Women's Decision-Making And Factors Affecting Their Choice Of ...

Theoretical sampling refers to selecting the sample based on their
relevance to the theory, research question, theoretical framework, or the
explanation being developed (Lincoln and Guba 1985; Mason 1996; Morse 1995;
Taylor and Bogdan 1984). The selection of participants is lead by the research
question, or theory, which allow for preliminary decisions about the boundary of
the investigation. After completing interviews with the first few participants, the
type of people interviewed are varied until the full range of perspectives is
unearthed, signalled by no new information being uncovered (Miles and
Huberman 1994; Taylor and Bogdan 1984). The crucial questions for the
researcher in theoretical sampling are: which sources are information-rich?
Whom should I talk to, or what should I look at first (Kuzel 1992)?
As theory develops, additional questions arise, such as, which data sources
may confirm, challenge or enrich my understanding (Glaser and Strauss 1967;
Guba and Lincoln 1985; Guba and Lincoln 1989; Kuzel 1992)? The participants
that are initially interviewed help in determining whom to interview next. The
theory in a qualitative inquiry is not fixed, but subject to modification or
confirmation in the context of the study (Kuzel 1992). Theoretical sampling gives
the study direction, and may help the researcher to have more confidence in the
categories developing from data as they are constantly and selectively
reformulated as the study progresses. Mason (1996) advises against picking only
cases that will support the argument and disregarding the inconvenient ones. She
asserts that cases should be selected not only to build the theory but also to test it.
One way of building and testing the theory is by using procedures of analytic
induction (Denzin 1989), where negative or contradictory cases in relation to the
developing constructs are sought.
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