analysis at the start of the fieldwork, he will be better able to identify a central
thesis or set of fundamental assumptions concerning the research project and its results
(Arnold, 1982; Burgess, 1982; Lofland and Lofland, 1984). He can then elaborate on and
expand crucial features into an effective outline (or it can be call a ‘Table of Contents’)
and reorganize his analytic file according to the outline’s order. As his analysis builds
upon itself, the mundane and analytic files are likely to merge.
Tools for Data Analysis
As analysis, therefore, entails the reviewing, indexing, reorganizing, classifying, filing,
and refining of data in order to turn it into comparable items, concepts and then
relationships for further investigation. In conducting comparative qualitative analysis,
several tools exist which can facilitate this process (these are discussed in detail and at
great length by Miles and Huberman, 1984, and Scrimshaw and Hurtado, 1987). They
include, amongst others, graphic devices, organizational charts, causal networks,
taxonomies or ethnoclassifications, conceptually clustered variables, and mapping.
Graphic devices are useful in reflecting trends and aiding in understanding. For example,
organizational charts show the relationships between structural or hierarchal levels. Flow
charts describe and contrast events. Growth charts, relatedly, show increases in
significant variables over time (Miles and Huberman, 1984).
Example 3: Causal Networks Regarding Immunization Services
Pre-natal care at the
hospital
Hospital delivery
Use of immunization
services
Pre-natal care with
traditional midwife
Home delivery by
traditional midwife
Non-use of
immunization services
Pregnancy
Taxonomies or ethnoclassifications constitute an extremely useful strategy for organizing
qualitative information and interpreting research findings (Spradley, 1979, 1980). In
Northeastern Thailand, as a case point, there are several local terminologies for infant
diarrheal disease, which are different from those assigned for adults. These are
developed according to folk knowledge or experiences about symptoms, degree of
severity as well as etiological beliefs. For instance, certain episodes of diarrhea are
associated with normal child development, they are common to everyone, and thus
require no special treatment. In other instances, diarrheal episodes, which do not
correlate to a life-cycle stage, are given a different name (taxonomic or
ethnoclassification) and readily treated (Premsriratana, 1985: 121-124).
Conceptually clustered variables bring together data which are relatable (Scrimshaw and
Hurtado, 1987). In a study concerning the duration of breast-feeding among
Northeastern Thai women, seven main variables from a cluster which influences
incidences of child/infant malnutrition. These variables are: 1) climate, 2) economic
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opportunities, 3) female (i.e., mother) migration patterns, 4) child care-taking
responsibilities, 5) weaning and food supplements, 6) the cognitive classification of
breastmilk, and 7) the color, taste, and texture of sweetened condensed milk. These
variables are related based on the following overall scheme. In Northeast Thailand,
economic opportunities are more restricted than elsewhere in Thailand. The main
occupation is wet-rice cultivation. But due to the twin conditions of drought versus flood
(oftentimes in the same growing season), fairly good crops can only be expected once
every three years of so. Hence, both men and women often migrate either daily or
seasonally in search of work and supplemental income. In their absence, grandmothers
become the major child care-takers so as to facilitate parental migration, and thus early
weaning often occurs. In their attempt to find a suitable weaning food, powdered milk
formulas are not used since they are expensive and not readily available. Alternatively,
they try to find the closest cognitive match between breastmilk (the indigenously
recognized ideal food for infants) and a suitable replacement which is inexpensive and
accessible. Breastmilk which is thick, sweet, and cloudy white is believed to be of the
highest quality. Thin, yellow, and tasteless breastmilk is believed to be rotten. In
assessing the foods available in their area, many grandmothers (and some mothers)
select sweetened condensed milk as a breastmilk substitute. Sweetened condensed milk
has all the sensory characteristics of breastmilk, it is inexpensive, and readily available
(Vong-ek,1987). Hence many variables cluster themselves in such a way as to
determine the selection and use of certain foods in weaning and their consequences for
child nutritional status. Information of this type should be included in the analytic file.
