Required Pages And Readings By Ravitch And Carl

1 2 Pagesrequired Readingsravitch S M Carl N M 2016 Qualit

Reflecting on my experiences as a Walden doctoral candidate in qualitative research, I recognize the profound influence that the coursework and media have had on my understanding of social change and the research process. The readings from Ravitch and Carl (2016) and Rubin and Rubin (2012), along with the multimedia presentations by Bald (2016) and Lewis (2016), have provided comprehensive insights into the conceptual, theoretical, and methodological underpinnings of qualitative research. These sources emphasize the importance of reflexivity, collaboration, and rigor, which are essential components of conducting meaningful and credible research. As I reflect on these, I see social change as the process through which research can contribute to transforming society by highlighting issues, amplifying voices, and informing policy or practice that promotes equity and justice (Ravitch & Carl, 2016).

The most influential experiences from the course include engaging in critical self-reflection about my positionality and the impact it has on research, as emphasized in Rubin and Rubin’s discussions on responsive interviewing (2012). The media presentations further illuminated the real-world challenges faced by doctoral candidates, such as balancing rigor with authenticity and navigating complex researcher-participant dynamics (Bald, 2016; Lewis, 2016). These insights have deepened my appreciation for the nuanced, iterative nature of qualitative inquiry, where flexibility and reflexivity are vital for authentic understanding and genuine social impact.

As I consider the next steps in developing my dissertation, I am drawn to exploring issues related to educational equity, specifically how marginalized student populations experience and interpret faculty support. From this course, I have learned that a qualitative approach offers the depth and context needed to understand participants’ lived realities (Ravitch & Carl, 2016). I am particularly interested in hearing participants’ stories and capturing their perspectives through responsive interviewing techniques, which allow for a rich, nuanced data collection that respects their voices (Rubin & Rubin, 2012, p. 239).

Given the nature of my research questions, I would choose a qualitative approach because it aligns with my goal of understanding complex social phenomena from the perspective of those involved. Qualitative research enables me to explore the mechanisms, meanings, and nuances of the experiences I aim to investigate, thus offering the potential for meaningful social change by informing practices and policies within educational institutions. The flexibility inherent in qualitative methods, combined with their emphasis on rigor and reflexivity, makes them my preferred choice for a doctoral study that seeks to contribute authentic, actionable knowledge (Ravitch & Carl, 2016; Rubin & Rubin, 2012).

Paper For Above instruction

Throughout my journey as a Walden University doctoral candidate engaging in qualitative research, I have gained profound insights into how research can serve as a catalyst for social change. The course materials, including the comprehensive texts by Ravitch and Carl (2016) and Rubin and Rubin (2012), along with reflective media presentations by Bald (2016) and Lewis (2016), have significantly shaped my understanding of the nuances involved in qualitative inquiry. These resources have emphasized the importance of a research approach that is reflexive, collaborative, and rigorous—qualities that are essential for producing credible and impactful knowledge that can influence social transformation.

Social change, to me, involves the process through which research insights contribute to societal advancement by addressing inequities, empowering marginalized populations, and informing policies that promote social justice (Ravitch & Carl, 2016). My understanding of social change has been influenced by the course's emphasis on ethical considerations, cultural sensitivity, and the importance of capturing participants’ authentic voices. Rubin and Rubin’s approach to responsive interviewing (2012) particularly resonated with me, underscoring that social change begins with understanding individuals’ perceptions and experiences, which can then inform broader systemic change.

The experiences shared in the course and media presentations have reinforced the importance of reflexivity in qualitative research—recognizing how my positionality affects data collection, analysis, and interpretation. The media discussions on the doctoral candidate experience highlighted the emotional and practical challenges faced during doctoral journeys, such as maintaining rigor while remaining authentic and true to participants’ narratives (Bald, 2016; Lewis, 2016). These insights have encouraged me to approach my future research with mindfulness, openness, and a commitment to ethical integrity, which are vital for meaningful social change.

In contemplating my research focus, I am particularly interested in exploring educational equity issues through a qualitative lens. I aim to investigate how marginalized students perceive and experience faculty support within higher education. The qualitative approach appeals to me because it allows for an in-depth exploration of personal stories, experiences, and perceptions (Ravitch & Carl, 2016). This approach not only uncovers the complexities and contextual factors influencing student experiences but also provides a platform for marginalized voices to be heard—an essential step in fostering social change.

Reflecting on the problem statement I have formulated, I believe that qualitative research will best answer the questions I seek to explore about social dynamics and personal perceptions. My next steps involve refining my research questions to focus on specific student populations and developing a detailed plan for data collection using responsive interviewing techniques. I am eager to deepen my understanding of how qualitative methods can illuminate the nuanced realities of marginalized groups and contribute to more inclusive educational practices (Rubin & Rubin, 2012).

I would definitively choose a qualitative approach for my dissertation because it aligns with my desire to explore complex social issues from the perspectives of those affected. The flexibility, depth, and contextual richness provided by qualitative research make it the ideal method for capturing the subtleties of human experiences and generating insights that can drive social change. Moreover, the emphasis on reflexivity and rigor assures me that the findings will be credible and ethically sound, thereby maximizing their potential for positive societal impact (Ravitch & Carl, 2016; Rubin & Rubin, 2012).

References

• Bald, L. (2016). A qualitative doctoral candidate experience [Video file]. Baltimore, MD: Author.
• Lewis, C. (2016). A qualitative doctoral candidate experience [Video file]. Baltimore, MD: Author.
• Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.