Social Research Methods: Qualitative and Quantitative Approaches

FIELD RESEARCH AND FOCUS GROUP RESEARCH

Types of Questions Asked
in Field Interviews

We ask three types of questions in a field interview:
descriptive, structural, and contrast questions. We
ask all concurrently, but each type is more frequent
at a different stage in the research process (see
Figure 6). During the early stage, ask descriptive
questions and gradually add structural questions
until, in the middle stage after analysis has begun,
they make up a majority of the questions. Ask con-
trast questions in the middle of a study and increase
them until, by the end, you ask them more than any
other type.^51
You ask a descriptive question to explore the
setting and learn about members. Descriptive ques-
tions can be about time and space—for example,

“Where is the bathroom?” “When does the deliv-

ery truck arrive?” “What happened Monday

night?” They can also be about people and activi-

ties: “Who is sitting by the window?” “What is your

uncle like?” “What happens during the initiation

ceremony?” They can be about objects: “When do

you use a saber saw?” “Which tools do you carry

with you on an emergency water leak job?” Ques-

tions asking for examples or experiences are descrip-

tive questions: for example, “Could you give me an

example of a great date?” “What were your expe-

riences as a postal clerk?” Descriptive questions

may ask about hypothetical situations: “If a student

opened her book during the exam, how would you

deal with it?” Another type of descriptive question

asks members about the argot of the setting: “What

EXPANSION BOX 5

The Life History Interview

Life history or life story interviews typically involve
two to ten open-ended interviews, usually recorded,
of 60 to 90 minutes each. These interviews serve sev-
eral purposes. First, they can assist the informant
being interviewed in reconstructing his or her life
memories. Retelling and remembering one’s life
events as a narrative story can have therapeutic
benefits and pass on personal wisdom to a new gen-
eration. Second, these interviews can create new
qualitative data on the life cycle, the development of
self, and how people experience events that can be
archived and added to similar data (e.g., The Center
for Life Stories at University of Southern Maine is
such an archive). Third, life story interviews can pro-
vide the interviewer with an in-depth look at
another’s life. This is often an enriching experience
that creates a close personal relationship and encour-
ages self-reflection in ways that enhance personal
integrity. Steps in the process are as follows:

1. The researcher prepares with background reading,
   refines his or her interview skills, contacts the inform-
   ant, gets permission for the interview, and promises
   anonymity.


2. The researcher conducts a series of interviews, audio-
   or video-recording them. The interviewer suspends

any prior history with an informant and gives his or

her total respect, always showing sincere interest in

what another says. He or she asks open-ended ques-

tions, but is flexible and never forces a question. The

interviewer acts as a guide, knowing when to ask a

question that will open up stories; gives intense

attentiveness; and is completely nonjudgmental and

supportive. Often the interviewer offers photographs

or objects to help spark memories and past feelings.

3. The researcher transcribes the recorded interviews
   in four stages: (a) prepares a summary of each ses-
   sion; (b) makes a verbatim transcription, with minor
   editing (e.g., adds punctuation for sentences, para-
   graphs) and stage directions (e.g., laughter, cough-
   ing); (c) reviews the whole transcript for clarity of
   meaning and does further editing and minor rear-
   ranging; and (d) has the informant review the tran-
   script for any corrections and modifications.


4. The researcher sends a note of appreciation to the
   informant and prepares a commentary on major
   themes and/or sends it to an archive.

Source:Adapted from A. B. Atkinson & John Hills, 1998. “Exclu-

sion, Employment and Opportunity,” CASE Papers04, Centre

for Analysis of Social Exclusion, LSE. http://sticerd.Ise.ac.uk/case/