Advanced Crime Research: Qualitative Analysis Notes

Aims

  • Introduce the First Assessment
  • Explore transcription
  • Critically appraise the process of transforming human interactions into text.

The First Assessment

  • Weighting: 50%
  • Word Count: 1,500 words
  • Due Date: 14th March

Data Packs Available

  1. Coercive Control
  2. Racial Inequality
  3. Immigration Politics
  4. LGBT+ Discrimination
  5. Green Spaces
  6. Women in Prison

Requirements for Data Packs

  • Quantitative Analysis:

    • Must analyze one quantitative (SPSS) data set from the chosen data pack.

  • Qualitative Analysis:

    • Must select one piece of qualitative (written) data from the same data pack.
    • Three options available:
    • Two interview transcripts
    • One media item

Analysis Methods

  • Utilize SPSS for quantitative data analysis.

  • Include at least one table and graph produced in SPSS.

  • Perform:

    • Single Variable Analysis: Frequency table
    • Bivariate Analysis: Crosstabs

  • For qualitative data:

    • Conduct thematic analysis, avoiding lengthy direct quotes.

Expectations for the Essay

  • Analyze both pieces of data separately and together.
  • Format like an argument for how the data should be presented and understood.
  • Use at least 15 peer-reviewed references without direct quotes from literature (paraphrase instead).

Submission Guidelines and Capping of Grades

  • File Format: Word document (other formats = 0)

  • Referencing:

    • Missing in-text citations or reference list = capped at low 3rd
    • Missing both = capped at marginal fail

  • Attention to Brief:

    • Must use one qualitative and one quantitative data piece from the same data pack to avoid automatic fail.

  • Submission Rules:

    • Incorrect dropbox submissions = automatic 0.
    • Submissions without required SPSS visuals = capped at 3rd grade.

Plan of Attack

  1. Pick a data pack.
  2. Analyze quantitative data with SPSS.
    • Produce tables and graphs.
  3. Select a piece of qualitative data (same pack).
  4. Complete online learning on thematic analysis.
  5. Read related literature.
  6. Conduct thematic analysis.
  7. Plan and write the essay.
  8. Redraft and proofread.
  9. Submit.

Considerations During Analysis

  • Do both data pieces tell the same story?
  • Do they address the same questions?
  • How does the data compare to existing academic literature?

Writing Tips

  • Depth over breadth: Focus on a few points in detail.
  • Each paragraph should focus on a single idea/argument.
  • Limit direct quotes to one at most to conserve word count.

Structuring Paragraphs

  • Link paragraphs to build your argument.
  • Ensure each contributes to understanding the data.

Transcription Overview

  • Who Transcribes?:

    • Traditionally women (e.g., wives).
    • Often the researcher or a professional transcriber.
    • Use of transcription software is common.

  • Time Considerations:

    • Approx. 35 hours to transcribe 1 hour of audio.

AI and Voice Recognition Software

  • Pros: Convenient, quick, and easy.
  • Cons: Ethically concerning for data storage and confidentiality; problematic capturing regional dialects and missing nuances (e.g., laughter, pauses).

Transcription Dilemmas

  • Decisions in capturing slang, emphasis, unclear sections, etc.
  • Importance of reflecting sarcasm and emotional tone when transcribing.

Key Insights on Transcription

  • Important decisions during transcription reflect researcher positionality.
  • Balancing time efficiency and authenticity is crucial.
  • Emotional impact on the transcriber and their relationship to the research is significant.

Bibliography (Select References)

  • Bird, C. M. (2005). How I Stopped Dreading and Learned to Love Transcription. Qualitative inquiry, 11(2), pp. 226–248.
  • Koenecke, A., et al. (2020). Racial disparities in automated speech recognition. Proceedings of the National Academy of Sciences, 117(14), pp. 7684-7689.
  • Tilley, S. (2003). Transcription work: learning through coparticipation in research practices. International journal of qualitative studies in education, 16(6), pp. 835–851.