Dedoose Publications


Dedoose has been field-tested and journal-proven by leading academic institutions and market researchers worldwide. Thousands of prominent researchers across the US and abroad have benefited from early versions of Dedoose in their qualitative and mixed methods work and have laid an outstanding publication and report trail along the way.

Sociology Based Publications

“They Will Post a Law About Playing Soccer” and Other Ethnic/Racial Microaggressions in Organized Activities Experienced by Mexican-Origin Families

Alex R. Lin; Cecilia Menjívar; Andrea Vest Etteka; Sandra D. Simpkins; Erin R. Gaskin; and Annelise Pesch (2015)

Organized activities have been found to provide positive experiences for Latino adolescents to develop confidence and learn critical life skills; however, these programs are sometimes a context where youth encounter negative experiences related to ethnic/racial microaggressions (ERMs). This qualitative study explores the types of ERMs that Mexican-origin parents and adolescents encountered in their organized activities experience. Parents were mainly concerned about SB-1070 and the associated law enforcement practices that posed a threat to transporting their children to and from the organized activity site. Adolescents reported that they encountered overt(e.g., ethnic teasing) as well as covert forms of discriminatory behavior (e.g., implicit ethnic stereotypes) from peers and adult leaders. Attention to the processes of ERM is critical to helping practitioners promote positive intergroup relations so that more Latinos will participate and stay active in organized activities.
Education Based Publications

Qualitative Interviewing

Patton, Michael Quinn (1980)

Thousand Oaks: Sage Publications, In Michael Quinn Patton, Qualitative Evaluation Methods, pp. 195-263

We interview people to find out from them those things we cannot directly observe. This issue is not whether observational data are more desireable, valid, or meaningful than self-report data. The fact is tahtw e cannot observe everything. We cannot observe felings, thoughts, intentions, behaviors that took place at some previous point in time, situations that preclude the presence of an observer, or how people have organized the world and the meanings they attach to what goes on in the world. We have to ask people questions about those things. Thus, the purpose of interviewing is to allow us to enter into the other person's perspective. Qualitative interviewing begins with the assumption that the perspective of others is meaningful, knowable, and able to be made explicit. We interview to find out what is in and on someone else's mind, to gather their stories. Program evaluation interviews, for example, aim to capture the perspectives of program participants, staff, and others associated with the program. What does the program look and feel like to the people involved? What are their experiences? What thoughts do people knowledgeable about the program have concerning the program? What are their expectations? What changes do participants perceive in themselves as a result of their involvement in the program? It is the responsibility of the evaluator to provide a framework within which people can respond comfortably, accurately, and honestly to these kinds of questions. Evaluations can enhance the use of qualitative data by generating relevant and high quality findings. As Hermann Sudermann said in Es Lebe das Leben I, ‘I know how to listen when clever men are talking. That is the secret of what you8 call my influence.’ Evaluators must learn how to listen when knowledgeable people are talking. That may be the secret of their influence. An evaluator or qualitative or mixed method research interviewer faces the challenge of making it possible for the person being interviewed to bring the interviewer into his or her world. The quality of the information obtained during an interview is largely dependent on the interviewer. This chapter discusses ways of obtaining high-quality information by talking with people who have that information. We’ll be delving into the ‘art of hearing’ (Rubin and Rubin 1995). This chapter presents three different types of interviews. Later sections consider the content of interviews: what questions to ask and how to phrase questions. The chapter ends with a discussion of how to record the responses obtained during interviews. This chapter emphasizes skill and technique as ways of enhancing the quality of interview data, but no less important is a genuine interest in and caring about the perspectives of other people. If what people have to say about the world is generally boring to you, then you will never be a great interviewer. On the other hand, a deep and genuine interest in learning about people is insufficient without disciplined and rigorous inquiry based on skill and technique.
Education Based Publications

Intercoder Reliability for Validating Conclusions Drawn from Open-Ended Interview Data

Kurasaki, Karen S. (2000)

Field Methods, 12(3): 179-194

Intercoder reliability is a measure of agreement among multiple coders for how they apply codes to text data. Intercoder reliability can be used as a proxy for the validity of constructs that emerge from the data. Popular methods for establishing intercoder reliability involve presenting predetermined text segments to coders. Using this approach, researchers run the risk of altering meanings by lifting text from its original context, or making interpretations about the length of codable text. This article describes a set of procedures that was used to develop and assess intercoder reliability with free-flowing text data, in which the coders themselves determined the length of codable text segments. Discusses procedures for developing and assessing intercoder reliability with free-flowing text.
Education Based Publications

Toward a Definition of Mixed Methods Research

Johnson, R. Burke, Onwuegbuzie, Anthony J., & Turner, Lisa A. (2007)

Journal of Mixed Methods Research, 1(2), 112-133

Examines the definition of the emerging mixed methods research field. Surveyed major authors in the mixed method literature with regard to definition for the field and key issues that need to be addressed as the field advances. Results show a consensus of mixed methods as an emerging ‘research paradigm’ and a breadth of opinion around definition for the field.
Sociology Based Publications

Integrating Survey and Ethnographic Methods for Systematic

Pearce, L. D. (2002)

