Addressing Social and Racial Injustice Using Grounded Theory

Substantive theory that emerges from grounded theory research should provide a framework for action with a necessary practical application (Strauss & Corbin, 1990, 1994). However, when social and interpersonal contexts are ignored, faulty frameworks can lead to ineffective practice or policy recommendations. Social work faculty should be able to provide students with frameworks for action that are well-designed, practical, and informed by theory. In order for students to deliver services and advocate for policies that are theoretically sound, faculty should be able to demonstrate various research approaches, such as grounded theory (GT). GT research has the potential to point to the salient influences of basic social processes, social structure, and environmental influences on the lived experiences of diverse populations.

Building theory through GT research poses numerous challenges. Research strategies such as the constant comparative method of analysis, theoretical sampling, use of multiple comparison groups (Glaser & Strauss, 1967), and theoretical coding (Glaser, 1978) can directly impact the theory that emerges. Yet, social work researchers may have little preparation for the kinds of problems that they are likely to face when building theory using the GT method. The purpose of this skills workshop is twofold: (1) methodological and (2) practical. Methodologically, we provide examples of how challenges have been addressed among scholars who have used GT to build theory and used the frameworks that emerged in practice to address racial and social injustices .We have selected two qualitative data sets that represent different groups in which GT has been used.

Pedagogically, following the qualitative studies examples, the presenters will engage participants in a role-play exercise meant to provide a tangible experience to the skills identified. Finally, the session will end with a discussion of best practices from the field and questions and answers. We will cover the elements of how to build theory in social work through the use of GT methods, thus increasing session participants' knowledge of how to teach these skills to their students. This skills workshop offers the field a critical, though partial, glimpse into the conceptual, methodological and practical realities of our attempts to employ GT methods in order to build theory in social work. Drawing on key principles of GT research methods, it explores the implications of our own challenges with developing research designs, methodologies and developing theory within the context of GT research. In doing so, it examines the possibilities and implications of deeply understanding social processes and the sociocultural environment in which people exist.

References

Glaser, B. G. (1978). Theoretical sensitivity. Mill Valley, CA: Sociology Press.

Glaser, B., G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine Press.

Strauss, A., & Corbin, J. (1990). Basics of qualitative research—Grounded theory procedures and techniques. Newbury, Park, CA: Sage Publications.

Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage Publications.