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Informant Interviews ILearning Objectives
– recount interviewing techniques, be familiar with the write up process, and be able to identify cultural domains in interview texts
– review the use of key informants in the qualitative research process
– observe an interview in class and write it up
Exercise 1University concerns re
– Liability from student activities– Subjects give consent– No identifiers
Exercise 2 due TuesdayDon't sweat coding but make a startBERNARD Has good section on coding
INFORMANT INTERVIEWINGOARS
Open ended
Affirmative
Reflective
Summarizing
Successful interviewlike an intimate and personal sharing of confidence
with trusted friend
Types of interviews:
–Unstructured interactive interview
–Informal conversational interview –Semi-structured interview
Toolbox of qualitative research
People
Language
Equipment : notebook, audio recorder, camera, microcomputer,
Field guide (one page)
Settings for interviewsLet informant select where, especially when starting
out
Setting should have:– Privacy– little opportunity for interruption– comfortable chairs at right angles, or at a table, – whatever the norm in culture of informant– Quiet (UNPLUG PHONE, TURN OFF CELL)
social niceties
Characteristics of a good interviewerfits in to the settinglistens intently, doesn’t appear disinterestedcalm, nervousness concealed, appears to have done
this many timesable to prompt and help the interviewee get on, if had
lost train of thoughtaccepts silence on part of participant,avoid trade jargon,
Interviewing techniques: Types of Questions, Grand tour question (typical day)How to discover questions: "If I wanted to find out
how she negotiated condom use with her clients, what would I say?"
Descriptive questions: "Can you tell me what happened when the woman came with her sick infant?"
Structural questions: "What are all the different illnesses teenagers have here?"
Contrast questions: "What is the difference between ghaano and mutu kanne?"
Main techniques of interviewingiteration
"I ……..""Tell me about …….."
probing
PROBE: a stimulus to get more info need culturally appropriate behavior silence
"what else"
repetition
directive probes (“tell me more” or “describe”),avoid “why” questions, or those answered “yes” or
“no” (often get NO for an answer)
Leading | Interrupting
• “you’re not still breast feeding your baby are you”
leading
Rephrase/Rethink questions that don’t seem to be working
Identify sensitive questions (may not be in your culture)
Identify sensitive questions (may not be in your culture)
People don't like to use the word poor in the US (low income is better)
INTERNATIONAL STUDENT EXAMPLES?
Using informant responses• train self to be a good listener• problem usually is of interviewer, not informant• common mistakes are leading or supplying answers
Responses“I don’t know”
“it’s the custom"
“Gods will”
“you’re the doctor, you tell me”
watch body language, take notes on it
1. Body2. Face3. Eyes4. Tone of voice5. What we actually say (~20% of
communication)
Speak in 5 different ways:
Ending the interviewDuration 30 to 90 minutes, ends when informant is
getting tired
Last Question
Ask if can contact again if have further questions
Key informantRather than calling it an interview, consider it as a
"conversation"
Develop a social relationship of communication
Health worker sometimes chosen, but may not be good for emic perceptions
Current member of cultural group of interestNative speaker: ideally should talk to you in their own
language & dialect
Good key informantKnowledgeable about topic (an expert)
Thoroughly enculturated
Currently involved in domain/activity of interest or recently experienced
Contemplative individual, makes comparisons, can explain discrepancies, but not someone who tries to make an analysis
Someone staying around for a while, not a migrant
Subjects in Qualitative Research Lecture 2, Table 1
DIFFERENT TYPES OF "SUBJECTS" IN QUALITATIVE RESEARCH
KeyInformant
RegularInformant
Respondent
# of subjecttype in av.ethnography
2-8 5-15 20-100
# of timesinterviewedin a study
4+ 1-4 1-4
amount ofstructure ininterview
little/some little/some much
Samplingmethod
purposeful (hasspecializedknowledge)
purposeful random
Use ofsubject type
general &specialized
interviewing
specializedinterviewing
representativeinterviewing
Locating & selecting potential key informants
Discuss with community leaders, others inc. people in power
Use informal/social networks
Consensus analysis (using pile sorts & computer analysis on a series of respondents/informants, get estimate of those who give more majority response)
Key informant relationship built over time
Use of key informant Repeated, iterative interviews
Worked with over lifetime of project
Language teacher
Cultural liaison, introduction to other people
Identify key elements in study community, including important subgroups, when & where to observe
Use of key informant Pretest of structured data collection instruments
Judges your work
Sometimes becomes data collector / research assistant
Sometimes paid for their time
Relationship often continues after you leave the field
Homeless youth in SF
Part Obs: June-Sept. 1997, Castro District, San Francisco
Led to finding key informant explained terms, clarified observed social interactions, site tours
Phase I Exploratory Interviews-unstructured ("what's it like")-written notes immediately afterwards-preliminary analysis (entering street life, exiting, and surviving on street)-> natural history model
Phase II Semi-structured interviews
Class Exercise I will interview Tony
• take notes in as much detail as possible
Look for Different types of interviewer questions
Probes
Cultural domains, cover terms, included terms, etc. IF PRESENT (often not)
After interview: what techniques were used?
types of questions? probes? leading?
non-verbal aspects, body language?
salient quotes?
how was it to take notes?
possible cultural domains
Summary• Open-ended interview techniques can gain different
perspectives than questioner driven methods
Each student bring in one question that they plan to ask in their interview.
We put 5-10 questions up on the boards
then we comment as a group on how to make the question more broad, less
leading.
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