P154
Theory, Methods and Applications
Felipe González Castro, M.S.W., Ph.D., Professor
Department of Psychology and Southwest Interdisciplinary Research Center
Arizona State University,
&
Tanya Nieri, Ph.D., Assistant Professor
Department of Sociology, University of California Riverside
Presentation at the Hispanic Health Disparities Research Center, University of Texas at El Paso,
August 14, 2009, El Paso, TX
I
Purpose of This Workshop
* The purpose of this workshop is to introduce and
illustrate an Integrative Mixed-Methods (IMM)
approach, and to allow participants to utilize this
approach in their own research.
* This includes:
* Introducing conceptual, methodological, and
applied issues
* Understanding the strategy for integrating
qualitative and quantitative evidence (data)
* Discussing and illustrating data analytic and
interpretive approaches
* Describing and illustrating the IMM
methodology including practice exercises
Overview of Workshop Objectives
1. To provide a framework for understanding the IMM
approach
2. To review issues in the conceptualization and
measurement under the IMM approach
3. To examine research design and implementation
issues
4. To offer interactive question-and-answer periods to
discuss issues in the application of the IMM
approach.
5. To present practice exercises in the use of the IMM
methodology.
Strengths of Quantitative and Qualitative Approaches
* Qualitative
* Rich details of a phenomenon under
study
* Contextualization
* Meaning and interpretation
* Quantitative
* Valid and reliable measurement
* Assessment of strength of associations
* Group comparisons
* Hypothesis testing
Advantages of Mixed-Methods Approaches
* Aims of general mixed-methods approaches
are to obtain “the best of both worlds” by
using both qualitative and quantitative
procedures within a single study (Bryman,
2007).
* Limitations of quantitative only studies
* Measurement decontextualizes
evidence
* Results may be precise, but nevertheless
lacking in explanatory power.
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods
Research, 1, 8-22.
Limitations of Qualitative and Quantitative Approaches
* Limitations of qualitative only studies
* Difficulties in integration across cases
* Cannot examine strength of associations
among variables
* Conclusions are suggestive, not
confirmatory
* Small sample sizes greatly limit
generalizability and applicability.
* Limitations of sequential mixed-methods
designs
* (Bryman, 2007)
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods
Research, 1, 8-22.
Advantages of Mixed-Methods Approaches
* Integrative Mixed-Methods aims to be a “best
combination” design
* Strength of confirmatory results derived from
the quantitative analyses
* Deep-structure explanatory descriptions from
analysis of the qualitative text narratives
* Offers a concurrent and integrative
methodology for rigorous analyses that aim to
attain, “the best of both methodologies: An
integrative QUAL+QUANT design (Castro,
Kellison, Boyd & Kopak, under review).
Castro, F. G., Kellison, J., Boyd, S., Kopak, A. (under review). A methodology for conducting integrative
mixed-methods research and data analyses.
Specific Gains from the IMM Approach
* Allows greater authenticity in the study of culture,
cultural nuances
* Facilitates a “deep-structure” study of complex
constructs
* Acculturation: A complex process of culture
change
* Traditionalism: Core cultural orientations and
values that persist across time
* Cultural Gender Roles: Machismo,
Marianismo
* Cultural Identity: Mexican, Mexican American,
Puerto Rican conceptions and feelings about
that identity.
Specific Gains from the IMM Approach
* Allows process analysis of
developmental sequences
* Short-term coping processes
* Longer-term developmental effects
* Allows analysis of complex emotional
states
* Ambivalence: The mixed emotion
* Complex emotional states: Depression
with anger vs. depression with anxiety
Specific Gains from the IMM Approach
*
Allows discovery of new aspects not previously identified
*
Can recontextualize results of quantitative analyses
adding depth of meaning
* Recontextualization “relates results of data
analyses to their original context and lends depth
of interpretation to the quantitatively derived
results.” (Castro et al., under review; Castro &
Coe, 2007).
*
Storylines: Allow deep-structure analysis of quantitative
results by generating a descriptive story from the
narratives of specific cases
* The text narratives of contrasting groups of cases
can used to develop storylines.
II
Major Assumptions
1. Broad conception of measurement
(“integrative qual-quant” approach): Two
forms of research evidence
2. Focusing the method- Format of the focus
question
3. Independence of observations/cases: A
“Focus Group of One.” Unit of analysis is
individual case.
