Our aim in this paper is to help scholars better understand theory’s purpose in qualitative research, how it is employed in data analysis, and the strengths and limitations of the insights it can reveal. We do this by sharing our practice using multiple theories to make sense of a common data set in an advanced doctoral class focused on theory in qualitative research. For the class final project, students chose different theories to analyze one common data set: A brief historical article on the Los Angeles Zoot Suit Riots. Student-chosen theories included constructivism, actor-network theory, symbolic interactionism, critical race theory, and LatCrit theory. In the paper, we describe the purpose of theory in qualitative research; give primary attention to students’ diverse theoretical analyses of our data set; and explore the benefits of employing multiple theories to make sense of complex phenomena. The interplays and assemblage of researcher, theory, data, and society are emphasized.
Keywords
theory, qualitative research methodology, qualitative research instruction, assemblage
Author Bio(s)
Sherry Marx, Ph.D., is Professor of Qualitative Research Methods and Multicultural Education at Utah State University. She has also served as Editor in Chief of the International Journal of Multicultural Education since 2021. Please direct correspondence to sherry.marx@usu.edu
Rachel Billings is a teacher of English/Language Arts and Public Speaking at Skyridge High School and a doctoral student in Curriculum and Instruction at Utah State University.
Taylor Dexter is a doctoral student in Curriculum and Instruction at Utah State University. She is also a teacher specialist of Educational Access & Opportunity at Granite School District.
Mark Lewis is a doctoral candidate in Curriculum and Instruction at Utah State University. He is also an administrator in the educational system of The Church of Jesus Christ of Latter-day Saints.
Patrick Ocran is a Ph.D. candidate in Curriculum and Instruction (Mathematics Education and Leadership) and a Presidential Doctoral Research Fellow at Utah State University. His research focuses on mathematics teacher positioning, classroom discourse, mathematical identity, teacher supervision, and STEM pathways.
Douglas Weber, Ed.D., works in Student Services for Logan City School District. His research interests revolve around giving all students access to high quality education, especially in mathematics education.
Marx, S., Billings, R., Dexter, T., Lewis, M. T., Ocran, P., & Weber, D. (2026). What multiple theories can illuminate in qualitative research. The Qualitative Report, 31(4), 5757-5777. https://doi.org/10.46743/2160-3715/2026.8258
