Qualitative research is questioned by positivists most of the time since, in some cases; their concepts cannot be addressed in the same way as in real work. However, some researchers like Silverman have come up with in cooperative measures researchers can use to curb these issues (Kleinsasser & Silverman, 1997). Additionally, some individuals like Cuba have tried to use some terminologies to evade themselves from concerns arising from the positivist paradigm (Guba, 1981). This paper presents a summary and trustworthiness basing its ideas on some specific social change articles.
Common Themes
In both documents, some common themes include a social change perspective and a focus on the internal organization to facilitate understanding of the qualitative research. Human beings interact in many ways in the social units, especially the family. Therefore, the mode of socialization depicts the behaviors they would possess. The society, in general, is responsible for creating arenas for interactions of the members for character modification. Some of the activities include sports, storytelling sessions and cultural learning.
The intergroup emotion theory is based on the appraisal theory, which illustrates the origin of emotions that shape individuals. The internal surrounding of a person also influences their mode of conduct (Thomas et al., 2009). This is made possible by the creation of social networks which bring people together. Introverts may find it difficult to express themselves due to the environment they grew up in. Low self-esteem and isolation from others may impact their behaviors negatively.
Different Sources
In the document “Transforming Apathy into Movement”, Batson and his workmates have explained the concept of empathy in their work on interpersonal levels focusing on label problems. Other authors have emphasized that Batson’s ideas are based on the traditional notion. In the Journal of Higher Education, Putman questions on whether individuals are really connected through social means. Some articles by Slaughter and Thomas on social analysis are applied to create change in higher institutions.
Trustworthiness
The concept of trustworthiness can be explained in terms of credibility, transferability, conformability and dependability strategies. Credibility focuses on the internal validity, which ensures the study measures what it is intended. Well established research methods are adopted, including culture familiarization and random sampling. Transferability is concerned with illustrating the applicability of research findings of a particular study that can be applied in other situations (Shenton, 2004). This may occur especially in areas where the individuals show similar behaviors.
In dependability, it is assumed that if the research is repeated within a similar context, similar findings should be obtained. Environmental changes must, however, be observed to avoid data irrelevancy. The designs used in research, operational details used in data collection, and reflective appraisal of the projects must be examined. Conformability implies the use of instruments that are independent of human perception and skill to verify data authenticity. The main objective is examined to prove that findings are as a result of the ideas and experiences of the informants and not the researcher.
Based on my analysis results, social change for Walden graduate students can be defined as the improved modes of human interactions and relationships that transform social institutions and cultures. This change is mainly obtained through education which eliminates stereotypic beliefs (Kezar, 2014). My own understanding of positive social change agents has improved. This is because I have been able to learn on different methodologies that can be applied for better change improvements. In comparing the three social change articles, the trustworthiness document is aligned with my interest in social change. This is because the concept is explained in various modes which present unique ideas. Through this, the various modes can be used interchangeably to fit the dynamic situations.
References
Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. J, 29(2).
Kezar, A. (2014). Higher education change and social networks: A review of research. The Journal of Higher Education, 85(1), 91-125.
Kleinsasser, R., & Silverman, D. (1997). Interpreting qualitative data methods for analyzing talk, text and interaction. The Modern Language Journal, 81(1), 136.
Shenton, A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
Thomas, E., McGarty, C., & Mavor, K. (2009). Transforming “Apathy into movement”: The role of prosocial emotions in motivating action for social change. Personality and Social Psychology Review, 13(4), 310-333.