Sociological Methodology, 32(1): 103-132

How the salience of research findings can be enhanced by combining survey and ethnographic methods to draw insight from anomalous cases. Using examples from a research project examining the influence of religion on childbearing preferences in Nepal, the author illustrates how survey data can facilitate the selection of ethnographic informants and how semistructured interviews with these deviant cases leads to improved theory, measures, and methods.
Education Based Publications

Barriers to Integrating Quantitative and Qualitative Research

Bryman, A. (2007)

Journal of Mixed Methods Research, 1(1): 8-22

This article is concerned with the possibility that the development of mixed methods research is being hindered by the tendency that has been observed by some researchers for quantitative and qualitative findings either not to be integrated or to be integrated to only a limited extent. It examines findings from 20 interviews with U.K. social researchers, all of whom are practitioners of mixed methods research. From these interviews, a wide variety of possible barriers to integrating mixed methods findings are presented. Challenges to integrating mixed methods data and strategy for writing mixed methods research articles.
Education Based Publications

Designing Qualitative Studies

Patton, Michael Quinn (2001)

Thousand Oaks: Sage Publications, In Michael Quinn Patton, Qualitative Research & Evaluation Methods, 3rd edition, pp.209-257

Practical guide to study design with good attention to taxonomy of research approaches by purpose and sampling issues.
Sociology Based Publications

Children of the 1960s at Midlife: Generational Identity and the Family Adaptive Project

Weisner, T. S., & Bernheimer, L. P. (1998)

Chicago: University of Chicago Press, In R. Shweder (Ed.), Welcome to middle age! and Other Cultural Fictions, pp. 211-257

Many of us believe we recognize the symptoms of middle age: lower back pain, mortgages, and an aversion to loud late-night activities. This particular construction of midlife, most often rendered in chronological, biological, and medical terms, has become an accepted reality to European-Americans and has recently spread to such non-Western capitals as Tokyo and New Delhi. Welcome to Middle Age! (And Other Cultural Fictions) explores the significance of this pervasive cultural representation alongside the alternative "fictions" that represent the life course in other regions of the world where middle age does not exist. In this volume, anthropologists, behavioral scientists, and historians explore topics ranging from the Western ideology of "midlife decline" to cultural representations of mature adulthood that operate without the category of middle age. The result is a fascinating, panoramic collection that explores the myths surrounding and the representations of mature adulthood and of those years in the life span from thirty to seventy. Weisner and Bernheimer on the use of qualitative, ethnography and mixed methods chapter on describing the outcomes of a counter-culture group of the 1960s who had been studied longitudinally with attention to their childrearing practices, lifestyle, and children's later social and psychological adaptation.
Education Based Publications

Focus Groups

Morgan, David L. (2004)

S. N. Hesse-Biber and P. Leavy (Eds.), Approaches to Qualitative Research: A Reader on Theory and Practice, pp. 263-285. New York, NY: Oxford University Press

Written a long-time authority on focus group, presents a brief history of focus group application up to, and including, information on the variety of current uses across many disciplines. Great section on the uses of focus groups in combination with other methods with a full compare/contrast discussion. Finally, goes into the specifics on ‘how to’ plan and conduct effective group data collection.
Education Based Publications

Unleashing Frankenstein’s Monster? The Use of Computers in Qualitative Research.

Hesse-Biber, Sharlene (2004)

H. R. Bernard (Ed.), Handbook of Methods in Cultural Anthropology, pp. 549-593. In S. N. Hesse-Biber and P. Leavy (Eds.), Approaches to Qualitative Research: A Reader on Theory and Practice, pp. 535-545.

The use of qualitative data analysis software has been increasing in recent years. A number of qualitative researchers have raised questions concerning the effect of such software in the research process. Fears have been expressed that the use of the computer for qualitative analysis may interfere with the relationship between the researcher and the research process itself by distancing the researcher from both the data and the respondent. Others have suggested that the use of a quantitative tool, the computer, would lead to data dredging, quantification of results, and loss of the "art" of qualitative analysis. In this study of 12 qualitative researchers, including both faculty members and graduate students, we have found that these fears are exaggerated. Users of qualitative data analysis software in most cases use the computer as an organizational, time-saving tool and take special care to maintain close relationships with both the data and the respondents. It is an open question, however, whether or not the amount of time and effort saved by the computer enhance research creativity. The research findings are mixed in this area. At issue is the distinction between creativity and productivity when computer methods are used. Computer packages targeted at qualitative and mixed methods researcg data are readily available and the methodology sections of research articles indicate that they are being utilised by some health researchers. The purpose of this article is to draw together concerns which have been expressed by researchers and critics and to place these within the perspective of 'framing' (MacLachlan & Reid, 1994). Here, the focus becomes the frame that these computer programs impose on qualitative data. Inevitably, all data sets are disturbed by the techniques of collection and the conceptual and theoretical frames imposed, but computer framing not only distorts physically but also imposes an often minimally acknowledged frame constructed by the metaphors and implicit ideology of the program. This frame is in opposition to most of the recent changes in qualitative data interpretation, which have emphasised context, thick description and exposure of the minimally disturbed voices of participants.
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