Análisis Factorial

Although the use of a semi-structured discussion guide provides flexibility in terms of sequencing and wording of questions (Maxwell, 2009), the interview itself commenced with questions about the participant that she was able to answer without much thought. These questions were designed to relax participants and set them at ease. The researcher also shared information about her background—Caribbean ancestry and experiences, time in the U.S. as an immigrant, and U.S. family. This was done for a number of reasons. First, the researcher wanted to disclose information about herself so participants would not be wondering about her. This was helpful because some participants said they were trying to “locate” the researcher because when they spoke with her on the phone initially, they could not decide whether her accent was British, Australian, or Caribbean. After meeting the researcher, they still could not decide on her identity because, as some persons shared, the researcher looks ethnically “mixed.” Disclosing her

background seemed to promote transparency and rapport. Second, participants needed to understand that discussions would be based on some degree of similarity and differences in backgrounds. During the discussions, the researcher was careful to show complete respect for any cultural differences that surfaced and for all the information that was shared (Stark, 1996).

The more sensitive questions (e.g., body size and related questions) were asked closer to the end of the interview, or at points in the discussion where such questions fit naturally, but only

when the participant seemed relaxed and comfortable enough (Ulin et al., 2005). In some instances, some of these issues were raised by the participant herself. Follow-up and probing questions, aimed at maximizing the richness of responses, were incorporated, depending on information that emerged during each interview (Turner, 2010). Care was taken to not seem disinterested or intrusive, but to “maintain a comfortable balance” in using these techniques (Ulin et al., 2005, p. 84); follow-up questions were incorporated whenever a response required clarification, or elaboration, or where it seemed pertinent to the study. Both verbal and non- verbal probes were employed to ascertain additional details.

Responses to all body size-related questions were facilitated asking participant to choose a body type from the body image protocol Appendix D. This diagram, adopted from Stunkard, Sorenson, and Schulsinger’s (1983) self-report pictogram, was used to standardize body sizes for related questions and to help researcher determine relative choices among participants. This was especially important because size and perceptions may vary between individuals of different cultural and ethnic backgrounds. Participants were shown the pictogram—a diagram of nine women, numbered one to nine in order of increasing body size—and asked to choose the picture number that they thought best corresponded with the ideal body size as specified in the question.

The researcher was also vigilant about observing whenever it appeared that a question was not fully understood, or where it (the question) seemed to make a participant uncomfortable. In such cases, questions were reframed or delayed until later in the interview, when the

participant seems more relaxed, trusting of the process, or had more time to think about a response. Also, the researcher facilitated a smooth flow and conversational discussion by

was being heard and understood (Cullen et al., 2001). These responses help to keep participants at ease and feeling free to share their experiences (Ulin et al., 2005).

3.4.1 Research questions and related questions in discussion guide

There were two steps to designing the final discussion guide. First, a guide was created around elements of interest within the SCT (Appendix E-1). Next, this guide was reorganized for logic and to optimize conversational flow, resulting in two parallel discussion guides (one for African-Americans and one for Afro-Caribbeans). The only difference between the final two discussion guides was that some questions were either reframed or excluded to make the

discussion more applicable to the respective group for which the guide was designed. The slight differences in the way questions were framed for Afro-Caribbeans (Appendix E-2) and African- Americans (Appendix E-3) are noted. All questions in the discussion guide were designed in order to prompt the women to discuss topics related to the research questions.

The overarching question for this study was: What is the role of culture and social factors in obesity-related practices of African-American women and recently immigrated Afro-

Caribbean women? The main goal was to ascertain whether there are meaningful differences that suggest health messages should be tailored differently for the two groups. The first set of

research questions was related to the attitudinal and behavioral social norms within participants’ childhood and current social environments. Discussion questions included, among others, “Tell me about the types of food and drink they [closest family and friends] normally have. What is their favorite meal? How is it prepared? Is this similar to how it was prepared in [insert place]?” Other questions related to the norms of the social environments were “What kinds of meanings did people in [insert place] associate with body size or shape?” (When necessary, participants were probed: “Are certain sizes considered “healthier” or “sexier”? If so, then what sizes?”) and

“What would the people, in general, in [insert place] where you grew up consider a good body size or weight for a woman your height?” [When necessary, the researcher probed: Do they prefer larger body sizes? How large?]. A third example of the types of question asked in relation to environmental social norms is, “what about your own family and close friends as you were growing up?” (After discussing this question, participants were asked to indicate a body type choice from the Stunkard body-type chart).

The second set of research questions asked about participants’ current obesity-related behaviors in relation to those modeled in their social environments; they were asked questions such as, “What about in recent years, how physically active have you been? Tell me about some of the things you do to be active (in Atlanta)?” Another discussion question related to

participants’ behaviors was “To what extent have you incorporated those kinds of foods [from family of origin] into your life in Atlanta? Can you tell me about it?”

The discussion for this guide also included questions related to self-efficacy and outcome expectations. Participants discussed these topics but these discussions were excluded from the analysis for this study.