Creswell, J. W., Plano Clark, V. L., Gutmann M. L., & Hanson W. E. (2003). Advances in mixed methods
research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and
behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.
Major Assumptions
4. Recurring themes exposed independently
reflect consensual “cultural expressions”
(beliefs, perceptions, attitudes, values) that
exist within a local community
5. Rigor is essential in qualitative (and
quantitative) design and analyses
6. “Concurrent Qual-Quant Design” allows
transfer across evidence domains
Creswell, J. W., Plano Clark, V. L., Gutmann M. L., & Hanson W. E. (2003). Advances in mixed methods
research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and
behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.
Conceptual Framework for IMM Research
Castro, F. G., & Coe, K. (2007). Traditions and alcohol use: A mixed-methods analysis. Cultural Diversity
and Ethnic Minority Psychology13. 269-284. ,
Conceptual Framework for IMM Research
7. Parallelism between qualitative and
quantitative
* “The greater the quantitative-qualitative
parallelism incorporated a-priori into a study
design, the easier it will be to transform and
transfer the textual and numeric forms of
evidence.” (Castro et al., under review).
8. Unified conceptualization of information as
research evidence with verbal and numeric
forms
Castro, F. G., Kellison, J., Boyd, S., Kopak, A. (under review). A methodology for conducting integrative
mixed-methods research and data analyses.
Conceptual Framework for IMM Research
* Focus on a core construct, e.g.,
traditionalism or machismo
* Six stages of an IMM research study
* Can examine relationships among variables,
e.g., convergent and discriminant validity of
constructs, both for those quantitatively
measured (scales) and those qualitatively
constructed (thematic variables) (Castro et
al., under review).
Castro, F. G., Kellison, J., Boyd, S., Kopak, A. (under review). A methodology for conducting integrative
mixed-methods research and data analyses.
Limitations of the IMM Method
*
Newly generated thematic variables are sample
specific
*
The quality of probing influences narrative production
and depth
*
Face validity of the constructed thematic variables; are
they valid beyond face validity, e.g., construct validity?
*
Focus question approach suited to some, but not all,
research questions
*
IMM is an emerging and evolving methodology with
some issues still being addressed and resolved.
Deep Structure in Cultural Research
*
“Culture” is a complex entity with many conceptions
and definitions (Baldwin & Lindsey, 1994).
*
Scientific research that effectively addresses cultural
issues must recognize the complexity of culture, and
conduct a “deep structure” approach (Resnicow,
Braithwaite, Ahluwalia, & Butler, 2000) to the study of
cultural effects and cultural contexts.
*
How can we integrate quantitative and qualitative
evidence and methods into an integrative
methodology that also constitutes sound science?
* Baldwin, J.R., & Lindsley, S.L. (1994). Conceptualizations of culture. Tempe, AZ: Arizona State
University.
* Resnicow, K., Soler, R., Braithwaite, R. L., Ahluwalia, J. S. & Butler, J. (2000). Cultural sensitivity in
substance use prevention. Journal of Community Psychology, 28, 271-290.
Aims in Deep Structure Cultural Research
* To generate recurring thematic content derived
inductively across cases, and from open-ended
responses to one or more focus questions
(group-related thematic categories).
* In a “focus group of one,” each focus question
introduces a topic area, e.g., “What is a real
macho like? A real macho is: ________,
which allows rich responses to that question.
* Independent interviews (independent data points)
allow the statistical analysis of inductively
constructed thematic variables.
Explanatory Power and Process Analysis
* Simple “cultural indicators” e.g.,
race/ethnicity (Hispanic/Latino, nonHispanic white, Black) even in large
sample epidemiologic studies may offer
high “predictive power” (power to
detect or relate) but often yields low
“explanatory power.”
* The meaning of a statistically-significant
association may be limited.
Ecological Contexts
* Context :
1. refers to “…surrounding conditions that
can affect a specific process or outcome
(Castro, Shaibi & Boehm-Smith, 2009,
p. 91).
2. refers to “conditional effects… a health
outcome is dependent on the particular
level of a specific or controlling
condition that affects the outcome.”
3. characteristics or conditions “can temper
or even modify the meaning of [an] event.”
Castro, F. G., Shaibi, G. Q., & Boehn-Smith, E. (2009). Ecodevelopmental contexts for preventing type 2
diabetes in Latino and other racial/ethnic minority populations. Journal of Behavioral Medicine, 32, 89-105.
