Women's Decision-Making And Factors Affecting Their Choice Of ...
Women's Decision-Making And Factors Affecting Their Choice Of ... Women's Decision-Making And Factors Affecting Their Choice Of ...
socio-psychological constructions, forming an interconnected whole (Maykut and Morehouse 1994). The multiple realities are constructed by those involved in the study, such as the researcher, participants in a study, and the reader or audience interpreting the study (Creswell 1994; Creswell 1998). In keeping with this view, qualitative research is informal and exploratory in nature (Dey 1993; Mason 1996; Patton 1990). It consists of loosely structured conversations with participants, either individually or in small groups. The aim of the interaction, which is modelled after a conversation between equals, is to throw as much light as possible on participants' images, values, and attitudes, together with the motivations behind their behaviour. Each participant is allowed to express their views in their own way (Taylor and Bogdan 1984). The result is a medley of ideas and impressions, from which patterns are distilled by careful analysis. The aim of qualitative research is to get an impression or understanding of the lived world or reality of the participant; therefore, it is not desirable to provide ready-made responses, which could strip the participants' responses of their originality. The qualitative researcher is required to record the realities, using extensive quotes from participants, presenting themes that reflect words used by participants, as well as recording his or her own feelings, and observations during the process. It is argued that the results in a naturalistic inquiry are literally created through the hermeneutic-dialectic interaction between and among those involved in the inquiry (Guba 1993). The second category relates to epistemological assumptions that deal with the origins and nature of knowing, and the construction of knowledge (Guba 1993). Questions raised are: what is the relationship between the knower and the 73
known? What roles do values play in understanding? Naturalism holds the view that the knower and the known are interdependent, and knowledge is constructed (Creswell 1998; Maykut and Morehouse 1994). This would therefore mean that the knower could not be totally separated from the known and vice versa, as what is known is subjective to the views of the one who knows. Values, according to the naturalistic view, mediate and shape what is understood. Maykut and Morehouse (1994) contend that the role played by values can be understood in reference to postulates relating to the nature of reality and knowledge. They argue that values are embedded in the topic chosen for examination, and the way the topic is examined. Therefore, if reality is constructed, and the knower and the known are inseparable, then values 'come with the turf. The researcher in a qualitative study admits the value-laden nature of the study, and, therefore, exposes his or her values and biases as well as those contained in the information from participants (Creswell 1994; Creswell 1998). The purpose of the interaction between the researcher and participants in qualitative research is for participants to describe their experiences and for the researcher to give meaning to those descriptions. Descriptions of the lived experiences are specific to the participant and not general opinions (Patton 1990). The researcher, on the other hand, exhibits openness to new and unexpected phenomena. There are no ready-made categories for interpretation of the data. The interview itself is focused on particular themes according to the aims of the research, but it does not have strictly structured questions, neither is it entirely non-directive (Kvale 1996; Patton 1990; Wiersma 1995). The interview is an interpersonal situation as much as it is an interaction between two or more people. The researcher and the participant act in relation to 74
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- Page 43 and 44: are not necessarily chosen because
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known? What roles do values play in understanding? Naturalism holds the view<br />
that the knower and the known are interdependent, and knowledge is constructed<br />
(Creswell 1998; Maykut and Morehouse 1994). This would therefore mean that<br />
the knower could not be totally separated from the known and vice versa, as what<br />
is known is subjective to the views of the one who knows.<br />
Values, according to the naturalistic view, mediate and shape what is<br />
understood. Maykut and Morehouse (1994) contend that the role played by<br />
values can be understood in reference to postulates relating to the nature of reality<br />
and knowledge. They argue that values are embedded in the topic chosen for<br />
examination, and the way the topic is examined. Therefore, if reality is<br />
constructed, and the knower and the known are inseparable, then values 'come<br />
with the turf. The researcher in a qualitative study admits the value-laden nature<br />
of the study, and, therefore, exposes his or her values and biases as well as those<br />
contained in the information from participants (Creswell 1994; Creswell 1998).<br />
The purpose of the interaction between the researcher and participants in<br />
qualitative research is for participants to describe their experiences and for the<br />
researcher to give meaning to those descriptions. Descriptions of the lived<br />
experiences are specific to the participant and not general opinions (Patton 1990).<br />
The researcher, on the other hand, exhibits openness to new and unexpected<br />
phenomena. There are no ready-made categories for interpretation of the data.<br />
The interview itself is focused on particular themes according to the aims of the<br />
research, but it does not have strictly structured questions, neither is it entirely<br />
non-directive (Kvale 1996; Patton 1990; Wiersma 1995).<br />
The interview is an interpersonal situation as much as it is an interaction<br />
between two or more people. The researcher and the participant act in relation to<br />
74
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