In addition to conceptually clustered variables and the other tools, mapping is also a
useful aid to understanding the relationship between the physical environment and
human behavior. A map of the community’s settlement pattern can be prepared by the
researcher to show the locations of households relative to such resources as agricultural
land, water sources (e.g., wells, rivers), roads, and markets. If the settlement is
influenced by seasonal migrations, this should also be noted (Johnson, 1978). Maps
which identify not only the location of houses but also their occupants are also
exceedingly valuable. Once the researcher has become familiar with community
members and their social relations, maps can be used to trace social networks and how
the community’s spatial arrangements reflects these as well as the selection of house
sites. Maps can be placed either in mundane/background files (as in their relation
emphasis on the physical environment and settlement patterns) or in analytic files where
they demonstrate or illustrate social relationships and inter-personal communication.
II.
Report Writing
Upon completion of the fieldwork, the researcher should go through all three sets of files
again, reorder them and create a serious outline by working out the component parts of
the report (chapters, sections, and so forth). Again, well organized files will tremendously
facilitate this process. For example, in my own research on the determinants and
consequences of fertility decline on Northern Thai family structure (Yoddumnern, 1985),
the analytic file (which is the heart of analysis and report writing) was comprised of 5
major components (or context units): 1) social and cultural continuity in a northern Thai
village; 2) socio-economic and demographic change and their processes; 3)
determinants of fertility behavior; 4) consequences of fertility decline; and 5) the Northern
Thai social and family structure. These five major components form the core of report
analyzing and writing. The next step is to order the files according to or centering around
the research project’s objectives.
For example, the main objective of this research project was to demonstrate how
demographic change has affected the Northern Thai family structure and function. The
specific aims of this research were: 1) to examine continuity and change in Northern Thai
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social and family structure; 2) to determine the factors involved in the process of fertility
decline in a Northern Thai village; and 3) to address the consequences of fertility decline
on Northern Thai family structure.
Having these purpose in mind and after gone through the analytic files, the researcher
(myself) found that there is a process of fertility decline in a Northern Thai village.
Therefore, the best way to show a starting point and the process of change in fertility
behavior was to divide the Northern Thai social system into three periods – the traditional
period, the transitional period and the contemporary period. These period reflected
simultaneous changes in patterns of mortality, economics and village/family organization.
The data related to each period was then organized into single chapters: one chapter
each for the traditional, transitional and contemporary periods. Since the major theme of
this report contains two poles, the Northern Thai family structure as opposed to fertility
behavior or demographic change, each chapter should then contain these components
and sub-components relevant to the topic. For example, the chapter for the traditional
period is divisible into 2 major sub-components: family structure and fertility behavior.
Under each sub-component, the more specific sections, topics and paragraphs should
also be divided. Therefore, the serious outline for this chapter turns out as following.
(Suppose this chapter is designed to be chapter six).
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Chapter 6
The Transitional Period.
6.1
The Residential Patterns
6.2
Inheritance Patterns
6.2.1
6.2.2
6.2.3
6.3
The Transmission of Property
The Transmission of Authority
The Transmission of Kin Group Membership
The Roles and Duties of Family Members
6.3.1
6.3.2
6.3.3
6.3.4
6.3.5
6.3.6
Maternal Grandparents
Father/Husband and Mother/Wife
Married Daughter and Son-in-law
Role of the Son
Role of the Daughter
Role of Siblings
6.4
Old Age Security
6.5
Fertility Behavior Among the Traditional Northern Thai
6.5.1
6.5.2
6.5.3
6.5.4
6.5.5
6.6
Marriage
Age at Marriage
Permanent Celibacy and Widowhood
Value of Children
Fertility Control
Chapter Summary
As it is now, the researcher has already formed three major chapters for this report
designated as chapter six, seven, and eight, which are the core of the data analysis and
report presentation.
According the researcher’s preliminary analysis (which is in her analytic files), she feels
the need to have one chapter describing the Northern Thai social system itself. It is
crucial for the readers to understand such aspects of Northern Thai life as marital
behavior, residential and inheritance patterns, recruitment of kin group memberships, the
value of children and old age security. Right before the analysis and presentation of
family structure and fertility behavior which are chapters six, seven, and eight, she would
present the information on Northern Thai social system and designate it as Chapter Five.
