Test Bank for Qualitative Research in Action, 4th Edition by Deborah K. van den Hoonaard | Complete Chapters
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Test Bank for Qualitative Research in Action: A Canadian Primer, 4ce 4th Canadian Edition by Deborah K. van den Hoonaard, Lisa-Jo van den Scott | Complete Chapters (Chapter 1 to 10) are included with answers.
Chapter 1 - Introduction
Chapter 2 - Asking Questions and Identifying Goals
Chapter 3...
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CHAPTER 1
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Introduction
Multiple Choice Questions
1. All of the following are approaches used by qualitative researchers except ________
a) in-depth interviewing.
b) participant observation.
c) surveys that ask about frequency.
d) document analysis.
2. According to the textbook, qualitative methods are “powerful” because ________
a) researchers are able to generate publishable data without actually talking to people.
b) they allow the studied people to define what is central and important in their experience.
c) they always uncover taken-for-granted truths.
d) they allow human experience to be collapsed into easily analyzable numerical categories.
3. According to the textbook, qualitative researchers often get their research ideas from
________
a) reviewing the existing literature and identifying key “gaps.”
b) using experiences from everyday life.
c) students’ essays and assignments.
d) the classic figures in sociology, such as Marx, Durkheim, and Weber.
4. The textbook suggests that the different body postures and positions of male and female
students she observed in the university classroom demonstrate ________
a) that the behaviour of males and females is identical.
b) that little can be learned from casual observation.
c) the presence of gender inequality is everywhere.
d) how the use of space is gendered.
5. Sociologist Shulamit Reinharz refers to her habit of “being extremely attentive” to her
surroundings and noticing “patterns in the mundane experiences of everyday life” as
________
a) scientific integrity.
b) an occupational hazard.
c) obsessive nosiness.
d) a special gift that only sociologists have.
6. The importance of ethical issues in qualitative research is ________
a) demonstrated by the fact that a whole chapter in the textbook is devoted to the issue.
b) vastly overstated.
c) demonstrated by the fact that the textbook devotes little attention to the issue.
d) highly disputed.
7. Qualitative studies ________
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, a) explore the social worlds of very diverse groups.
b) tend to focus on individuals who are considered deviant.
c) mostly focus on powerful groups within society.
d) about any topic are rather dry.
8. One of the most important conferences for qualitative research in Canada is called the
________
a) Summit on Qualitative Research in Canada.
b) Canadian Qualitative Analysis Conference.
c) Annual Canadian Qualitative Researchers Meeting.
d) Canadian Congress of Qualitative Methods.
9. When discussing research on widows’ well-being, the textbook notes that qualitative
methods ________
a) help discover series of correlations that sum up how the women adjust to well-being.
b) are less invasive than quantitative ones.
c) enable the researcher to encourage the women to define their experiences.
d) enable the researcher to discover objective expectations.
10. While conducting research, qualitative researchers need to be very aware of ________
a) social interactions that occur in the environment they are in.
b) who else is in their social environment.
c) the geography of their physical environment.
d) the physical and social environment they are in, who else is in it, and how they are acting
and interacting.
11. Qualitative researchers refer to the people they interview or observe as ________
a) subjects.
b) friends.
c) participants.
d) attendees.
12. Which of the following research methods straddles the line between interviews and
observation?
a) Covert observation
b) Document analysis
c) Structured interviews
d) Focus groups
13. The author describes two different ways of measuring successful resettlement for refugees.
One, a more __________ approach, looks at securing employment that can sustain a
livelihood as a measure of successful resettlement. The other, a more __________ approach,
looked at how refugees defined success for themselves and found they viewed themselves as
self-rescuers rather than victims.
a) quantitative; qualitative
b) qualitative; quantitative
c) governmental; academic
d) academic; governmental
14. What is one common occupational hazard for qualitative researchers?
a) It is difficult to find ideas for research studies.
