SE EXTIENDE LA PRESENTE COPIA CERTIFICADA PARA LOS EFECTOS LEGALES A QUE HAYA LUGAR, A LOS VEINTISÉIS DÍAS DEL MES DE MAYO DEL AÑO DOS MIL DIEZ, EN LA CIUDAD DE

Data was collected using three methods: interviews, questionnaires and a sociogram. According to Bassey (2000), empirical research involves asking questions of people, observing events and then describing artefacts. The researcher uses inbuilt senses to collect data and their intelligence to ensure that it is done systematically by trustworthy procedures. The data is then critically analysed and wisely interpreted, allowing fair conclusions to be made. The ontological assumptions in this study ask questions as to reality as seen by the participants and is subjective. The epistemological stance raises questions as to my relationship as a researcher, to what is being researched and the interactions with the participants.

161 4.33 Sociogram

A sociogram is a graphic representation of social links that a person has. The sociogram is also known as a friendship chart and it allows teachers to analyse the social makeup of a class and can be drawn on the basis of many different criteria, for example, students‘ social relationships, their channels of influence and lines of communication. In other words, the sociogram became a chart or tool to measure the boys‘ social space (Sherman, 2005).

The sociogram was used as a prelude and warm up exercise leading to the interviews with African-Caribbean boys. This method is intended to make the boys feel relaxed and also to get information about their socialisation, important people in their lives and to get an idea of what their parents did. The sociogram is discussed further later in this chapter. The sociogram was always intended as a ‗warm up‘ to the interviews and it was a way of making the boys feel relaxed for the interviews.

4.34 Interviews

Interviews played a central role in this research. According to Cohen, Manion and Morrison (2003) the qualitative researcher moves away from the pre-structured, standardized form of interviews, towards open ended interviews because this allows respondents to project their own ways of defining the world. It also permits flexibility of sequence of discussions and allows the participants to raise and pursue issues and matters that may not have been in a pre devised schedule.

The interview data collection method is the most appropriate for a study of how participants see their world. It also allows the flexibility of discussion. It was easy to arrange the interviews and, arrange for a room to conduct the interview to ensure the privacy of the participant and allow an environment where they felt comfortable and could speak freely without feeling intimidated or threatened. (Cohen et al, 2003).

Focus group and observation methods were also considered, but deemed insufficient because of the need to hear the points of view of the students in order to try to understand their opinions. The focus group interview relies on group responses to a topic given by the researcher and although this method saves time, data can be

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jumbled and difficult to transcribe and may not totally focus on the research question. Observation also has particular limitations as a research method. In the case study methodology chosen it would not be possible to get all of the participants in the context of their school settings to observe them as each student would be in their individual lessons. Also observing a class in this situation where they are students from other racial background would not facilitate fully the focus on African- Caribbean boys which this study is about. (Sapford and Jupp, 1998).

In order to conduct interviews with students, a set of pre-defined questions, were drawn up which related to the research problem. This enabled me to ask supplementary questions during the interview, to prompt students and encourage them to talk about the topic. The literature review and the pilot interview with Jason and Shane was used as a springboard to get a greater understanding of African-Caribbean boys‘ attitudes to education, beliefs, their social interactions and their subcultures in school. This helped in finalising the exact questions to ask the African-Caribbean boys in the interviews. This approach appeared to be justified by the fact that the boys talked freely about what they thought of school and qualification and how they behaved in the classroom and in the playground. They were very willing participants and freely expressed their views without any hesitation.

Once the interview questions were drawn up I tested them on two African-Caribbean boys in Year 10 in the Inner London School - their answers were used to refine the questions so that they could be more easily understood and more interesting for the respondents.

According to Bell (2000) the major advantage of the interview is its adaptability. A skilful interviewer can follow up ideas, probe responses and investigate motives and feelings, which the questionnaire can never do. Drever (1995) is of the view that the semi-structured interview allows the researcher to gather factual information about people‘s circumstances, collect statements of their preferences and opinions, and explore in some depth their experiences, motivations and reasoning. According to Drever (1995) interviews provide high quality data. Drever (1995) argues that most people who are approached properly will agree to be interviewed and the researcher

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can expect participants to treat the interview seriously and answer all the questions. Interviews also allow the researcher to explain any ambiguity, correct any misunderstandings about the questions and allow them to ask for clarification when they are uncertain about the answers given. Thus we can expect a ‗high quality‘ data output from all interviewees for all of the questions.

This method of data collection suits the case study methodology, as it allows direct access to the participants under one location. The researcher can easily arrange interviews to gather the data and create a comfortable interview environment - where the participants can be prompted, asked questions, and provide more detailed explanations.