Ecodevelopmental Model
* Sociocultural contexts are
“surrounding” macro-level
environmental influences that can
influence or otherwise modify the
meaning of a micro-level event (an
event at the biological, personal, or
familial levels).
An Ecodevelopmental Temporal Effects Model
Castro, F. G., Shaibi, G. Q., & Boehn-Smith, E. (2009). Ecodevelopmental contexts for preventing type 2
diabetes in Latino and other racial/ethnic minority populations. Journal of Behavioral Medicine, 32, 89-105.
An Ecodevelopmental Temporal Effects Model
Castro, F. G., Shaibi, G. Q., & Boehn-Smith, E. (2009). Ecodevelopmental contexts for preventing type 2
diabetes in Latino and other racial/ethnic minority populations. Journal of Behavioral Medicine, 32, 89-105.
Aims of the Integrative Mixed Methods Approach
* In addition to generating specific
confirmatory results, the integrative
mixed-methods approach aims to
generate results rich in explanatory
power:
A more complete explanation of:
* A complex construct
* A sociocultural process
* Complex interaction effects
Castro, F. G., Kellison, J., Boyd, S., Kopak, A. (under review). A methodology for conducting integrative
mixed-methods research and data analyses.
Assumptions and Approach
* The mixed-methods approach (Creswell et al,
2003; Hansen et al, 2005) can be more
informative in identifying person x situation
aspects of health (Creswell et al., 2003; Hansen
et al., 2005).
* As applied to health research, the mixed methods
approach can uncover previously undetected
thematic patterns that exist within special
populations.
* Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods
research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and
behavioral research (pp. 209-241). Thousand Oaks, CA: Sage.
* Hansen, W. E., Creswell, J. W., Clark, V. L. P., Petaka, K. S., & Creswell, J. D. (2005). Mixed
methods research designs in counseling psychology. Journal of Counseling Psychology, 52, 224-235.
Starting with an Appreciation for Culture
* Value of cultural factors as an important in
scientific research, especially with special
populations.
* Devaluing cultural factors promotes culturallyshallow research.
* Incorporating cultural factors from the beginning; at
the stage of research conceptualization and
design.
* Need rigor in both the design and implementation
of qualitative and quantitative aspects of the
research study.
Machismo & Marianismo: Complex Cultural Constructs
* Machismo - A traditional Latino gender role
orientation that emphasizes male
dominance and privilege as a proper form
of male conduct.
* Marianismo - A traditional Latino female
role orientation that emphasizes motherly
nurturance, and the demure and pure
identity of a virgin (Virgin Mary) as a proper
form of female conduct (Paniagua, 1998).
Paniagua, F. A. (1998). Assessing and treating culturally diverse clients: A practical guide (2n ed).
Thousand Oaks, CA: Sage.
III
Design Guidelines
* Parallelism in a unified conceptualization of
research evidence as numeric and text narrative
formats.
* Explicitly integrative design; emphasizes the
linkage and interchange of qualitative and
quantitative data (Bryman, 2007).
* Purposive sampling; sample size ranging from 40
to 200.
* Concurrent (QUAL+QUANT) design (not
sequential).
Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods
Research, 1, 8-22.
Parallel Design Elements
* Qualitative: Clear and specific focus
questions aid in generating specific and
informative narrative content that is obtained via
individual open-ended interviews.
* Quantitative: A sound choice of measured
variables allows the measurement of
complementary scaled variables.
* This allows the conduct of convergent and
discriminant validity (statistical
triangulation) using planned correlational
analyses.
Balancing Specificity with Rich Complexity
* Quantitative measured variables (scales)
generate specific scores but may be shallow
in content.
* Qualitative responses (thematic categories)
may be rich in content, but may be nonspecific.
* The integrative mixed methods approach aims
to attain the best of both approaches under a
unified, rigorous and informative
methodology.
Rigor in Design and Implementation
* Individual focus question interviews, and thus
independence of observations/cases, allows
statistical analysis of data.
* Can evaluate the strength of association
among measured variables (from scales) and
among thematic variables (constructed from
thematic text analysis).
* Statistical triangulation can be conducted
from correlational analyses of measured
variables and thematic variables.
