Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Keane, Elaine

doi:10.1080/13645579.2014.923622

Cited by 18 publications

(24 citation statements)

References 27 publications

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“…Although an increasing number of journal articles are published on GT, they tend to focus on certain aspects of GT (Draucker, Martsolf, Ross, & Rusk, 2007; Kolb, 2012; Timmermans & Tavory, 2012) and on specific approaches to GT (Giske & Artinian, 2007; Keane, 2015). Our approach here is more general and integrative.…”

Section: Introductionmentioning

confidence: 99%

Challenges When Using Grounded Theory

Timonen

Foley

Conlon

2018

International Journal of Qualitative Methods

211

107

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The grounded theory (GT) method is widely applied, yet frequently misunderstood. We outline the main variants of GT and dispel the most common myths associated with GT. We argue that the different variants of GT incorporate a core set of shared procedures that can be put to work by any researcher or team from their chosen ontological and epistemological perspective. This “shared core” of the GT method is articulated as the principles of (1) taking the word “grounded” seriously, (2) capturing and explaining context-related social processes, (3) pursuing theory through engagement with data, and (4) pursuing theory through theoretical sampling. In this article, we have put forward, in a nutshell, a distillation of core principles underpinning existing GT approaches that can aid further engagement with the different variants of GT. We are motivated by the wish to make GT more comprehensible and accessible, especially for researchers who are new to the method.

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Section: Introductionmentioning

confidence: 99%

Challenges When Using Grounded Theory

Timonen

Foley

Conlon

2018

International Journal of Qualitative Methods

211

107

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“…All interviews were recorded, transcribed in Chinese and field notes were taken immediately after. We used constructive grounded theory techniques (Charmaz, 2014;Keane, 2015) to analyse data, building the theoretical framework through initial coding, focused coding, memo writing, map drawing, constant comparisons and theoretical sampling. All the names of respondents used in publications are pseudonyms.…”

mentioning

confidence: 99%

Precarious success and the conspiracy of reflexivity: questioning the ‘habitus transformation’ of working-class students at elite universities

Jin

Ball²

2019

Critical Studies in Education

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Some authors argue that access to elite universities can bring about a 'habitus transformation' for working-class students, however in this paper, based on a three-year life history study, it is suggested that the transformative effects of the elite university experience come about in relation to and constrained by the working-class habitus. Working-class students tend to choose the strategy of 'compartmentalising' to manage their experience of universityengaging primarily academically and sideling the social aspects of university life. This paper offers a very complex account of such compartmentalising, in which the lack of appropriate capitals, emotional injuries, habitual dispositions and the application of instrumental rationality are fused together to make up the university experience for working-class students. The analysis demonstrates the 'conspiracy' of reflexivity. Reflexivity does not necessarily bring changes in and challenges to an existing habitus; rather reflexivity conspires with and tends to reinforce it. This demonstrates the continuing role of habitus in maintaining class domination in elite settings and raises questions about the effects and effectiveness of the widening participation agenda in HE.

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“…A constructivist approach is based on the notion that a researcher constructs rather than discovers theories (Charmaz, 2014). It focuses on understanding peoples' realties and how they construct these realities (Keane, 2015). Importantly, an outcome of constructivist grounded theory is that the theory developed "offers an interpretive portrayal of the studied world, not an exact picture of it" (Charmaz, 2006, p. 10).…”

Section: Methodsmentioning

confidence: 99%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

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The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

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Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Cited by 18 publications

References 27 publications

Challenges When Using Grounded Theory

Challenges When Using Grounded Theory

Precarious success and the conspiracy of reflexivity: questioning the ‘habitus transformation’ of working-class students at elite universities

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

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