Demystifying Reflexive Thematic Analysis
Format Type
Plenary
Format Type
Workshop
Start Date
12-1-2021 10:15 AM
End Date
12-1-2021 10:35 AM
Abstract
In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qualitative data. Termed “reflexive thematic analysis,” this method has become of interest to qualitative researchers since it is theoretically flexible, straightforward, and intuitive and is compatible with many, although not all, types of inquiries. In their conceptualization of reflexive thematic analysis, Braun and Clarke (2006) and Clarke & Braun (2013) conclude themes do not spontaneously emerge from coding and categorizing data. Rather, researchers engage in active, decision-making processes to generate themes. Moreover, they stress the importance of researcher reflexivity, recursivity, and the goal of data reduction without losing meaning.
Erlingsson & Brysiewicz (2017) note researchers often struggle to understand how to engage in reflexive thematic analysis. To help clarify these processes, we will begin with a brief overview of reflexive thematic analysis and then explain the phases of identifying, analyzing, and interpreting patterns of meaning (or "themes") within qualitative data. We will also offer examples of analysis of data for each of these steps. In addition, at all stages of the progression, we will provide Data Flow Diagram (DFD) segments (Woodman, 1988), graphical depictions that illustrate researchers’ recursive patterns as they work to reduce data yet maintain meaning (Figure 1). As closure, we will walk attendees through the process of reflexive thematic analysis: know the data; code the data; categorize the data; generate themes.
Keywords
Reflexive Thematic Analysis, Recursivity, Reflexivity, Data Reduction, Data Flow Diagrams
Demystifying Reflexive Thematic Analysis
In 2006, Braun & Clarke developed an innovative and well-received structure for analyzing qualitative data. Termed “reflexive thematic analysis,” this method has become of interest to qualitative researchers since it is theoretically flexible, straightforward, and intuitive and is compatible with many, although not all, types of inquiries. In their conceptualization of reflexive thematic analysis, Braun and Clarke (2006) and Clarke & Braun (2013) conclude themes do not spontaneously emerge from coding and categorizing data. Rather, researchers engage in active, decision-making processes to generate themes. Moreover, they stress the importance of researcher reflexivity, recursivity, and the goal of data reduction without losing meaning.
Erlingsson & Brysiewicz (2017) note researchers often struggle to understand how to engage in reflexive thematic analysis. To help clarify these processes, we will begin with a brief overview of reflexive thematic analysis and then explain the phases of identifying, analyzing, and interpreting patterns of meaning (or "themes") within qualitative data. We will also offer examples of analysis of data for each of these steps. In addition, at all stages of the progression, we will provide Data Flow Diagram (DFD) segments (Woodman, 1988), graphical depictions that illustrate researchers’ recursive patterns as they work to reduce data yet maintain meaning (Figure 1). As closure, we will walk attendees through the process of reflexive thematic analysis: know the data; code the data; categorize the data; generate themes.
Comments
Figure 1 will come as an additional file.