Técnicas e instrumentos de recolección de datos

Collecting qualitative data for this research study occurred through student interviews, document reviews, spatial observations, and researcher field notes.

Alumni Interviews. Five thorough alumni interviews were conducted with FST graduates to

collect data. A pre-constructed list of open-ended questions prompted former students to recount perceptions regarding their FST program experience and the feelings surrounding the NBE. See Appendix A and B for the interview questions. These interviews allowed the researcher direct insight into obstacles and challenges, along with victories and successes, of former FST students. Interviews took place with students following program completion. The interviews allowed for a much more robust level of study findings when combined with the quantitative data.

Beginning in the Spring of 2017, Researcher Norris Edney III sought participants from the pool of 39 alumni. Mr. Edney received former student email addresses from Ms. Hopper and emailed all 39 former students requesting participation in the study. Both the initial participant recruitment email and the revised participant recruitment email may be found in Appendix E and Appendix F. Alumni interested in study participation contacted Mr. Edney. Once a former student contacted Mr. Edney, he followed up with the former student regarding details on the study. If the former student was still interested in participation, Mr. Edney scheduled an interview. See Appendix A, Initial Interview Questions, for Mr. Edney’s interview questions. Mr. Edney digitally recorded each interview for documentation. Following each interview, interviewee responses were transcribed verbatim by an independent transcription service. Mr.

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Edney conducted three one-on-one alumni interviews, until Mr. Edney departed the research study in August of 2017.

Ms. Hopper continued the exact alumni interview process following Mr. Edney’s departure in August 2017. Upon initial review of Mr. Edney’s alumni transcripts and digital recordings, the interview questions were revised for the two subsequent interviews. A total of five interviews were conducted by Mr. Edney and Ms. Hopper. See Appendix B, Revised Interview Questions, for the updated questions utilized by Ms. Hopper. See Appendix G for Consent Forms utilized by Mr. Edney and Ms. Hopper. After the interviews were completed by Ms. Hopper, the interview recordings were transcribed by a commercial transcriptionist. For accuracy, all commercial transcripts were compared against the audio recordings for accuracy. Minor transcription errors were corrected.

Interview participants were offered the ability to view the transcript of their individual interview to validate the transcript accurately reflected the student’s perceptions. In addition to promoting veracity, the process of participant transcript review gave opportunity for more conversations surrounding interview topics interviewees wished to expand upon.

Participant names were then redacted from interview transcripts and each interviewee was assigned a pseudonym. Pseudonyms were used to assure student confidentiality during the final phase of individual and group team coding processes.

Document Review. Document analysis was conducted to examine levels of cultural relevancy

that existed in the FST program, for the study’s 39 participants, and offered information which was unattainable via the alumni interviews and learning space examinations alone. Written artifacts were easily accessible for this study as all documents were in use during the research study’s initial phases.

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Two documents examined during this study were of paramount importance in the FST students’ orientation period: the Attendance Policy and Student Dress Code. Both the

Attendance Policy and Student Dress Code are relevant only to NWCC FST, as these documents did not apply to any other NWCC program. Please see Appendix I for the Attendance Policy and Appendix J for the Student Dress Code. Each document was distributed to new students upon their first day in FST classes. Both documents were likely to yield an early indelible student impression upon the FST program. Because the FST curriculum is designed to prepare pupils for careers in funeral service, several classes required professional business dress for classroom lectures. In addition, students were required to professionally dress for any off-campus FST activities. The Student Dress Code was designed to offer guidance on precisely what type apparel is appropriate. The Attendance Policy, in conjunction with alerting students to the required prompt and persistent presence in classes, notified students of the FST grading scale, which is different from the academic grading scale at NWCC, in addition to alerting students to the college’s disability policy, and tobacco policy.

Methodological document review of the FST Attendance Policy and Student Dress Code from 2014 were analyzed using a rubric constructed for this research study. The CLEAR framework was employed to establish the rubric which exercised five coherently expressed guidelines: clarity, logic, ethics, agency, and relevancy to examine both documents (Iskander et al., 2017). The CLEAR methodology allowed intense inspection of each document, while the rubric allowed for consistency among each reviewer (Iskander et al., 2017). The two initial reviews were completed by Mrs. Ebonē Dukes, instructor in the FST program and Ms. Angela Hopper, FST program director. The two subsequent document reviews were conducted by the remainder of the coding team, Dr. Keith D. Reed, an instructor in the FST program, and Ms.

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Tonyalle Rush, NWCC Director of Evening School. A thorough and detailed rubric of the document analyzation process may be found in Appendix C.

Learning Environment Analysis. Scrutinizing the FST learning spaces was an additional study

measure employed to supplement alumni interviews and document analysis and enable further evidence to support researcher findings and interpretations.

NWCC FST had two labs and one primary classroom. One lab was a funeral merchandising lab with caskets, vault displays, and funeral sundries. The second lab was a clinical lab, with an enclosed demonstration-only funeral embalming room, surrounded by a student learning area which included: one printer, eight computers, five tables, and eight chairs. FST students often frequented the clinical lab. In the clinical lab students work on computers, study in groups, print papers, and the FST department holds fellowship in this space. Fellowship is usually FST potluck meals and meetings. Conversely, the merchandising lab is rarely utilized, generally only for classroom demonstrations and student capstone projects.

A systematic climate analysis of both NWCC FST labs and the main FST classroom were conducted utilizing a rubric developed for the purpose of this research study. Each learning environment was examined for multiple elements to assist learners, via a rubric constructed from scholarly research. Elements of Nazari’s (2014) structure was included to assess the elementary aspects of a learning space, such as lighting, supplies, and airflow; which may assist a student physically. Research provided by Valenti’s (2015) framework evaluated the FST space for availability of technology and if the space was open for student collaboration. Lastly, Hutchinson (2003) research offered guidance on constructing the rubric to examine the FST spaces for emotional and cultural inclusion.

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researcher Hopper and the final analyses were conducted by the team of coders during the alumni interview phase. The educational site analysis rubric may be found in Appendix D.

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