Www.cls.ioe.ac.uk Narrative methods in qualitative and quantitative research 22 nd February 2006 Combining social research methods, data and analyses Jane.

Slides:

Advertisements

Similar presentations

The ONS Longitudinal Study - plans for the 2011 Census and beyond

Advertisements

Quantitative Methods Topic 1 Research Design.

Bridging social and biological sciences Noriko Cable, Mel Bartley, Anne McMunn, Yvonne Kelly University College London SLLS 2010, Cambridge.

1 Caucasus Research Resource Centers (CRRC)-Armenia Migration and Remittances: Data from CRRC DI Surveys Yerevan April 29, 2008

1. 2 Choosing and preparing for a career is the most challenging developmental task of all for the late adolescent and young adult. It is essential for.

TILDA – The Irish Longitudinal Study on Ageing Patricia M Kearney Trinity College Dublin EU Commission Seminar Series – How should.

1 The 2007 National Immigrant Survey (Spain) National Statistics Institute (INE) Antonio ARGÜESO director for social and demographic statistics.

22 April 2002Health Services Research Unit Feedback From Parents : Using an Action Research Approach to Evaluate a Local Sure Start Programme Tameron Chappell.

QUALITATIVE RESEARCH SOCIAL METHODS SC20062 Leah Wild Week Four.

The Millennium Cohort Study Shirley Dex Institute of Education, University of London Centre for Longitudinal Studies.

Accessing longitudinal data via the UK Data Archive / ESDS Jack Kneeshaw NCDS summer school course, July 2005 ESDS Longitudinal.

An Introduction to the UK Data Archive and the Economic and Social Data Service November 2007 Jack Kneeshaw, UKDA.

Students Academic Attainments at British State and Private Schools Alice Sullivan – Centre for Longitudinal Studies, Institute of Education,

ESDS Longitudinal: Introducing the UK cohort and birth studies Peter Shepherd 21 June 2004 National Child Development Study and 1970.

Following lives from birth and through the adult years Paper for Women and Employment Survey 25th Anniversary Conference Shirley Dex,

1 Pathways to Wellbeing among Teenage Mothers in Great Britain Gender Equality Symposium Cambridge, September 2008 Ingrid Schoon & Elzbieta Polek Institute.

Following lives from birth and through the adult years GeNet Gender Equality Symposium Erzsébet Bukodi Institute of Education, University.

Division of Domestic Labour and Women s Human Capital ESRC Gender Equality Network Project 4: Gender, Time Allocation and the Wage Gap Jonathan Gershuny.

Studying the History of Family Dynamics: the role of the WES John Ermisch University of Essex.

Following lives from birth and through the adult years Jenny Neuburger GeNet meeting, 26 September 2008 Trends in the Relative Pay of.

Following lives from birth and through the adult years Erzsébet Bukodi and Shirley Dex GeNet Final Conference Cambridge, March.

The Timing and Partnership Context of Becoming a Parent: Childhood Antecedents, Cohort and Gender John Hobcraft University of York.

The Relationship between Childbearing and Transitions from Marriage and Cohabitation in Britain Fiona Steele 1, Constantinos Kallis 2, Harvey Goldstein.

ESRC Gender Equality Network GeNet Project 2: Biographical Agency and Developmental Outcomes Ingrid Schoon, Andy Ross, Peter Martin, and Steven Hope City.

The Childhood Origins of Adult Socioeconomic Disadvantage: Do Cohort and Gender Matter? John Hobcraft and Wendy Sigle-Rushton GeNet Conference 14 December.

Gendered Pathways to Adulthood: Select Findings from Cross Cohort Comparisons Wendy Sigle-Rushton Department of Social Policy London School of Economics.

1 Centre for Market and Public Organisation Intergenerational Mobility and Education in the Next Generation: Forecasting Intergenerational Mobility for.

Imagining a gendered future: combining qualitative and quantitative approaches to the analysis of childrens essays Dr Jane Elliott Centre.