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, b) It is difficult to teach and do research at the same time.
c) It is difficult to learn regression analysis.
d) It is difficult to keep professional lives and personal lives entirely separate.
15. Which of the following is the last step in the research process?
a) Generating ideas
b) Writing up the research
c) Analysing data
d) Ethical considerations
True or False Questions
1. Qualitative researchers are restricted to a limited number of methods and topics.
2. Quantitative researchers tend to allow participants to define what is central and important in
their experience.
3. One of the advantages of qualitative methods is that they can often lead to the gaining of a
deeper understanding of the participants than could be acquired through quantitative
methods.
4. Qualitative researchers seldom use experiences from everyday life to develop their research
ideas.
5. What qualitative researchers uncover is much more than just common sense.
6. The author of the textbook often refers to her own research on the well-being of divorced
people.
7. The textbook notes that it is virtually impossible to take an ethical approach to qualitative
research.
8. Qualitative researchers are able to spot patterns because of an in-depth awareness of their
environment and a sociologically informed attention to detail.
9. Qualitative researchers often succeed at keeping their professional lives entirely separate
from their personal lives.
10. Kyriakides et al.’s (2018a, 2018b) study of Syrian refugees is a good example of how
qualitative research methods can provide deeper understandings of research participants.
11. Most students believe that manspreading exists but that they are the exception to the rule.
12. Qualitative researchers study people by talking to them while quantitative researchers study
statistics and cultural artefacts like TV.
13. The concept of “eulogy work” refers to the social process of framing a loss while in the
public eye.
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,14. It takes many years of grad school to learn how to be a qualitative researcher. Only then will
you be able to develop your own questions and conduct your own studies.
Short Answer Questions
1. Using the author’s example of research on widowhood, explain the respective advantages
and disadvantages of qualitative and quantitative methods.
2. Briefly discuss Candace West’s work on dog parks and what this example demonstrates.
3. Without reading ahead in the textbook, identify a research topic that is full of ethical
dilemmas and explain why.
4. Discuss issues related to personality and skill set that might make it difficult for someone to
be a successful qualitative researcher. Feel free to talk about your own experience to apply
ideas from the textbook.
5. Discuss why students mistakenly assume qualitative research is the same as common sense.
6. What does the author mean when she notes that qualitative researchers’ fascination with
everyday routines truly is an occupational hazard?
7. Briefly explain why Kyriakides et al.’s (2018a, 2018b) research on Syrian refugees in Canada
shows how qualitative methods can be used to gain a deeper understanding of participants in
comparison to quantitative methods.
8. Which chapter topic do you think will be most useful in your journey to become a qualitative
researcher? Explain your reasoning.
Essay Questions
1. The author suggests that the way university students use classroom space is gendered.
Discuss examples of how public space is gendered and why/how you noticed.
2. Some topics are very difficult for students to study as part of a qualitative methods course
assignment. Identify and discuss several reasons why that is the case.
3. Using examples from your own experience and material from the textbook, explain why
studying qualitative methods is important to you.
4. Write a letter to your future self to read after completing this course. What potential research
topics have you already thought of? What inspired you to think you could design a study
around such a topic? Explain to your future self how you might go about researching this
topic if time and resources were not an issue.
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, Answer Key
Multiple Choice Questions
1. c (What is Qualitative Research?) 9. c (What is Qualitative Research?)
2. b (What is Qualitative Research?) 10. d (Qualitative Research in Daily Life)
3. b (Qualitative Research in Daily Life) 11. c (Whole chapter)
4. d (Qualitative Research in Daily Life) 12. d (Content overview)
5. b (Qualitative Research in Daily Life) 13. a (What is Qualitative Research?)
6. a (Content Overview) 14. d (Qualitative Research in Daily Life)
7. a (What is Qualitative Research?) 15. b (Content overview)
8. b (What is Qualitative Research?)