Six Steps in the IMM Approach
1. Create focus question and conduct
interviews (COLLECTION)
2. Extract response codes from interview
transcripts (CONVERSION)
3. Create thematic categories – “families”
(CONVERSION)
4. Assign axial codes to create thematic
variables (CONVERSION)
5. Conduct integrative data analysis
(ANALYSIS)
6. Create storylines – recontextualize
(INTERPRETATION)
Conceptual Framework for IMM Research
Castro, F. G., & Coe, K. (2007). Traditions and alcohol use: A mixed-methods analysis. Cultural Diversity
and Ethnic Minority Psychology13. 269-284. ,
Focus Questions - Machismo Beliefs and Identity
Who You Are and Where You are Going:
PLATICA - HISPANIC LEADERS
(Version 12a, ENGL 4-11-06)
IDNo. ____________
Today’s Date: _____________
Start Time: ________
Please answer these questions honestly on how you feel and what you think. The best answers are
those which tell exactly what you think and feel.
III. Gender Identity
3a. Male and Female Traits. Within the Latino/Hispanic cultures and in other parts of
the world, men are often described as being “manly” or “macho” and women are
often described as being “feminine.”
1a.
Please tell me what a real “macho” man is like (their traits or characteristics).
Tell me more.
1b.
How much do you identify with this form of being macho?
2.
Now, please tell me what a woman is like who is very “feminine” or
“motherly.” Tell me more.
Step 1. Focus Questions
* Are brief, personalized, and prompt a specific and
“focused” response.
* Can be framed in a sentence completion format:
“How do you think about (conceptualize)
acculturation as it occurs among Latino
populations?
1a. “Acculturation is: ___________.
1b. “Acculturation” is best studied by: _______.
* Must be designed based on a theoretical
orientation or conceptual framework, and must
be clearly constructed to aid in generating
interpretable responses.
Step 1. Focus Questions
* A well constructed focus question
introduces a topic area, and
prompts clear and specific
responses, while also allowing a
diversity of responses whereby
this, “allows the voices of the
participants to be heard.”
Text Analysis Flow Chart
Overview of the Text Analysis Flow Chart
1. Response narratives ( Ri )
* Participants’ complete or full responses to the
focus question.
2. Response codes ( Cj )
* Specific portion of the participants’ responses to the
focus question.
3. Thematic categories - “Families” ( Fk )
* Sets of response codes that have a common
meaning; coded as mentioned=1, not=0.
4. Thematic variables ( Vl )
* Axial coded thematic categories that are converted
into numeric data.
Some Points Regarding Transcription
Transcription Procedures
1. Access the transcription template file.
2. Transcriptions:
A. Do not type out the main interviewer probes.
B. Do type the additional probing questions used by the
interviewers.
C. Use “P:” and “I:” to indicate whether the participant or
interviewer are the speakers.
D. Go for meaning over exact words and utterances, while still
capturing the main message expressed by the participant.
E. Notation you may need:
a. If you can’t decipher a word or phrase at all, use: [unclear].
b. If you have an important comment or observation to make
about an event occurring within the tape, please indicate
your comment within brackets, for example: [The participant
cries at this point].
3. If you encounter problems or some notable issues, please add these
comments to your weekly report of progress.
About Atlas.ti
*
Atlas.ti is a multi-purpose qualitative analysis program
that, “helps you uncover the complex phenomena hidden
in your data.” (Atlas.ti, 2009).
*
Analysis capabilities include:
* Text search tool with search and retrieve functions
* Interactive boxes allowing “drag and drop”
* Automatic and interactive forms of coding
* A “family manager” for creating and managing
thematic categories (families)
* A filter tool to select subsets of text information
* Export capabilities to SPSS, Excel, and for other
programs
*
Web link: http://www.atlasti.com/
http://www.atlasti.com/quicktour.html
Step 2. Response Codes
*
A response code is linked to the participant’s Case ID
Number.
*
[T599] A macho is a man who protects his family from
harm and also provides for them.
*
A response code is the specific answer (a quotation
excerpt) to the focus question, as contrasted with:
* incidental comments or statements that do not directly
answer the focus question
* a label that summarizes the content of the response
*
Each case can have zero, one, two, three or more
response codes.
Step 2. Response Codes – Types of Codes
* Atlas.ti offers three basic types of coding:
* Open Coding - codes highlighted text and
allows adding to it a descriptive label
* Code by List - Uses previously created
codes in coding a new set of text
* Code in Vivo (In Vivo Coding) - Selected
text is registered as a “quotation” and used
as a “code,” thus capturing a specific
statement as given by a respondent.