However, the completed research report needs other parts also. These are introduction,
literature review, theoretical framework, the setting of the community, research
methodology and conclusion. Each one of these parts is a chapter in itself. The
researcher could then map out his completed outline by adding these parts in and
designate them as chapters one, two, three, four, etc. (See details of completed outline
or table of contents in Appendix 1)
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Up to this point, the researcher has merged the three sets of files together, and
reorganized the data and the files according to the completed outline. The writing of the
whole report is just begun.
Where to start? Different people have different objectives, styles of thinking and writing.
The best way to start is with the topic she feels most comfortable in writing. For example,
if a researcher feels most comfortable with the Northern Thai social system, and feels
that she is going to loose the grasp of it if she does not write about it right away, she may
start with Chapter Five. Some people may feel the need to start from Chapter One and
then go on to the end. In doing this, she might be able to see the flow and continuity of
the report better. Some people may like writing a little bit on Chapter One and a little bit
on Chapter Six. That is fine too. Please, however, note that these people have already
created their completed outline. Without it, the researchers will lost in the jungle, and it
will take them a much longer time to find their way back and finish the report.
Conclusion
The main function of qualitative research, and thus the responsibility of each investigator,
is to reveal underlying patterns in human behavior by identifying and showing relevant
relationships (both direct and indirect) between significant variables be they in the
physical, biological, socio-cultural or psychological dimensions. This can only be
accomplished by analyzing and interpreting data obtained through observations, formal
and informal interviews, as well as other tools, either qualitative or quantitative. An
effective analysis rests firmly on the researcher’s ability to efficiently sort, organize,
classify and file data, not vice versa. He can then put together the pieces of the puzzle,
which means transforming data and experiences into concepts, and these into patterns
of relationships and new ideas.
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Bibliography
Arnold, D.O. 1982. Qualitative Field Methods. In A Handbook of Social Science Methods,
Volume 2 : Qualitative Methods, Smith and Manning , eds, pp. 49-78
Cambridge : Ballenger Publishing Company.
Bogdan, R.C. and S.K. Biklen. 1975. Qualitative Research in Education. Boston : Allyn &
Bacon.
Burgess, R.G. 1982. Styles and Data Analysis : Approaches And Implications. In Field
Research : A Sourcebook and Manual, R.G. Burgess, ed, pp.107-110 London :
George Allen & Unwin.
Cartright, D.P. 1966. Analysis of Qualitative Material . In Research Methods in the
Behavioral Sciences, Festinger and Katz, eds, pp. 421-470. New York : Holt,
Rhinehart and Winston.
Johnson, A.W. 1978. Quantification Anthropology : An Introduction to Research Design.
Stanford : Stanford University Press.
Lofland, J. and L.H. Lofland. 1984. Analysing Social Settings : A Guide to Qualitative
Observation Analysis. Belmont : Wadsworth Publishing Company, Inc.
Miles, M.B. and A.M. Huberman. 1984. Qualitative Data Analysis. A Sourcebook of New
Methods. Beverly Hills, Ca: Sage Publications.
Patton, M.Q. 1980.
Publications.
Qualitative Evaluation Methods. Beverly Hills, Ca: Sage
Premsriratana, S. 1985. Ethnoclassifications and Diarrheal Diseases. Ramathibodi
Vejasaan, 8:121-125.
Scrimshaw, S.C.M. and E. Hurtado. 1987. Rapid Assessment Procedures for Nutrition
and Primary Health Care. Tokyo: The United Nations University.
Sipes, R.G. 1980. Population Growth, Society, and Culture : An Inventory of CrossCulturally Tested Causal Hypotheses. New Haven : HRAF Press.
Spradley, J.P. 1979. The Ethnographic Interview. New York : Holt, Rhinehart & Winston.
________. 1980. Participant Observation. New York : Holt, Rhinehart & Winston.
Vong – ek, P. 1987. Influence of Beliefs on the Duration of Breastfeeding : A
Comparative Study of Northeast and Central Thai Regions. Progress Report to
the World Health Organization.
Yoddumnern, B. 1985. Continuity and Change in a Northern Thai Village : Determinants
and Consequences of Fertility Decline on Northern Thai Family Structure.
Unpublished Ph.D. Dissertation, University of Illinois at Urbana Champaign.
