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Lecture 10

SA 356W Lecture Notes - Lecture 10: Uptodate, Sensemaking, Altbach


Department
Sociology and Anthropology
Course Code
SA 356W
Professor
Cathy Bray
Lecture
10

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Week 9&10
Triangulation:
the various data comparisons increase trustworthiness through construction of produced
knowledge of data in a situated socio- cultural environment.
1) organizing and preparing the raw data (i.e., transcription, field notes, and self and
theoretical reflection) for analysis, 2) reading through all the data, 3) detailed
analysis with a coding process, 4) using the coding process to generate a
description of the setting or people as well as themes for analysis, 5) inquiring
how the analysis description and themes will be represented in my thesis, 6)
taking the final step in data analysis of making meanings and interpreting the data.
Through the process, my emic (subjective/personal) and etic (theoretical/integral)
involvement as a researcher in making sense of the data was heuristic in thought
and on paper (Creswell, 1998; Fetterman, 1989).
Students point of view regarding tolerance due to which they chose campus:
In order to make significant gains in tolerance and openness to diversity, students must
have opportunities to interact with students of diverse back- grounds, and they must be
exposed to course content about diverse groups.
What can the participants expect from a research and how does then the research role
changes:
These students had a very clear purpose for getting involved in my study, because they
assumed that I had gone through the same experiences of being an international, novice
student who had to make linguistic, cultural and social adjustments. My study
participants asked me how I came to Canada, and how I chose and planned my study and
future career, so that they could follow a similar path, or get more ideas about their future
career. So, we shared our life stories. It is not only that I observed, listened to and
analyzed the participants’ stories as data; the interview was also playing a part in the
students’ identity construction processes. Exploring new topics with students, and feeling
empathy, their stories changed my role. We built strong rapport, and generated knowledge
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together in terms of what it meant to be a university student in a different country
(discussed in the analysis chapter). Therefore, as a researcher I was able to foster an
appropriate role to communicate and co-construct responses. Since knowledge is socially
co-constructed through communication (i.e., interviews, talks and observation in my
research), I started to reflect on my graduate life and looked for connections among us.
As a result, I started looking into transnational theorizing, as I found the concept of
transnational activities could legitimate students’ multi-ness in the university context in a
positive way.
NASPA:
Campus residence halls provide a potentially powerful environment for encouraging
openness to diversity because of extended opportuni- ties for students to interact with
peers and staff to implement pro- grams that expose students to multicultural issues
Number of students at residence.
For students living on campus, there is a break with traditional reference groups and an
introduction to a wide variety of new reference groups.
Arjun:
First, the administration assigns freshmen to dorm rooms by sorting people on common
living preferences (smoking, neatness, etc.) and then assigns within those groups at
random.
Socioeconomic status:
This should also apply to group-level socioeconomic status—i.e., sta- tus based not on a
person’s specific family characteristics but on their racial group, on average. In this data
set, relationships with whites should disband more often for Latinos and blacks (those
groups that our data indicate have relatively lower SES on average) compared with East
Asians and South Asians (those groups that our data indicate have relatively higher SES
on average).
These questions are illustrative of the type of open-ended group and individual interviews
that were conducted with international students enrolled at "Good University."
When did you come to Canada? (How long have you been here?) From where?
Why did you choose to study overseas? (Why did you leave home?
Why Canada?
How did you select "Good University"?
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