Step 2. Response Codes
* In-vivo coding of responses to focus question:
* Two independent coders identify specific
thematic response codes to the focus
question producing inductively identified
relevant responses .
* List of responses is compared across
raters (inter-rater reliability) and finalized via
comparison and consensual
agreement.
* A final listing is attained of thematic
response codes to the focus question.
Step 3. Thematic Categories
* The thematic response codes are
organized into the smallest number of
distinct thematic categories
(“families” in Atlas.ti).
* Inductive “bottom-up” or “inside
out” coding is drawn directly from
participants’ thematic response codes
* “Participants’ voices are heard.”
Step 3. Thematic Categories
* The aim is to generate “strong
families:” families having with a large
number (or percentage) of
responses/cases that mention that
theme
* Strong families have over 20% of all
cases mentioning that theme, and
ideally responses range from 30% to
70%.
Atlas.ti Response Code Listing
Listing of Response Codes
Code Family: 1b. “How much do you identify with this form of being
_____________________________________________________________
HU:
Master Machismo Codes 1a
File:
[I:\1-MY FILES\a-PRESENTATIONS\P154 - Integrative Mixed-Methods Wor...\
Master Machismo Codes 1a.hpr5]
Edited by:
Super
Date/Time: 08/11/09 11:34:58 AM
_____________________________________________________________
Created: 04/07/09 05:58:57 PM (Super)
Codes (33):
[T508: I think I would fit the Hispanic, or the Mexican’s description of macho [family orientated]]
[T510
[T510
[T510
[T510
[T510
macho?”
A lot]
Especially within the family]
I think it is a part of my identity of being an encourager]
I try to promote that within my family]
Yes, I identify with that totally]
[T513 As the oldest one, I had certain responsibilities in terms of looking out for your brothers and sisters and
your mom]
[T517 I’m macho in the way that I define macho [honorable, responsible, respectful toward women, courageous]]
[T531 From a correct way, very definitely.]
[T531 I feel that I provide for my family, and my kids,]
[T531 Meet your responsibilities, don’t hang out in the bar drinking beer]
[T532 I strive to be macho in that sense, providing for my family.]
[T533 Cares about his family]
[T533 More of a gentleman, than macho]
Families
Description
Machismo
Identity
Developmental
identity: Negative
to positive
Exemplar Response
How do you relate to this form of being macho?
Developmental trajectory
that starts out with negative
traits and then grows into
positive traits.
“You kind of have to as a young kid growing up. You believe that myth of
macho, you act that way. Then you see the light and realize you don’t have to
be, that’s me.”
Denies negative
traitsa
“I am not that way [negative traits] at all.”
Denies positive
traitsa
“I don’t have any of those, I fight, drink, and I don’t care. It’s easy for a man.”
Identifies as a
man/male roles
Does not identify as macho,
but more of a man—male
traditions and roles
(gentlemen)
“I like being a man, I wouldn’t say macho, I like cars and taking care of my
girl.”
Family oriented
Support, care, and protect
the family
“I work hard and take care of my responsibilities; my family is everything to
me.”
Both positive &
negative traitsa
“I know I have my moments, but for the most part I am this guy [positive
traits].”
Control/domination
“I’ve been tough and dominating, I like to be the boss.”
a
Respectful/egalitari
an toward women
Shares household
responsibilities with wife
and is respectful
“I let her lead too and I don’t mind doing housework, I don’t disrespect her
either.”
Situational
assertiveness/aggr
ession
Times when you have to
be aggressive (e.g. prison,
emergencies, protect
others)
“Sometimes you have to be aggressive; like in a fire you can’t get a
consensus. You have to yell and make people get out.”
Tries to control
negative traitsa
“I try not to be a macho [tough guy], but there are times when I let my guard
down and I can hold grudges forever.”
Step 4. Axial Coding to Create Thematic Variables
* Axial coding dimensionalizes the thematic
category
* Axial coding is a Grounded Theory
technique (Strauss & Corbin, 1990).
* Converts a thematic category (0= not
mentioned, 1= mentioned) to a thematic
variable (0,1,2,3).
* Frequency Axial Codes: (0= no mention, 1= 1
mention, 2= 2 mentions, 3= 3 or more
mentions).
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and
techniques. Newbury Park, CA: Sage.
