RESULTADOS

Transcripts of the interviews were subject to a series of coding processes in accordance with constructivist grounded theory data analysis methods (Charmaz, 2014)

3.5.4.1. Coding process. Initial coding studies data fragments (small sections of the transcribed interview) for potential as analytical utility (Charmaz, 2006, 2014). As coding of the interview texts progresses, in vivo codes emerge (Charmaz, 2006, 2014) as the product of initial coding. In vivo codes function as vehicles for condensing the meaning of the data. The second phase, focused coding, occurs after initial coding. In focused coding, the resulting codes from the initial process are compared to the larger body of data (Charmaz, 2006, 2014; Mertens, 2015). This means that the codes created from one interview are compared to the codes created for each of the other interviews. Subcategories of the original primary categories are created by focused coding results (Charmaz, 2006, 2014).

Theoretical coding is the third phase of coding. Substantive codes from the previous focused coding are analyzed for relationships between the categories (Charmaz, 2006, 2014). Theoretical codes propel the analytical reconstruction of the phenomenon by providing clarity to the data; the codes are grouped with like terms known as

“conceptual families” (Charmaz, 2006, 2014). Theoretical coding is followed by theoretical sampling in which the researcher constantly compares the data to the themes that emerge from codes and memos both to the original research question and to

questions that emerge in the process of data analysis. Theoretical sampling precedes theory reconstruction (Charmaz, 2006, 2014). It is important to note that the QUAL

phase of this study did not proceed to the level of theory reconstruction due to the constraints of the available data. Further discussion of this takes place in Chapter 4.

3.5.4.2 Strategies for coding. Charmaz (2006, 2014) outlines strategies for each coding phase. Initial coding identifies a particular respondent’s points of view about a specific concept (for example, the role of songs without words on a particular aspect of the parent-child relationship). Initial coding uses words that reflect action or movement and are often gerunds (action words ending in “ing”). Charmaz (2006) suggests coding be done word-by-word and line-by-line, thus preserving the respondent’s words as much as possible.

Focused coding groups the codes created in the initial phase by combining like codes or results in further separation through clarifying codes (Charmaz, 2014). For example, in this study, categories “offering drum” and “offering shaker” were combined into a single category titled “offering instruments.” A note about the coding structure of Dedoose, the software used to manage data analysis for this research (Dedoose.com): the coding structure allows for multi-tiered coding across any coding “families.” For

example, parent, child, and grandchild codes each can be linked across any level. Chapter 4 provides more information on this data management strategy.

Theoretical coding strategies include organizing the codes into families based around some shared characteristics (Charmaz, 2006, 2014). Glaser (in Charmaz, 2006) identified eighteen theoretical coding families to provide some structure in this final step of organization before theory formulation. The theoretical coding families are as follows: causes, contexts, contingencies, consequences, covariances, conditions, degree,

consensus (Charmaz, 2006). According to Charmaz (2006), this list of coding families is not exhaustive. However, in the final analysis, the definitions of the codes should be derived from the data (Charmaz, 2006, 2014). For this study, clustering and memos were the primary theoretical coding strategies (Charmaz, 2006, 2014).

3.5.4.3. Clustering. Clustering is a graphical representation of the relationship between codes in order to better understand how the data answer the phenomenon under consideration (Charmaz, 2014). Clustering is meant to be a “tentative and alterable chart of map” (Charmaz, 2014, p. 184). Through clustering, the researcher has a greater understanding of the narrative embedded within the data. Clustering is followed by memo writing (Charmaz, 2014).

3.5.4.4. Memos. Memos are an integral component of grounded theory analysis, and are used in this study to explicate the links between the categories and subcategories (Charmaz, 2014). Researchers write memos to record thoughts about the data being coded. Connections between sets of data (different interviews) are recorded and explored in greater detail in memos (Charmaz, 2014). Memos serve as guideposts for how the researcher began with one idea (i.e., initial coding), and ended with theory reconstruction. Charmaz (2014) encourages researchers to use memo writing to explore the data, identify codes, link data with analysis and report writing, and develop a style of writing suitable for narrative writing. Charmaz (2014) states that memos serve the additional function of ensuring the quality of the data by providing outside observers with a method of

reviewing the data—if, after review of data and memos, an outside investigator reaches the same conclusion as the researcher, the research is said to have met the criterion of credibility. A discussion of data quality takes place below.

Figure 2 shows the relationship between memo-writing, coding, and the resulting theory reconstruction.

Figure 2. Coding visualized. Initial coding, including the creation of in vivo codes, precedes focused coding. Theoretical coding and sampling organizes the codes and data into categories. Memos written during each phase of coding provide a record of the analysis process. The end result of grounded theory method of analysis is theory reconstruction.