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Appendix 1
TABLE OF CONTENTS
CHAPTER
1. INTRODUCTION
1.1
Background
1.2
Methodology
1.3
Organization
2. LITERATURE REVIEW
2.1
Thai Social and Family Structure
2.1.1
Predominant Interpretations
2.1.2
Key Features of Thai Family Structure
2.1.3
Family Structure with Special Reference to Fertility Behavior
2.2 Determinants and Consequences of Fertility Decline
2.2.1
Key Factors Involved in Fertility decline
2.2.2
Consequences of Fertility Decline
2.3 Chapter Summary
3. THEORETICAL FRAMEWORK
3.1 Davis and Blake Model of Social Structure and Fertility
3.2 Family Developmental Cycle
3.3 Individual Life Course
3.4 Chapter Summary
4. THE RESEARCH VILLAGE : SOCIAL AND HISTORICAL SETTING
4.1 Location and Brief Description of Village Development
4.2 Ethnohistory of Ban Dawn
4.2.1
Legend of Ban Dawn
4.2.2
Interpretation of the Legend
5. MAJOR CONCEPTS USED IN THE NORTHERN THAI SYSTEM
5.1 The Lineage Spirit and Spirit
5.1.1
The Lineage Spirit and Descent
5.1.2
The Lineage Spirit as Social Control
5.1.3
The Lineage Spirit as a Transition Marker in an Individual’s Life
Course
5.1.4
The Lineage Spirit as a Source of Lineage Solidarity and
Reciprocity
5.2 The Ritual Officiant, Shaman, and Spirit Festival Organizer
5.3 Hyan Kao (The Original House)
5.4 Hyan Kao (The Original House) Versus Hyan Kao Phii (The House Associated
with the Spirit Shrine)
5.5 Chapter Summary
6. THE TRADITIONAL PERIOD (until 1913)
6.1 The Residential Pattern During the Traditional Period
6.2 Inheritance Patterns
6.2.1
The Transmission of Property
6.2.2
The Transmission of Authority
6.2.3
The Transmission of Kin Group Membership
6.3 The Roles and Duties of Family Members
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IT 162 Semester 2, 2011.
6.4
6.5
6.6
6.3.1
Maternal Grandparents
6.3.2
Father/Husband and Mother/Wife
6.3.3
Married Daughter and Son-in-Law
6.3.4
Role of the Son
6.3.5
Role of the Daughter
6.3.6
Role of Siblings
Old Age Security
Fertility Behavior Among the Traditional Northern Thai
6.5.1
Marriage
6.5.2
Age at Marriage
6.5.3
Timing of the First Birth
6.5.4
Permanent Celibacy and Widowhood
6.5.5
Fertility Control
6.5.6
Value of Children
6.5.7
Sex Preference of Children
6.5.8
Desire for a Large Family
Chapter Summary and Discussion
7. TRANSITIONAL PERIOD (1913-1945)
7.1 Residential Pattern
7.2 Inheritance Pattern
7.3 The Roles and Duties of Family Members
7.4 Old Age Security
7.5 Fertility Behavior in the Transitional Period
7.5.1
Marriage
7.5.2
Age at Marriage
7.5.3
Fertility Control
7.5.4
Value of Children
7.5.5
Family Size
7.6 Chapter Summary and Discussion
8. CONTEMPORARY PERIOD (1945- present)
8.1 Modernization
8.2 Lineage Spirits
8.3 Residential Pattern
8.4 Inheritance Pattern
8.4.1
Transmission of Kin Group Membership
8.4.2
Transmission of Authority
8.4.3
Transmission of Property
8.5 Roles and Duties of Family Member
8.6 Old Age Security
8.7 Fertility Behavior in the Contemporary Period
8.7.1
Marriage
8.7.2
Age at Marriage
8.7.3
Fertility Control and Birth Spacing
8.7.4
Value of Children
8.7.5
Desired Family Size
8.8 Chapter Summary and Discussion
9. CONCLUSION
(Source: Yoddumnern, 1985: viii-xii)
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IT 162 Semester 2, 2011.
CHAPTER 5
Yoddumnern-Attig, Bencha, et al., 1989. A Field Manual on Selected Qualitative
Research Methods. Institute of Population and Social Research, Mahidol
Univeristy, Bangkok: Institute for Population and Social Research, Mahidol
University.
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