Step 4. Axial Coding to Create Thematic Variables
* Intensity Axial Codes:
0 =not mentioned,
1 = suggested mention,
2 = solid mention,
3 = emphatic mention).
* From the actual narratives or codes within
each category, identify example narratives or
codes that can be used as anchor codes to
guide the ratings of all other narratives.
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques.
Newbury Park, CA: Sage.
Step 4. Axial Coding to Create Thematic Variables
* Exemplar anchor codes:
Example: “Physically controlling and
abusive” family
1 = suggested mention
* “He tries to tell his family what to do”
2 = solid mention
* “He is aggressive with his family.”
3 = emphatic mention
* “He is very aggressive and
intimidates the entire family.”
A Case-Theme Axial Coding Matrix for Machismo
Controlling
Positive &
Negative
Controls
Negative
Situational
Aggression
Respectful
Family
Oriented
501
0
1
1
1
0
0
503
0
0
3
0
0
0
504
1
1
0
0
0
0
506
1
3
0
1
1
0
507
2
0
1
0
0
0
508
2
0
0
0
0
0
512
2
1
0
0
3
0
513
0
2
0
0
0
0
514
0
0
0
3
0
2
515
0
0
0
1
0
0
“
“
“
“
“
“
“
523
2
0
0
0
0
0
533
2
0
1
0
0
0
534
0
1
1
0
0
0
536
0
1
0
0
0
0
540
0
1
0
0
0
0
Text Analysis Flow Chart
Step 5. Mixed-Methods Data Analyses
* Frequencies to examine distributional
properties of the thematic variables
(Skew and kurtosis).
* Exploratory Factor Analysis
* Identified underlying structure of the
set of thematic variables
* The thematic variables loading on
each factor can create factor
scores (factor variables) for
subsequent multivariate analyses.
Factor Analysis of the Machismo Thematic Variables
Variable
Factor 1a Factor 2b
Controlling and dominating
.79
Has both positive and negative
.74
Tries to control negative traits
.68
Situational aggression, assertiveness,
control
.64
Developmental: Once negative now
positive
.48
Denies negative traits
-.44
-.37
Respectful/Egalitarian toward women
.75
Denies positive traits
-.65
Identifies as a man/male role
.39
Family oriented
.37
Kellison, J. G. (2009). The role of machismo in the resilience of Hispanic males. Master’s Thesis,
Arizona State University. Tempe, AZ: Author.
Step 5. Mixed-Methods Data Analyses (continued)
* Correlational Analyses
* Associations between and across
variable types (thematic variables with
scaled variables)
* Hierarchical Model Regression Analyses
* Measured variables and thematic
variables as predictors of key dependent
variable
* Can use thematic variable factor scores
as predictors.
Step 5. Mixed-Methods Data Analyses (continued)
Descriptive statistics and zero-order correlations for identity variables.
Variable
1
2
3
4
5
6
7
8
1. Control identitya (Factor Score I)
2. Caballero identitya (Factor Score II)
-.15
3. Positive machismo attitudes:
Family orientedab
.20
-.03
4. Negative machismo attitudes:
Stereotypical controlc
-.03
-.04
-.32*
5. Incomea
.05
.26
.04
.39**
6. Clinical resilience ratingsa
.10
.29*
.01
.36**
.56**
7. CD-RISC resiliencea
.04
.29*
.30*
-.21
.40**
.52**
8. Life satisfactiona
.01
.12
-.32*
.52**
.61**
.79**
4.22
.42
1.94
.50
11.0
4.89
3.58
1.54
3.95
.59
.41**
M
SD
0.00
1.00
0.00
1.00
3.70
.76
Note. Variables included here are those for thematic machismo identity, Rollins-Castro Multidimensional Machismo Inventory,
machismo attitudes, income, resilience, and life satisfaction; N = 52. aHigher scores indicate higher levels of the construct;
bHigher scores indicate greater family orientation; cHigher scores indicate greater stereotypical control. *p < .05; **p < .01.