Multilevel Event History Analysis of the Formation and Outcomes of Cohabiting and Marital Partnerships Fiona Steele Centre for Multilevel Modelling University.

Evaluation of Education Maintenance Allowance Pilots Sue Middleton - CRSP Carl Emmerson - IFS.

1 Using the government data in employment research Vanessa Higgins CCSR University of Manchester.

1 Welcome to the Williamson Building… In the event of fire alarm Alarm is a constant ring Head left down corridor, down stairs Assembly point on grass.

Using quantitative and qualitative longitudinal data to understand womens careers Jane Elliott Centre for Longitudinal Studies Institute of Education.

Year Two Year Three Year One Research methods teaching in the social sciences: An integrated approach to inquiry- based learning.

Breaking down the binary divide: constructions of gender in quantitative and qualitative research 7 November, 2008 Jane Elliott Research Director National.

Survey of People with Disabilities in the Framework of the Evaluation of the Laron Law Research conducted by Mayers-Jdc-Brookdale Institute and.

The Roles of a Sports Coach

GENERATIONS AND GENDER SURVEY IN RUSSIA: Parents and Children, Men and Women in Family and Society 2 nd wave IWG, 13 May, 2008 Oxana Sinyavskaya, IISP.

Transition Sue Heath, University of Southampton Session 31: Researching personal life and relationships.

Deb Hearle, Dr Val Rees & Dr Jane Prince. Plan Present overview of the context of methodologies Explain Narrative in more depth Explore methods of narrative.

McMaster University Christine Brooks-Cappadocia – Marketing Manager Lisa Boniface – Assistant Director.

ESRC UK Longitudinal Studies Centre The British Household Panel Survey and its Scottish Extension Nick Buck Institute for Social and Economic Research.

Gender and Educational Attainment in Schools Stephen Machin and Sandra McNally.

1 Cultural and Diversity Considerations. Learning Objectives After this session, participants will be able to: 1.Define cultural competency 2.State the.

A survey of children, teachers and parents on children’s drawing experience at home and at school Richard Jolley (Staffordshire University, UK) Esther.

Following lives from birth and through the adult years Evidence from the First Two Surveys of the UK Millennium Cohort Denise D. Hawkes,

Barriers to Health Service Utilization by Immigrant Families Raising a Child with a Disability Unmet Needs and the Role of Discrimination.

Unpaid care activities among the Indigenous population: Analysis of the 2011 Census Mandy Yap and Dr. Nicholas Biddle This work is funded by the Commonwealth.

The Value of Longitudinal data: using the British Cohort Studies to understand women’s employment from a life course perspective Dr Jane.

A comparison of the characteristics of childless women and mothers in the ONS Longitudinal Study Simon Whitworth Martina Portanti Office for National Statistics.

Exploring selfhood in the 1960s through secondary data analysis Jon Lawrence, University of Cambridge Jane Elliott, Centre for Longitudinal Studies Sub-brand.

Following lives from birth and through the adult years Work Attitudes in the Cohort Studies Prof. Shirley Dex Centre for Longitudinal.

 Why the survey was devised – Interlink in partnership with TLI project and Salford City Council  Information collected from January till April’13 

Quantitative methods for researching lives through time Heather Laurie Institute for Social and Economic Research University of Essex

Following lives from birth and through the adult years Longitudinal Research on Education using the British Cohort Studies Alice Sullivan,

1. Fathers in the UK Millennium Cohort Study EUCCONET Workshop Vienna 24 February 2010 Lisa Calderwood Sub-brand to go here CLS is an ESRC Resource Centre.

Workshop: Museums and Intercultural Dialogue Chester Beatty Library, 4 April 2014 Museums as Places for Intercultural Dialogue and Learning Workshop Outline:

Business and Management Research

Being occupied, being moral and making the world a better place Jackie Taylor Introduction References Acknowledgements Occupational therapists regard meaningful.

Civic Association „THE WAY OF HOPE“ „Roma Confident Parents „ Project.

