Chapter 4: METHODOLOGY
4.2 Research paradigm and design
This study adopted an interpretive paradigm. The ontological assumption is that reality is internal and complex, as it is constructed by participants’ subjective experiences (Creswell, 2013).
Therefore, the interpretive paradigm adopts an ontology of relativity and subjectivity (Creswell, 2013). In other words, as the phenomenon under study, in this case the experiences of lesbian students, is understood from the different perspectives of each participant in the study, there are multiple realities. Each participant constructs their realities through shared meanings and interactions, therefore the phenomenon under study can have multiple interpretations, and can be understood through examining the discourse (i.e. the actual words of the participants) that the participants use to explain their subjective realities (Bhattacherjee, 2012; Creswell, 2013; Terre Blanche & Durrheim, 2006).
27 The epistemology of the interpretive paradigm is interactional where the researcher engages with the participants, producing a subjective understanding between researcher and participants.
Therefore, knowledge is personally experienced and acquired, as the researcher (from a subjective stance) interprets the participants’ subjective experiences (i.e. epistemology is intersubjective) (Bhattacherjee, 2012; Creswell, 2013). Hence, the researcher’s personal philosophical assumptions and views (such as their strongly held beliefs about the issues that are under study, the research questions, the data gathering methods, etc.) affect the study. Therefore, the researcher’s role is to understand the experiences of the participants through adopting an empathic stance when interpreting the participants’ realities, and to reflect critically on their own biases (Bhattacherjee, 2012; Creswell, 2013; Terre Blanche & Durrheim, 2006).
The methodology employed within the interpretive paradigm is one of interpretation and interaction, where the phenomenon can be studied within its social context (Creswell, 2013). The methodological designs are characterised as emerging and inductive. This means that instead of commencing with a firm hypothesis, the researcher may begin with a set of assumptions regarding a phenomenon that they wish to understand (Terre Blanche & Durrheim, 2006). The methodology procedures can be flexible as the researcher can adapt and modify the research process as new information develops (Creswell, 2013).
The interpretive paradigm is thought to be appropriate for this study, as it is interested in meaning and offers rich and in-depth descriptions and understandings of complex human phenomena.
Hence, this approach can provide greater clarity and authentic insights into how lesbian students make sense of their experiences (Bhattacherjee, 2012; Creswell, 2013; Terre Blanche & Durrheim, 2006). As the methodology can allow the researcher to interact with participants within the interpretive paradigm, the researcher is able to probe and inquire into aspects that cannot be observed, such as the participants’ thoughts, feelings, values and perspectives. This potentially allows for better understanding of and insight into lesbian students’ experiences, providing valuable data for further investigation (Bhattacherjee, 2012; Pham, 2018). However, as the interpretive approach understands behaviour through subjective meanings and deeper interpretations, the findings of interpretive studies cannot be easily generalised (Bhattacherjee,
28 2012). Furthermore, the findings of the study can be affected by the researcher’s own perspectives, interpretations, cultural preferences and belief systems causing issues relating to bias (Pham, 2018).
4.2.2 The qualitative methodological approach
As the interpretive paradigm relies on qualitative data, this study adopted a qualitative methodological approach for describing lesbian students’ experiences at UKZN. Qualitative research addresses research problems involved with describing and understanding the meaning that participants assign to a phenomenon (Bhattacherjee, 2012; Creswell, 2013; Terre Blanche &
Durrheim, 2006). A qualitative research design was best suited for this study because it aimed to explore how the participants experience, interpret and understand an aspect of the social world from their own perspectives. The advantages of using a qualitative methodological approach is that the generation of data is flexible. Data can be collected in the participants’ natural setting, which makes it sensitive to the participants’ social context. In addition, this approach allows for the collection of rich and detailed data which can be generated with limited resources (Creswell, 2013). The qualitative approach shares the same generalisability and bias limitations as previously mentioned, however qualitative research usually focusses on transferability (i.e. degree to which research findings can be applicable to similar populations in similar settings) instead of generalisability. Furthermore, it can be labour intensive (e.g. transcribing, categorisations, etc.) and may require specific skills (e.g. interview skills, etc.) (Creswell, 2013; Pham, 2018).
4.2.3 The descriptive research design
Descriptive research is a research method for describing and interpreting a phenomenon under study, and the data is often collected through qualitative approaches (Bless et al., 2013). A qualitative descriptive design was thought to be appropriate for this study as it aims to acquire information relating to ‘what exists’ with respect to the phenomena being investigated. It also aims to explore ‘what’, ‘when’, ‘who’, ‘where’ and ‘how’ questions regarding the specific research problem (Babbie & Mouton, 2001; Bhattacherjee, 2012). In this study the participants were encouraged to describe their experiences of being lesbians at a South African university. A
29 descriptive research design is best suited for this study because it allows the participants to provide rich, in-depth accounts and descriptions of their experiences. A limitation to using a descriptive research design is that it can be difficult to analyse the data as the information does not neatly fit into clear standard categories or themes (Babbie & Mouton, 2001; Bhattacherjee, 2012).
4.3 Research process