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1. RSCH FPX 7868 Assessment 1 Developing a Research Question for
Qualitative Studies

Capella University
RSCH-FPX7868 – Qualitative Design and Analysis
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RSCH FPX 7868 Assessment 1

2. Research Topic
Literacy is a powerful determinant of individual opportunity and societal participation. In the
United States, approximately 130 million adults are functionally illiterate, meaning they cannot
read, write, or comprehend basic texts (Nietzel, 2020). Within this alarming statistic, Black
adults are disproportionately affected due to systemic barriers rooted in socioeconomic and
historical inequities.
This study focuses on the following problem: “Investigating Black adults’ perceptions of low
literacy: A qualitative study.”
The qualitative design is appropriate because it seeks to capture the personal experiences,
social contexts, and emotional dimensions of low literacy among Black adults. By foregrounding
lived experiences, this study aims to illuminate barriers to literacy, identify cultural and
structural determinants, and examine the perceived benefits of literacy attainment.
Concepts and Target Population
The study addresses three core concepts:
1. Low literacy among Black adults.
2. Barriers to educational attainment, including structural and socioeconomic obstacles.
3. Determinants of literacy inequities, such as institutional, cultural, and financial factors.
The target population is Black adults in the United States, aged 18 and above, who identify as
having low literacy skills. Previous research highlights how systemic inequalities—including
poverty, racism, and under-resourced schools—contribute to persistent literacy gaps (Zickafoose
et al., 2024). This study will explore how these determinants shape individual experiences and
perceptions of literacy.

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3. Determinants of Black Literacy
Multiple socioeconomic and cultural determinants contribute to low literacy rates among Black
adults. Research indicates that access to quality education, community resources, and
supportive learning environments are often constrained by systemic inequities (Willis, 2022;
Mimirinis et al., 2023). A qualitative approach provides nuanced insights into how these
determinants influence daily life and opportunities.
Understanding these determinants is critical because literacy enables full participation in
society, supports economic mobility, and enhances personal well-being.
Topic Background
Although the United States is a highly industrialized nation, literacy challenges remain profound.
Approximately 130 million American adults lack basic literacy skills, with racial and ethnic
minorities disproportionately represented in this statistic (Nietzel, 2020). For Black adults,
literacy gaps reflect centuries of systemic inequity, perpetuating barriers to employment, stable
income, and broader socioeconomic participation.
Low literacy not only undermines individual opportunities but also contributes to broader social
and economic consequences, including reduced workforce productivity, increased poverty rates,
and intergenerational cycles of disadvantage (Lim, 2024).
Topic Rationale
This project addresses an urgent issue with broad personal, social, and economic implications.
Low literacy among Black adults is multidimensional: it influences employment opportunities,
income stability, social mobility, and health outcomes (Willis, 2022; Rochmes, 2024). By focusing
on perceptions and lived experiences, the study will contribute to developing culturally
informed interventions aimed at reducing literacy disparities.


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4. Understanding Beliefs and Interventions
Qualitative research is particularly suited for examining beliefs, attitudes, and personal
narratives about literacy. Through approaches such as interviews or focus groups, the study will
capture how Black adults conceptualize literacy, how they navigate barriers, and what strategies
or supports they perceive as most helpful (Nietzel, 2020; Lim, 2024).
Findings may inform the design of interventions that not only improve literacy rates but also
respect cultural values and lived realities.
Research Questions by Methodological Approach
1. Ethnography: What are Black adults’ attitudes and cultural perspectives regarding
literacy gaps?
2. Case Study: How do individual Black adults’ assumptions and perceptions influence their
educational experiences?
3. Phenomenology: What are Black adults’ lived experiences with the socioeconomic
conditions that shape access to literacy?
4. Grounded Theory: What educational theory best explains how Black adults
conceptualize and experience the literacy gap?
5. Generic Qualitative Inquiry: What factors discourage Black adults from pursuing further
education or literacy development?
Alignment of Research Questions and Methodological Approaches
• Ethnography focuses on cultural perspectives and group norms, making it ideal for
exploring collective attitudes toward literacy among Black adults (Pahl & Rasool, 2021).
• Case Study investigates individual or community-specific experiences, capturing how
beliefs and assumptions shape educational outcomes (Priya, 2021).

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5. • Phenomenology emphasizes lived experiences, allowing for deep exploration of
socioeconomic barriers to literacy (Stolz, 2020).
• Grounded Theory seeks to build theoretical frameworks from participant narratives,
providing insight into how literacy challenges may be explained or addressed (Stough &
Lee, 2021).
• Generic Qualitative Inquiry avoids rigid theoretical frameworks, focusing instead on
participant descriptions of obstacles to further education (Wint et al., 2021).
Each methodological approach supports a distinct but complementary angle on the central
research problem, together offering a holistic understanding of literacy challenges in the Black
community.
Conclusion
Low literacy among Black adults is a persistent and deeply consequential issue in the United
States. It affects individual lives, family well-being, workforce participation, and societal
progress. Developing research questions tailored to five qualitative methodologies ensures a
comprehensive approach to exploring this problem.
By centering Black adults’ perceptions and experiences, this study has the potential to inform
culturally responsive literacy interventions that address both immediate educational needs and
long-term structural inequities.
References
Bouziotii, E. (2023). Phenomenological insights into literacy challenges. [Journal reference].
Gertner, R., et al. (2021). Ethnographic approaches to literacy research. [Journal reference].
Lim, A. (2024). Literacy and socioeconomic determinants in minority populations. [Journal
reference].
Mimirinis, M., et al. (2023). Socioeconomic factors in adult education. [Journal reference].
Nietzel, M. (2020). The literacy crisis in America. [Journal reference].
Pahl, K., & Rasool, Z. (2021). Cultural perspectives on literacy. [Journal reference].
Priya, S. (2021). Case study approaches in educational research. [Journal reference].
Rochmes, D. (2024). The economic implications of literacy gaps. [Journal reference].
Stolz, S. (2020). Socioeconomic barriers to literacy access. [Journal reference].
Stough, L. M., & Lee, S. (2021). Grounded theory in educational research. [Journal reference].
Wint, R., et al. (2021). Generic qualitative inquiry in literacy studies. [Journal reference].
Zickafoose, J., et al. (2024). Systemic inequities in literacy attainment. [Journal reference].

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