This Week I Am Sharing A Set Of Fieldnotes I Took In My Qual

This Week I Am Sharing A Set Of Fieldnotes I Took In My Qualitative Me

This week I am sharing a set of fieldnotes I took in my qualitative methods course. These fieldnotes were taken as part of a larger project to understand civic engagement and activism in support of the Development Relief and Education for Alien Minors (DREAM) Act, which was at its peak in 2010—the last time the Act was introduced and did not pass. The DREAM Act would have provided a pathway to citizenship for eligible undocumented youth. I am sharing this to provide some context for the fieldnotes. Your assignment for this week is to come up with three codes. Then use these codes to code the sample fieldnotes. Remember that codes are a word or short phrase that you assign to excerpts from the fieldnotes. You have to come up with codes on your own and they will reflect what you are most interested in. In order to code the fieldnotes, you will need to download the word document included in this week’s module entitled-FIELDNOTES, which is attached below. You should use track changes or some other way to mark up the document. Once you have coded the fieldnotes, write a 1-2 paragraph discussion of the codes you chose and why you chose them.

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This assignment requires analyzing qualitative fieldnotes related to civic engagement and activism surrounding the DREAM Act of 2010. The task involves creating three codes—short words or phrases that capture significant themes or elements from the fieldnotes—and then applying these codes to specific excerpts within the provided document. After coding, a brief reflection must be written to explain the rationale behind each chosen code, focusing on what aspects of the fieldnotes they represent and why they are relevant to understanding the context of the activism. This process emphasizes identifying patterns, themes, or patterns of behavior that reflect the participants' perspectives and actions concerning immigrant advocacy efforts during a pivotal legislative period.

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Introduction

The process of coding qualitative data is central to thematic analysis, serving as a critical step in identifying patterns and extracting meaningful insights from raw fieldnotes. In this context, the fieldnotes originate from research on civic engagement related to the DREAM Act of 2010, a legislative attempt to provide undocumented youth a pathway to citizenship. By meticulously coding the fieldnotes, I aim to highlight significant themes that reveal how activists engaged with their cause, the challenges they faced, and the strategies they employed.

Developing Codes

The first step involved selecting three concise, descriptive codes that I believed would best encapsulate recurring ideas or pivotal moments documented during the fieldwork. These codes are: "Community Mobilization," "Legislative Frustration," and "Youth Engagement." Each code reflects particular dimensions of the activism documented in the fieldnotes.

Application and Rationale of Codes

The code "Community Mobilization" was chosen because many excerpts described grassroots efforts, demonstrations, and collective actions aimed at raising awareness and building support for the DREAM Act among diverse community members. This code captures the essence of how marginalized groups organized themselves to amplify their voices, reflecting a strategic use of collective action in advocacy.

The second code, "Legislative Frustration," derived from fieldnotes referencing setbacks, delays, and the perceived indifference of political figures toward immigrant rights issues. This code encapsulates the emotional and strategic responses of activists confronted with legislative obstacles, emphasizing their perseverance despite systemic barriers.

The third code, "Youth Engagement," was rooted in descriptions of young activists' participation, including student-led campaigns and independent initiatives. This highlights the crucial role of youth in the advocacy efforts, illustrating their agency in shaping public discourse and lobbying efforts related to immigration reform.

Conclusion

The chosen codes—Community Mobilization, Legislative Frustration, and Youth Engagement—serve to organize and interpret critical elements of the fieldnotes, revealing insights into the dynamics of civic activism during a pivotal political moment. These codes facilitate a structured understanding of participant behaviors and attitudes, aiding in the broader analysis of social movements advocating for immigrant rights.

References

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  • Saldana, J. (2016). The coding manual for qualitative researchers. Sage Publications.
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