RSCH FPX 7868 Assessment 4 Analyzing Methodological Approaches to Apply in Qualitative Research

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1. RSCH FPX 7868 Assessment 4: Analyzing Methodological Approaches to
Apply in Qualitative Research

Capella University
RSCH-FPX7868 – Qualitative Design and Analysis
Professor Name
Date
Research Topic
The empowerment and participatory roles of society, enabled through human-focused
development, are made feasible through literacy. Identifying individual low-literacy needs
should be conceptualized within the qualitative research paradigm (Lim, 2024). Despite being an
advanced nation, the United States is experiencing significant literacy challenges, with more
than 130 million adults categorized as low-literacy (Nietzel, 2020).
Black adults are disproportionately affected, contributing to widening social and economic
inequality (Rochmes, 2024). Moreover, the recent activation of Diversity, Equity, and Inclusion
(DEI) initiatives has introduced new challenges in support structures for Black adult education
(Andoh, 2025). Addressing disparities in education by examining structural barriers is essential
to understanding how Black adults perceive literacy struggles (Willis, 2022).
This study focuses on Black adults, 18 years and older, living in the United States. A qualitative
approach will allow exploration of their lived experiences and perceptions of literacy, identifying
barriers and opportunities to improve literacy outcomes in this population.
Methodological Approach 1: Ethnography
Methodological Approach
Ethnography involves immersive engagement with participants to capture their cultural and
social contexts. Applied to this study, ethnography enables researchers to live among or closely
observe Black adults with low literacy, thereby capturing the structural, cultural, and
institutional barriers they face (Gertner et al., 2021). This approach provides deep,
contextualized insights into how social systems and community determinants affect literacy
outcomes.
Research Question
How do Black adults view gaps in literacy?

2. Rationale
The ethnographic approach allows researchers to uncover how Black adults interpret and
navigate literacy challenges within their lived realities. It highlights discriminatory systems, lack
of resources, and intergenerational barriers that quantitative data may overlook (Williams,
2024; Busetto et al., 2020). By documenting real-world experiences through observation and
interviews, researchers can identify patterns that shape literacy struggles (Pahl & Rasool, 2021;
Barton, 2022).
Ethnography also supports culturally informed intervention planning. For example, community-
based planning grounded in participant perspectives enhances the effectiveness of literacy
initiatives (Addae, 2021). Ultimately, ethnography produces a detailed understanding of literacy
as both a personal and social phenomenon, which is essential for addressing structural
inequities.
Data Collection Plan
Data collection will include participant observation, qualitative interviews, and field notes
(Williams, 2024). Participants will be observed in natural environments such as community
centers, literacy classes, and workplaces where literacy is required (Nepali et al., 2023).
Activities such as reading labels, completing forms, and using computers will be documented to
illustrate practical challenges (Pedulla & Pager, 2020).
Interviews will capture participants’ reflections on their literacy struggles and coping strategies
(Barton, 2022). Multiple qualitative strategies will triangulate the findings, enhancing the
reliability of insights into literacy barriers among Black adults.
Data Analysis Strategy
Ethnographic data will be analyzed through pattern identification in field notes, interview
transcripts, and audio recordings (Fang et al., 2021). Researchers will develop thematic
categories that reflect participants’ experiences while maintaining reflexivity to reduce bias
(Williams, 2024). Member checking will validate findings with participants, ensuring accuracy
and authenticity (Barton, 2022).
Potential Ethical Issues
Key ethical considerations include informed consent, confidentiality, and emotional sensitivity.
Participants must voluntarily consent, and pseudonyms will safeguard their identities. Because
literacy struggles may evoke past trauma or embarrassment, researchers must remain
empathetic and provide referrals for support where needed (Kaiser, 2021; Yip, 2023). To address
potential bias, reflexive journals and multiple coders will be used (Baldwin et al., 2022).