Predictors of Life Satisfaction
B
SE
β
.08
.02
.52***
Income
.07
.02
.47**
Family oriented measured attitudes
.12
.23
.07
Stereotypical dominant measured attitudes
-.18
.21
-.12
Income
.06
.02
.38**
Family oriented measured attitudes
.12
.23
.07
Stereotypical dominant measured attitudes
-.21
.21
-.14
Controlling/Assertive (Control Identity)
.02
.09
.03
Caballerismo/Gentleman
(Caballero Identity)
.24
.09
.31*
Regression step
Step 1
Income
Step 2
Step 3
Note. N = 52. R2 = .27 for Step 1; R2 = .02 for Step 2; and R2 = .09 for Step 3. *p < .05; **p < .01;
***p < .001.
Step 6. Recontextualizing and Storylines
* Features integration of results, with final
storyline, based on text narratives and
quotes to add depth to results generated
from correlational, regression, or other
multivariate analyses.
* Aim: To capture group’s collective story in
response to a specific issue by examining
quotes from cases loading high and low
on identified key variables.
Step 6. Recontextualizing and Storylines
* Analysis of Contrasting Groups
* Adaptive (High Resilience) cases
* Maladaptive (Low Resilience)
cases.
* Or cases high and low on an
outcome variable, e.g., Life
Satisfaction scale
* The contrasting set of narratives
capture group differences in
responses to the focus question.
Step 6. Recontextualizing and Storylines
* Examine thematic responses for
cases from each group and develop a
storyline for each
* Then compare and contrast
extreme group cases to create
storylines and to draw conclusions
on the influences of a key variable
on group-related patterns of
response.
Step 6. Recontextualizing and Storylines
* Example:
* High/positive: “For me it’s like acting
like a gentleman.”
* Low/negative: “I’m lazy, I’m selfish,
I have a short fuse.”
Storyline Analysis of Extreme Group Cases
Storylines of Participants’ Five Highest Life Satisfaction to Five Lowest Life Satisfaction Responses.
Case Number
Life Satisfaction
Score
Quoted Statement for Machismo Beliefs
Quoted Statement for Machismo Identities
T533
2.17
“He doesn’t abuse his wife,” “takes care and
provides for his family.”
“I care about my family,” “For me it’s acting
like a gentleman”
T547
1.57
“They need to respect women,” “Respect,
support, and protect family.”
“I’m respectful of women,” “I never bring
shame to the family”
T564
1.50
“Being strong and supporting the family”
“I do my best to take care of my family”
T743
1.48
“They beat women and are not sensitive—
too macho to tear up.”
“I treat women with respect and don’t beat
them.”
T771
1.42
“A hard worker bring home bacon, but like
women to stay home and serve him.”
“I bring home money and make sure there
is food on the table”
T504
-.75
“Self-absorbed male who thinks of himself
first,” “Provides and protects the family.”
“I try not to identify with the negative at all.”
T788
-.76
“takes care of family,” “cares for his kids,”
“do anything it takes to protect/survive.”
“I’m not fully macho yet.”
T586
-.80
“maintains the household and supports the
family,” “controlling,” “goes drinking.”
“I identify with being both a tyrant and
supporting my family”
T507
-1.02
“A person who doesn’t self-reflect.”
“I’m aggressive when it comes to play in
certain situations, I was very competitive in
sports.”
T812
-1.04
“Badass, wears a mask, he is fake.”
“I feel like a badass.”
Highest
Lowest
V
Exercises on Thematic Analysis of Evidence
*
Purpose: To illustrate the use of an integrative
mixed methods approach for identifying thematic
content and its response codes from open-ended
responses to a specific focus question
*
Task: Using worksheets, identify thematic response
codes and then categories (cluster) into Thematic
Categories
*
Consider what patterns may emerge which after
axial coding, could generate a set of thematic
variables, usable in correlational and regression model
analyses
*
Consider the storyline that might emerge from
the overall analysis of these responses
Exercises on Thematic Analysis of Evidence
Exercise on Thematic Analysis
* There are three steps in thematic coding that
converts verbal evidence into numeric evidence
within the integrative mixed-methods approach,
as illustrated by this Thematic Text Analysis: A
Flow Chart.
* The four forms of verbal evidence are:
(1) Responses to the focus question,
(2) Thematic response codes identified
from the response narratives
(3) Created thematic categories, and
(4) Thematic variables generated via
the process of axial coding.
Exercise # 1
Exercise # 1. Creating a Focus Question
Your Research Study
PLATICA - FOCUS QUESITONS
(Version 1a, ENGL 8-14-09)
IDNo. ________
Today’s Date: _________
Start Time: ________
Please answer these questions honestly on how you feel and what
you think. The best answers are those which tell exactly what
you think and feel.