True or False Questions
1. F (What is Qualitative Research?) 9. F (Qualitative Research in Daily Life)
2. T (What is Qualitative Research?) 10. T (What is Qualitative Research?)
3. T (What is Qualitative Research?) 11. T (Qualitative Research in Daily Life)
4. F (Qualitative Research in Daily Life) 12. F (Qualitative Research in Daily Life)
5. T (Qualitative Research in Daily Life) 13. T (Qualitative Research in Daily Life)
6. F (Whole chapter) 14. F (Content overview)
7. F (Content overview)
8. T (Qualitative Research in Daily Life)
Short Answer Questions
1. One of the justifications for using qualitative approaches is that a quantitative approach to
this sort of social phenomenon would be too “dry.” The author uses the example of the
survey question “How often?” to demonstrate how little social meaning (beyond a direct and
literal answer to the question) could be gleaned. A qualitative approach would allow widows
to define their experiences in their own terms. The author notes how quantitative researchers
would offer response categories, such as “never,” “often,” and “very often,” and then shows
how qualitative research allows for a more descriptive and complete answer that includes
respondents’ subjective understanding and the meanings they attribute to something. She
demonstrates how, using a qualitative approach, she was able to uncover the process of
negotiation—which she did not pursue directly but which, rather, grew unexpectedly and
spontaneously out of her participants’ responses. (What is Qualitative Research?)
2. The author’s main point through this example is how sociological knowledge and human
experience contribute to the way we understand and interpret what is going on in our daily
lives. The answer should describe the dog park story, specifically, how the new man at the
park had a conversation with the author in which he asked questions she felt were
inappropriate for the setting. Intuitively suspecting that something was “different” or even
“wrong,” the author ultimately discovered that the man was an animal control officer
working undercover. Her unexpected experience allowed her to write an ethnographic
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, account based on this experience, in which she considers things like making assumptions in
fieldwork and how to negotiate potentially “tricky” relationships. Stronger students will
demonstrate knowledge of citation norms by incorporating the original publication (West
1999), rather than merely relying on the summary provided in the textbook. For instance,
they would refer to it as “West (1999) as cited in van den Hoonaard (2014).” (Qualitative
Research in Daily Life)
3. Professors should keep in mind that students’ understanding of research ethics is limited at
this point and that their answer may be related to an incomplete and/or inaccurate
understanding of the issue. Many students will rely on individual understandings of morality
(i.e., what they consider right and wrong) rather than methodological understandings of
ethics. Asking students to explore this provides an opportunity for the professor to gauge
students’ understanding of ethical issues to help them decide what to focus on in Chapter 4.
Topics students may mention include sensitive ones, such as past and current sexual
behaviour, as well as various activities and behaviours that may be considered illegal (e.g.,
vandalism) and/or deviant according to various social norms, such as “swinging,” complete
abstinence, etc. Various forms of victimization may also be included, such as male victims of
domestic violence. Ethical dilemmas include difficulties in locating respondents and securing
their continued voluntary participation because of fear of embarrassment, reprisal, self-
incrimination, etc. (Content overview)
4. Answers should mention some of the following issues: a person’s or their in/ability to listen
(“active listening”), talk to strangers, be organized, delegate tasks, multitask, work under time
and money constraints, be open and non-judgmental, not get embarrassed easily, act
“professionally,” be able to communicate effectively, be empathetic, etc. Students may
discuss qualitative researchers’ lack of success in separating personal and professional lives
since the topic is reinforced throughout the chapter. Various learning differences may also be
mentioned, such as dyslexia, which might mean that the person may not be assigned the task
of analyzing written documents (content analysis) without appropriate accommodations
(refer to your university’s accommodation policy and recommendations where appropriate).
