RESEARCH METHODOLOGY 5.0 Introduction
5.5 Grounded theory methodology
5.5.4 Concepts
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discrimination, and oppression. This process was repeated with other categories of concepts used in this study.
5.3.3.3 Selective coding
Selective coding is the third step in the process of analysis in GT. The aim of selective coding is to integrate the various categories that have been developed, expounded, and jointly correlated for the duration of axial coding into one consistent theory. This is achieved by making sure that outcomes from axial coding are developed further, combined, and qualified (Vollstedt and Rezat, 2019). Selective cording is described by Corbin and Strauss (1990, p. 14) as, “the process by which all categories are unified around a core category and categories that need further explanation are filled in with descriptive detail.” According to Corbin and Strauss (1990) the core category presents the phenomenon of the study. It can be detected by posing questions such as: “what is the main analytic idea presented in this research? If my findings are to be conceptualised in a few sentences, what do I say? What does all the action/interaction seem to be about? How can I explain the variation that I see between and among the categories?” Vollstedt and Rezat, (2019) write that: “Having detected the core category the researcher knows the central phenomenon of his/her research and can finally answer the research question.” Searching for core categories in relation to poverty and inequality of the rural women of Mungwi District and eventually answering the research questions is what I endeavoured to carry out in this study.
136 5.5.6 Theoretical sampling in grounded theory
The fourth canon and procedure are about theoretical sampling. The understanding of sampling in qualitative inquiry is not the understanding of sampling in GT, in general, qualitative inquiry sampling is about getting the right participants to participate in the study (Hesse-Biber and Leavy, 2006, p. 212). Khan (2014) argues that sampling is a technique of inferring information concerning the whole population instead of going to measure each unit of the population. The only appropriate and correct development of the sampling method will result in the authenticity of the findings. In GT, theoretical sampling is not searching for individuals and places where observation and interviews should be done (Corbin and Strauss, 1990, p.8). Instead,
“theoretical sampling is the means by which the analyst decides on analytic grounds what data to collect next and where to find them. The basic question in theoretical sampling is what groups, population, events, activities does one turn to next in purpose? So, this process of data collection is controlled by the emerging theory (Strauss, 1987, p. 38-39; Glaser and Strauss, 1967, p. 45).” According to Corbin and Strauss (1990), sampling in GT progresses in accordance with the conditions of concepts, their properties, dimensions and variations. Having this in mind, the researcher was led by theoretical sensitivity which means that the researcher looked for data that is pertinent for theory development. Through the emerging concepts from the data, I was led to the next person to get data from, and in what setting and what kind of background. Theoretical sampling was more or less sampling for concepts and categories that contributed to the development or understanding of theory. Charmaz (2014, p. 193) emphasises that “Theoretical sampling means seeking pertinent data to develop your emerging theory. The main purpose of theoretical sampling is to elaborate and refine the categories constituting your theory. You conduct theoretical sampling by sampling to develop the properties of your categories until new properties emerge.” Davoudi et al., (2016) argue that most scholars agree that the very definition of theoretical sampling and the process remain generally unclear and inconsistent. Therefore, utilizing theoretical sampling may lead to specific problems for novice researchers that are carrying out their very first grounded theory study. Quoting Draucker et al, Davoudi et al., (2016) writes that despite theoretical sampling being the defining characteristic of grounded theory, there are not many practical guidelines available to novice researchers on the process of theoretical sampling. The reason for this is that the researchers who use this
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approach provide scant description regarding how they apply the sampling response to the findings.
The problem is to understand what theoretical sampling is. Davoudi et al (2016) quoting Glazer writes that theoretical sampling may be defined as, “the process of generating theory whereby the analyst jointly collects, codes and analyses his data and decides which data to collect next and where to find them to develop his theory as it emerges.” Other scholars such as Charmaz (2014, p. 193) argue that theoretical sampling, “Means seeking pertinent data to develop your emerging theory. The main purpose of theoretical sampling is to elaborate and refine the categories constituting your theory. You conduct theoretical sampling to develop the properties of your categories until no new properties emerge.” Theoretical sampling is not so much about who to interview but rather it is about what information has to be collected and for a particular purpose, anyone who can provide good and rich data is the best respondent (Qureshi, 2018, p.
20221).
I agree with Qureshi that theoretical sampling requires multiple sampling techniques because it is not about who to interview but what information to collect. Qureshi (2018, p. 20220) further reports that theoretical sampling is a complex sampling scheme that utilises multiple sampling techniques at the same time and a beginner theorist who is aware of different sampling techniques can facilitates successful completion of theoretical sampling by keeping a balance between sampling needs of the developing theory and time constraint in contacting desired sample population. As I looked for interviewees, I was on many occasions pointed to other people who would give good information about a category. In this case, I realised that I applied snowball sampling because a participant in an interview directed me to other person, they thought would give suitable information on what I was looking for. The following section looks at another sampling used in this study which is general sampling used in qualitative inquiry.