Child Development 7.  Home and school are a young child’s two most important worlds  If home and school are connected in positive and respectful ways,

The UK Millennium Cohort Study The Long View: Longitudinal Studies in Scotland February Lisa Calderwood Centre for Longitudinal Studies Institute.

Millennium Cohort Study Consultative Conference on Content of Age 3 Sweep CLS, Institute of Education, London University funded by ESRC and ONS-led Govt.

Finding and analysing variables in the CLS cohorts Brian Dodgeon Centre for Longitudinal Studies Institute of Education University College London.

SIMONE CROFT USING PUBLICLY AVAILABLE COHORT STUDIES.

What is Development? Systematic changes and continuities –In the individual –Between conception and death “Womb to Tomb” Three broad domains –Physical,

Me Tarzan, You Jane Me Tarzan, You Jane eTwinning and Comenius project ( October 2007 until July 2009) eTwinning and Comenius project ( October 2007 until.

Patterns of Parenthood at the beginning of the 21st Century

Section 1: What are longitudinal studies?

An Introduction to the 1970 British Birth Cohort (BCS70)

Presentation transcript:

Narrative methods in qualitative and quantitative research 22 nd February 2006 Combining social research methods, data and analyses Jane Elliott Centre for Longitudinal Studies Institute of Education

Main themes of workshop session Interest in exploring narrative elements of both qualitative and quantitative research Utility of the notion of narrative identity (Ezzy, Ricoeur) Introduction to the British Birth Cohort Studies and in particular the National Child Development Study Analysis of qualitative essays written by eleven year olds in 1969

What is a narrative? A story with a beginning, a middle and an end! Aristotles Poetics A method of recapitulating past experiences by matching a verbal sequence of clauses to the sequence of events that actually occurred. (Labov and Waletzky, 1967) (A) discourse with a clear sequential order that connects events in a meaningful way for a definite audience, and thus offers insights about the world and/or peoples experiences of it. Hinchman and Hinchman (1997: xvi)

Labov and Waletzkys structural model Abstract Orientation Complicating action Evaluation Resolution Coda

Why should social scientists be interested in narrative? Temporal representation of events and experiences Structure used to communicate the meaning of events and experiences Inherently social requires an audience narrative forms (genres) are shaped by social context Implicated in the creation and maintenance of identity

Narrative identity Narrative provides a practical means by which the individual can understand themselves as living through time, a human subject with a past, present, and future made whole by a narrative plot with a beginning, middle and end. Allows conceptualisation of individual as having a continuous presence through time without becoming fixed or essentialized Identity as idem or ipse (identical or selfsame soi-meme) – permanence through time without sameness through time (Ricoeur).

Narrative and identity Ontological narratives are shaped by the social world in two important ways: available audiences for our narratives cultural repertoire of narratives/genres It is also important to remember that individuals are active agents who play a part in reproducing but also modifying public narratives.

Narrative, Reflexivity and Writing During the last 20 years growing interest in the topic of narrative among qualitative researchers Elliot Mishler (1986) Research Interviewing: context and narrative C.K. Riessman (1993) Narrative Analysis. Narrative and Life History Journal launched 1991 The Narrative Study of Lives Josselson and Lieblich Attention to narratives in qualitative interviews; awareness of importance of researcher in eliciting narratives; interest in concept of narrative identity; awareness that researcher is a narrator

British Birth Cohort Studies Fully representative samples of the British population Based on one weeks births - approximately 17,000 babies Followed up from birth into adulthood Four British Birth Cohort Studies 1946 : National Survey of Health and Development (MRC funded) 1958 : National Child Development Study 1970 : British Cohort Study /1: Millennium Cohort Study Housed at CLS

Birth Cohort Study Representative sample of over 17,000 infants born in March 1958 (Perinatal Mortality Study) Sample followed at ages 7, 11, 16, 23, 33, 42, 46 (prospective study) Multipurpose study: family life; education; employment; skills; housing; health; finances; citizenship Focused bio-medical study at age 44 (MRC funded) Approximately 12,000 individuals are still participating Now core funded by ESRC with data collected every four years

