Required Readings By Ravitch And Carl On Qualitative Researc
Required Readingsravitch S M Carl N M 2016qualitative Rese
Review the social change articles found in this week’s Learning Resources and prepare the final sections of your Major Assignment 2. Specifically, complete Part 4: Trustworthiness and Summary, where you will summarize themes across different data sources, discuss their trustworthiness, and reflect on the meaning of social change for Walden graduate students. Additionally, provide a self-reflection on how your understanding of your role as a positive social change agent has evolved. Identify which of the reviewed articles aligns most with your interests and explain why. Ensure your submission includes Part 1 (Introduction), Part 2 (Problem Statement), Part 3 (Purpose Statement and Research Question), and Part 4 (Trustworthiness and Summary). Follow the provided rubric and template, including all specified headings and topics. Your data sources include peer interviews, videos from discussions, and the Walden social change website; focus your analysis on coding ideas related to your research question, considering all data collectively.
Paper For Above instruction
Understanding social change is a multifaceted endeavor that requires careful qualitative research design to explore its various dimensions among graduate students at Walden University. This paper presents a comprehensive analysis focusing on the meaning of social change for these students, incorporating trustworthiness strategies and reflective insights to deepen understanding and validity of findings.
Introduction
Social change, broadly defined, involves alterations in societal structures, cultural norms, and individual behaviors that contribute to societal progress or regression. For Walden graduate students, social change can embody the transformative power of education, activism, and community engagement, influencing their perceptions and actions. Recognizing the importance of understanding this phenomenon from multiple angles, this study aims to explore the subjective meaning of social change for these students through qualitative methods, emphasizing credibility, transferability, dependability, and confirmability to ensure rigorous findings.
Problem Statement
Despite the growing recognition of social change's significance within the context of higher education, there remains limited understanding of how graduate students perceive and experience social change personally and academically. This gap diminishes the ability to develop targeted support systems and initiatives that foster social activism and engagement. Therefore, exploring the meaning of social change from the students' perspectives is crucial to informing educational practices and fostering transformative learning experiences.
Purpose Statement and Research Question
The purpose of this qualitative study is to explore the meaning of social change for Walden graduate students through their lived experiences and perceptions. The research question guiding this inquiry is: What is the meaning of social change for Walden graduate students?
Role of the Researcher
As a qualitative researcher, I serve as the primary instrument for data collection, engaging in active listening, observation, and interpretation during interviews and while reviewing multimedia data. I recognize that my perspectives and biases influence data collection and analysis; thus, reflexivity is maintained throughout the process. The combination of my role and the use of supplemental artifacts enhances the depth of understanding and ensures credible findings.
Data Sources and Instrumentation
Data will be collected from multiple sources, including peer interviews, videos from course discussions, and information from the Walden social change website. These sources will be analyzed collectively to form a comprehensive understanding aligned with the research question. Instrumentation involves semi-structured interview protocols and thematic coding of verbal and visual data, focusing on ideas related to social change.
Data Analysis
Data analysis will involve thematic coding, with an emphasis on identifying patterns and core themes related to the meaning of social change. Coding will be directed by the research question, allowing for emergence of themes across all data sources. A holistic approach will be used, synthesizing insights from interviews, videos, and online materials to capture the multifaceted nature of social change perceptions.
Results
The analysis is expected to reveal key themes such as empowerment, community engagement, personal growth, and systemic awareness. These themes will elucidate how students interpret social change and the role they believe education plays in fostering societal progress. Contrasting ideas may also emerge, such as skepticism about systemic change versus a focus on individual responsibility, highlighting diverse perspectives within the student body.
Trustworthiness: Strategies Employed
Credibility
Credibility will be established through member checking, where participants review and confirm the accuracy of the interpreted themes. Triangulation across multiple data sources ensures that findings are robust and reflective of participants' lived experiences (Shenton, 2004).
Transferability
Transferability will be addressed by providing thick descriptions of the research context, data collection processes, and analytical procedures. This transparency allows other researchers to determine applicability to similar populations or settings (Rubin & Rubin, 2012).
Dependability
Dependability will be ensured through meticulous documentation of the research process, decision trails, and reflexive journaling. Peer debriefing and audit trails will further enhance consistency and reliability of the study (Shenton, 2004).
Confirmability
Confirmability is achieved by maintaining an audit trail and engaging in reflexive practices to recognize and mitigate researcher biases. Coding will be reviewed by peers, and findings will be supported by direct quotes and evidence from the data (Rubin & Rubin, 2012).
Summary and Reflection
Preliminary analyses suggest that social change holds different meanings for students based on their backgrounds, experiences, and values. Many perceive it as a collective effort towards justice and equity, while others focus on personal transformation. This understanding aligns with the overarching goal of fostering social activism through education. Reflecting on personal growth, my perspective as a change agent has deepened—recognizing that meaningful social change entails ongoing reflection, community involvement, and advocacy.
Of the articles reviewed, the one by Thomas et al. (2009) resonates most with my interests, emphasizing the role of prosocial emotions in mobilizing social action. Their focus on transforming apathy into movement through emotional engagement aligns with my belief in the power of empathetic connections to foster societal impact.
References
- Aguinis, H., & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4), 932–968.
- Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91–125.
- Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Sage Publications.
- Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
- Thomas, E. F., McGarty, C., & Mavor, K. I. (2009). Transforming “apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310–333.
- Walden University Library. (n.d.). Course guide and assignment help for RSCH 8310. Retrieved from https://library.waldenu.edu
- Additional scholarly sources relevant to social change, qualitative research, and trustworthiness strategies should be incorporated to meet the required reference count and enhance rigor.