My Response to, “Grounded Theory Methodology”

Fatima Muhammad                                                                              February 23, 2020

ENG 5002*01                                                                                      Dr. Nelson

My Response to, “Grounded Theory Methodology”

According to sociologists, Barney Glaser and Anselm Strauss, popular theories, of 1967, did not lay a foundation for the emergence of new theories.  They became frustrated and developed a new theory called, “Grounded Theory Methodology.”  Their new theory enables the researcher to, “move from data to theory, so that new theories could emerge.” (pg. 69)  New data will not be achieved if the researcher does not move from data to theory.   Grounded theory methodology is essential to producing more modern and accurate research.    The following hyperlink provides access to video that is narrated by Dr. Gerben Mooreman, that offers an introduction to Grounded Theory,  https://science-network.tv/grounded-theory/ .

My research question is, “How can poetry restore emotional balance to an autistic student after they have experienced an emotional breakdown?”  Autism is a developmental disability that contains so many different layers.  I believe that the grounded theory methodology will be a valuable guide as I conduct research on this phenomenon.  Therefore, as I am responding to this article I will attempt to apply the grounded theory methodology to my own research question. 

Basic principles of grounded theory:

The methods categorizing data are: the method= identification and integration and the theory = the product.   Grounded theory is the results of the process.  Three strategies that are used in this process are: constant comparative analysis, theoretical sampling and theoretical coding.

Categories for my research question: “How can poetry restore emotional balance to an autistic student after they have experienced an emotional breakdown?”

Categories designate the grouping together of instances (events, processes, occurrences) that share central features or characteristics with one another.)

My research question categorized- low level of abstraction  = descriptive labels Breakdown Depression Sadness Defensive

My research question categorized- high level of abstraction  = analytic Refuse to participate Leaving the classroom Tearing the paper/assignment Crying

Coding-the process by which categories are identified. 

Descriptive labels are attached to discrete instances of phenomena

The labels must come from the grounded theory

Vivo labels that utilizes words or phrases used by the participants in the study

Analytical categories are introduced

For some reason I did not understand this process.  I could not visualize it.

Constant comparative analysis

Constant comparative analysis points out the difference within the category and then the ultimate objective of constant comparative analysis is to link and integrate categories in such a way that all instances of variation are captured the emerging theory. (71)

Breakdown Depression → no objective Sadness → no objective Defensive → no objective

Refuse to participate Leaving the classroom → objective Tearing the paper/assignment → objective Crying → objective

Emerging Theory

Depression can lead to suicide Sadness can lead over use of medication Defensive can lead to aggression

Leaving the classroom  → call security Ripping the assignment → may become violent Crying → may hyperventilate

Negative case analysis

Having identified a category, or a linkage between categories, grounded theory researchers need to look for “negatives cases’ – that is, instances that do not fit.”) (71)

Defensive does not fit with sadness and depression Crying does not fit with leaving the classroom and ripping the assignment

Theoretical sensitivity

The research moves from a descriptive to an analytical level.  The researcher interacts with the data by asking questions of the data.

Breakdown Depression → When the autistic student is depressed do they take medication?  If so, what do they take and how often and how much? Sadness → How often does the student get sad?  How do they react when they are sad? Defensive → Describe their behavior when they are sad?

Refuse to participate Leaving the classroom → Where does the student go when he/she walks out of the classroom? Tearing the paper/assignment → Will the student become more destructive? Crying →How long and how loud will the student cry?

Theoretical sampling

Checking emerging theory against reality by sampling incidents that may challenge or elaborate its developing claims.

How is depression and sadness measure? Is leaving the class an intervention put in place to help the student calm down?

Theoretical Saturation

The researcher continues to sample and code data until no new categories can be identified, and until new instances of variation for existing categories have ceased to emerge.

The student verbally expresses his/her depression The student starts to play The student apologizes.

The student returns to class The student start the assignment over The student stops crying and starts to talk

The student writes a poem to describe how he/she was feeling. The student shares the poem with the classroom. The student writes an apology poem and draws a picture of flowers.

The student makes a list of rhyming words for his/her poem. The student ask can he/she complete the assignment by writing a poem. The student stop talking and begins to read his/her poetry book.

What is the result of each situation?

What is the result of each situation?

Work Cited

Science Network TV, Grounded Theory, https://science-network.tv/grounded-theory/