NCDS follow-ups and sources of information

Hypothetical life history x Born st Child nd Child 1987 Age 7 Age Age Age 46 Age 16 Age Age 33 Gets married Parents social class Parental interest in school work Free school meals Mother smoking Parental divorce Maths and reading tests Teachers assessment of childs behaviour Exam results Job 1Job 2Job 3 Voting behaviour Psychological well being Working hours preferences Savings Domestic division of labour Union membership Training and skills

NCDS – 2004 Sweep (Age 46) Telephone Interview Housing Partnerships – current and former Births and other pregnancies Periods of lone parenthood Absent children Children and the wider family Family income Employment status/employment history Academic education/vocational training/other courses Access to and use of computers Basic skills General health Smoking, drinking and exercise Experience of crime Social participation

NCDS 11-year old Essays At age 11, in 1969 NCDS Cohort members completed a short questionnaire (at school) about leisure interests, preferred school subjects and expectations on leaving school They were also asked to write an essay on the following topic: Imagine you are now 25 years old. Write about the life you are leading, your interests, your home life and your work at the age of 25. (You have 30 minutes to do this) essays completed, mean length 204 words Copies of the original essays (in childrens handwriting) are available on microfiche at CLS

Existing research on the essays A small sample of 521 essays have been coded for word count Boys 180 words Girls 228 words All essays have been coded for employment aspirations, over 90% give a classifiable occupation No systematic coding and analysis of the essays has been carried out to date

Extract 1: When I am 25 I will have a job as a engineer or macanic. I hope to have a house in the country with a nice garden to dig and plant vegetables. I will own a car (zepher) to go on journeys around England or in paris. I hope to have a wife and children who I respect. I will have a dog colliee or a house dog both tame. On weekends I will take my family out for a ride or once a month visit my parents. At age 11: General ability (47/80 – a little above average); Lives in a council house with natural parents; father is in a skilled manual occupation At age 40: Married with children; lives in a three-bedroomed owner- occupied house, very satisfied with accommodation; parents have both died; works as a foreman pattern maker.

Extract 2: I am an Air-Hostest. I look after poeple I speck two langweges, and I meat lots of poeple. Some are old, and some are young. The money is good. When I am not on the plane I show people arond. Some people can not speck English, sowe I speck to them in their own langwege. At the airport there is a room were you can powder your nose hear and there. We have a speica suit that we must wear. Before we go on our first trip we have to lerne how to walk nicely, and how to wear our make up. We all ways have to smail. At age 40: married with children, living in three-bedroomed owner occupied house; fairly satisfied with accommodation; looking after home and family, husband is customs and excise officer/immigration officer. At age 11 General ability (44/80 –average); missing data about parents and tenure of accommodation

Research project funded by the Nuffield foundation (Elliott and Morrow) Project is intended as a pilot study, possibly to be followed up by larger application to ESRC Aim to type up and code a sub-sample of 560 essays & conduct preliminary descriptive analyses Sample stratified to reflect: gender; ability; social class; family structure Essays will be coded for themes such as: family life; leisure; employment; housing expectations; contact with parents; pets; transport and travel; aspirations vs expectations Both qualitative and quantitative analysis will be carried out using NVIVO and SPSS to help organize, code, and analyze the data Main research questions: how do gender and social class shape childrens aspirations?

Analysis of essays: possible questions to address What are our initial impressions e.g. is the child optimistic/pessimistic; positive/negative? To what extent is each essay a narrative or a description? What elements of narrative does each essay include? What is there in the essay that is surprising (& why)? What is in the essay that doesnt surprise us (& why)? Is there anything in the essay that is assumed but not explicitly stated What is the role of time/ how is time used in the essay? What markers of gender and social class are there in the essay? How explicit is the age of the child and the historical context within the essay? What are the advantages and disadvantages of having over 13,000 qualitative essays that could potentially be analysed?