Note that this question asks about qualities regarding a good qualitative researcher, which is
different from number 4 in the Questions for Critical Thought, which asks about the virtues
associated with ethical research. While these are not specifically mentioned in the chapter,
this is an opportunity for students to showcase their critical thinking skills and what they
retained from an introductory research methods course they might have taken. (Whole
chapter)
5. Strong answers will make an attempt to refer to or directly quote Glassner and Hertz
(1999:x) who note that “the job of the scholar is to take the ordinary events and make them
extraordinary and to demonstrate how the extraordinary is routine.” In terms of topics,
qualitative researchers often use experiences from everyday life to develop their research
ideas and use what they have learned as qualitative researchers to go about their daily lives.
For these reasons, people sometimes mistakenly assume that qualitative research is easy and
the patterns and meaning that qualitative researchers uncover and describe is only common
sense. (Qualitative research in Daily Life)
6. Answers should note that van den Hoonaard is speaking to the fact that many qualitative
researchers are unsuccessful at keeping their professional lives as qualitative researchers and
their personal lives entirely separate. In other words, qualitative researchers often find
inspiration for research topics while going about their daily lives. It is perfectly ok to study
something that is personal to you or a part of your mundane routine. Stronger students will
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, use an example from the textbook to explain this, likely citing van den Hoonaard’s oldest
child Lisa-Jo’s research on eulogy work. (Qualitative research in Daily Life)
7. This study is a good comparison of how quantitative studies may only scratch the surface of
what they measure. The researchers show how qualitative methods can uncover details that
allow researchers to gain a deeper understanding of the participants by developing a more
nuanced understanding of the experience of people who came to Canada as part of the
Syrian Refugee Resettlement program by asking participants in the refugee sponsorship
program to tell them about their experiences. In contrast to the government that defines
successful resettlement “partly as . . . accomplished through securing employment that can
sustain a livelihood” (Kriakides, McLuhan, Anderson, & Bajjali 2018: 295), participants
explained that social recognition of their self-worth was an important part of successful
resettlement. It was important to participants that their sponsors and others recognized that
their identity did not start with being granted refugee status in Canada. The stories that
participants told allowed the researchers to go beyond the superficial and objective definition
of successful resettlement and to understand how the participants saw themselves (as self-
rescuers rather than victims) and what successful settlement in Canada meant to them. (What
is Qualitative Research?)
8. Understandably, student responses will vary to this question. Some students may refer to
chapters 2-3 because they will provide them with research design skills they could adapt to
many settings, e.g., other courses or the workplace. Chapter 4 provides a grounding in ethical
considerations which will also come in handy anytime they need to design and/or conduct a
research study. Chapters 5-8 will teach them about specific methodologies, and they may
look to these for practical advice on how to conduct the various methods. Chapter 9 on
analyzing data and Chapter 10 on writing up research are skills that should be appealing as
they can be applied in a variety of settings as well, e.g., students have to write papers in many
university courses and many jobs require both analysis and report writing. (Content
overview)
Essay Questions
1. Using the discussion in the section “What is Qualitative Research?” as a basis, students
should draw on their everyday life experiences and provide examples of how a person’s
gender may impact their behaviour in a public space. Examples of such a space include a
shopping centre, a pub, coffee shop or restaurant, a public area (downtown) or park, a public
event (e.g., music concert, exhibition, party), etc. Examples of behaviours include some
stereotypical gendered behaviours, such as differences in washroom behaviour (why do
women go in groups?) and shopping behaviours with children in tow, interactions between
and within gender groups (e.g., if/why do women and men interact separately at house
parties), as well as decisions where to sit, stand, and walk, non-verbal communication, etc.
Students are expected to bring in their subjective experiences and perceptions. An excellent
answer will incorporate references to research not mentioned in the textbook.
2. The two biggest constraints when conducting qualitative research are time and money.
Students have less than four months to start and complete the project. Most qualitative
research projects take longer than that. Often, before data can be collected, a significant
amount of time is spent on designing the project, including what to ask and look for and
Qualitative Research in Action, Fourth Edition
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