3. Methodological Approach 2: Grounded Theory
Methodological Approach
Grounded theory provides a systematic framework to generate theories from participants’ lived
experiences. It is particularly well-suited for studying literacy because it uncovers how
individuals conceptualize literacy gaps and reveals emergent patterns influencing outcomes (Tie
et al., 2020). This method ensures that theories are grounded in participants’ narratives rather
than imposed by researchers (Stough & Lee, 2021).
Research Question
How do Black adults conceptualize literacy gaps?
Rationale
Grounded theory enables the development of explanatory frameworks around literacy
challenges, including access to education, stigma, and structural inequities (Deering & Williams,
2020). Unlike ethnography, which emphasizes cultural immersion, grounded theory focuses on
theory-building to explain why literacy disparities persist and how they manifest in participants’
lives (Miller et al., 2020).
Data Collection Plan
Semi-structured interviews will be conducted in consecutive rounds using theoretical sampling.
This approach allows iterative refinement of questions based on emerging themes (Tie et al.,
2020). Focus groups will supplement interviews to provide diverse perspectives, and
triangulation will be achieved through observational data from literacy programs (Yip, 2023;
Deering & Williams, 2020).
Data Analysis Strategy
Analysis will begin with open coding of interview transcripts to identify categories such as
stigma, financial barriers, and access issues. Axial coding will then connect categories to broader
themes, such as systemic inequality (Deering & Williams, 2020). Constant comparative analysis
ensures that findings are grounded in the data and evolve with participant contributions (Tie et
al., 2020).
Potential Ethical Issues
Ethical issues include ensuring informed consent, maintaining confidentiality, and protecting
participants from potential distress (Kaiser, 2021). Grounded theory requires careful
transcription and anonymization to prevent identity disclosure (Adler & Salanterä, 2020).
Researchers must remain vigilant against bias, using member validation to confirm accuracy
(Banaji et al., 2021).

4. References
Adamovic, M. (2020). How does employee cultural background influence the effects of
perceived diversity management? Equality, Diversity and Inclusion: An International Journal,
39(2), 227–243. https://doi.org/10.1108/EDI-01-2019-0033
Addae, E. A. (2021). Social capital and health literacy in the context of Black adult education.
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https://doi.org/10.1080/13645579.2020.1753451
Adler, S., & Salanterä, S. (2020). Ethical considerations in grounded theory research. Nursing
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Andoh, B. (2025). Diversity, equity, and inclusion policies in adult literacy education:
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https://doi.org/10.1080/14767333.2025.1843992
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Barton, D. (2022). Literacy, lives, and learning. Routledge.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research
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5. Lim, J. (2024). Adult literacy and participatory development. Journal of Literacy Research, 56(1),
34–52. https://doi.org/10.1177/1086296X231089023
Miller, T., Richards, K., & Scott, P. (2020). Intergenerational trauma and literacy gaps in Black
communities. Journal of Black Studies, 51(6), 589–607.
https://doi.org/10.1177/0021934720935598
Nepali, K., Johnson, R., & Kumar, S. (2023). Participant observation in adult literacy research.
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Nietzel, M. (2020, January 7). America’s literacy problem: 130 million adults read below sixth-
grade level. Forbes. https://www.forbes.com/sites/michaeltnietzel/2020/01/07
Pahl, K., & Rasool, Z. (2021). Ethnography and literacy research: Cultural perspectives.
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https://doi.org/10.1016/j.ijer.2021.101865
Pedulla, D. S., & Pager, D. (2020). Race, employment, and literacy discrimination. Social Forces,
98(4), 1489–1512. https://doi.org/10.1093/sf/soz078
Rochmes, J. (2024). Educational inequality as a consequence and cause of race. Sociological
Forum, 39(2), 345–362. https://doi.org/10.1111/socf.13016
Stough, L., & Lee, S. (2021). Grounded theory in qualitative research design. SAGE Research
Methods Foundations. https://doi.org/10.4135/9781526421036829393
Tie, Y. C., Birks, M., & Francis, K. (2020). Grounded theory research: A design framework for
novice researchers. SAGE Open Medicine, 8, 1–9. https://doi.org/10.1177/2050312118822927
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Yip, M. (2023). Emotional distress in adult literacy learning. Adult Education Quarterly, 73(2),
165–181. https://doi.org/10.1177/07417136221102078

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RSCH FPX 7868 Assessment 4 Analyzing Methodological Approaches to Apply in
Qualitative Research