Ethnographic Approach: Systematic and Rigorous Analysis of Qualitative Data
Location
3028
Format Type
Paper
Format Type
Paper
Start Date
13-1-2017 4:40 PM
End Date
13-1-2017 5:00 PM
Abstract
The purpose of this study is to describe the results of focus group discussions held with older adolescents’ in high schools to explore their perceptions of school safety. Focus group discussions with 66 high school students were conducted as part of the National Evaluation Project of the Safe Schools/ Healthy Students Initiative (SS/HS I). The intent of conducting focus groups was to obtain rich qualitative data of adolescents perception of school violence and teasing and bullying and protective factors in the school setting. Identification and enhancement of school protective factors can reduce adolescent health risks (Jessor et al, 1995).
The transcripts were coded and analyzed using Ethnograph software (Qualis Research, 2000) and themes were reported, in order of frequency. Using a socioecological perspective researchers have begun examining the context and characteristics of schools and what might be protective and promote adaptive adjustment among adolescents at risk. Protective factors in the school environment have been conceptualized as countering adolescent exposure to risk and enhancing the experience of protection (Jessor, 1991).
The most frequently reported themes related to school protective factors were (a) identification with peer group, (b) relating to adults at school, (c) individual student characteristics, (d) school alliance and involvement in school organizations, and (e) campus security. In addition, Adolescents reported that teasing, bullying, gossip and rumors are more likely to happen on a daily basis than physical fights at their schools. Vandalism of school property and theft of personal belongings are prevalent and contributed to student’s perceptions of school danger.
Information about factors in the school setting that are perceived as protective has relevance for the development of school programs that incorporate school protective factors to decrease negative adolescent outcomes. An Ethnographic approach recognizes the complexity of social inter-relatedness and increases rigor in this qualitative research study.
Ethnographic Approach: Systematic and Rigorous Analysis of Qualitative Data
3028
The purpose of this study is to describe the results of focus group discussions held with older adolescents’ in high schools to explore their perceptions of school safety. Focus group discussions with 66 high school students were conducted as part of the National Evaluation Project of the Safe Schools/ Healthy Students Initiative (SS/HS I). The intent of conducting focus groups was to obtain rich qualitative data of adolescents perception of school violence and teasing and bullying and protective factors in the school setting. Identification and enhancement of school protective factors can reduce adolescent health risks (Jessor et al, 1995).
The transcripts were coded and analyzed using Ethnograph software (Qualis Research, 2000) and themes were reported, in order of frequency. Using a socioecological perspective researchers have begun examining the context and characteristics of schools and what might be protective and promote adaptive adjustment among adolescents at risk. Protective factors in the school environment have been conceptualized as countering adolescent exposure to risk and enhancing the experience of protection (Jessor, 1991).
The most frequently reported themes related to school protective factors were (a) identification with peer group, (b) relating to adults at school, (c) individual student characteristics, (d) school alliance and involvement in school organizations, and (e) campus security. In addition, Adolescents reported that teasing, bullying, gossip and rumors are more likely to happen on a daily basis than physical fights at their schools. Vandalism of school property and theft of personal belongings are prevalent and contributed to student’s perceptions of school danger.
Information about factors in the school setting that are perceived as protective has relevance for the development of school programs that incorporate school protective factors to decrease negative adolescent outcomes. An Ethnographic approach recognizes the complexity of social inter-relatedness and increases rigor in this qualitative research study.
Comments
Breakout Session F