I. Ethnic Identity
1. Ethnic or Cultural Identity. Many people in America can claim a
certain ethnic, cultural or familial heritage. This heritage affects how
people see and identity themselves, that is, their “ethnic or cultural
identity.”
1a.
1b.
2.
Exercise # 2
Exercise #2 - Creating “Families” - Thematic Codes
Response Codes Listed by Case ID
[T502 I have been in fights…but I have always won]
[T504 I’ve tried to work to cast aside a lot of that inherited culture
that a lot of Mexican men have.]
[T506 I try, [chuckles]]
[T506 I identify with it and try to conform to it [controlling,
stereotypical macho].]
[T506 I try to be caring and feeling across gender, and racial and
ethnic lines]
[T507 I mean it comes in when you have to use the certain traits of
being macho.]
[T507 It comes into play with myself.]
[T507 I was very competitive in sports.]
[T510 I think it is a part of my identity of being an encourager]
[T510 Yes, I identify with that [a gentleman] totally]
(Continues)
Exercise # 3
Exercise on Thematic Analysis - Step 3
* Step 3. Axial Coding
* Reliably dimensionalizes each thematic
category
* Converts a thematic category into a
thematic variable.
* The thematic variable can then operate
as a variable within correlational and
other multivariate analyses.
* Allows the encoding of nuances or
shades of meaning to the developing
Exercise on Thematic Analysis - Step 3
* Intensity Axial Coding:
0 = No Mention - not indicated in
any way,
1 = Suggested Mention - hints of the
theme,
2 = Basic Mention - a single
mention
3 = Elaborated Mention - a mention
with repetition and elaboration.
* Frequency Axial Coding - Number of
mentions (0 to 3)
Exercise # 4
Correlations: Belief and Identity Thematic Variables
Variable
1
2
3
4
1. Nurturing beliefa
2. Abusive beliefa
-.08
3. Control identitya
-.02
.06
4. Caballero identitya
.15
.19
-.15
-.03
1.01
1.02
1.01
0.00
1.00
M
SD
0.00
1.00
Types of Integrative Data Analyses
* Analysis of distributional properties (skew, kurtosis)
* Factor analysis
* Correlation analysis
* Between thematic variables
* Between measured variables
* Thematic variables with measured variable
* Convergent and discriminant validity
* Regression analysis
* Group comparisons
Exercise # 5
Storyline Analysis of Extreme Group Cases
Storylines of Participants’ Five Highest Life Satisfaction to Five Lowest Life Satisfaction Responses.
Case Number
Life Satisfaction
Score
Quoted Statement for Machismo Beliefs
Quoted Statement for Machismo Identities
T533
2.17
“He doesn’t abuse his wife,” “takes care and
provides for his family.”
“I care about my family,” “For me it’s acting
like a gentleman”
T547
1.57
“They need to respect women,” “Respect,
support, and protect family.”
“I’m respectful of women,” “I never bring
shame to the family”
T564
1.50
“Being strong and supporting the family”
“I do my best to take care of my family”
T743
1.48
“They beat women and are not sensitive—
too macho to tear up.”
“I treat women with respect and don’t beat
them.”
T771
1.42
“A hard worker bring home bacon, but like
women to stay home and serve him.”
“I bring home money and make sure there
is food on the table”
T504
-.75
“Self-absorbed male who thinks of himself
first,” “Provides and protects the family.”
“I try not to identify with the negative at all.”
T788
-.76
“takes care of family,” “cares for his kids,”
“do anything it takes to protect/survive.”
“I’m not fully macho yet.”
T586
-.80
“maintains the household and supports the
family,” “controlling,” “goes drinking.”
“I identify with being both a tyrant and
supporting my family”
T507
-1.02
“A person who doesn’t self-reflect.”
“I’m aggressive when it comes to play in
certain situations, I was very competitive in
sports.”
T812
-1.04
“Badass, wears a mask, he is fake.”
“I feel like a badass.”
Highest
Lowest
Deep Structure Analyses from the Storylines
* What are the emerging themes distilled from the
texts examined?
* The Storyline
* What patterns emerge from the overview
analysis of the various thematic categories
that emerged?
* Put another way, what are these participants
telling us in their answers to the focus
question?
* How do extreme groups differ and what is each
group’s respective story?
* How do these storylines answer the study’s
research question?
VI