In Defense of Grounded Theory: Unraveling Resistance Phenomena Through an Exploratory Multiple-Case Study

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: (Re)Imagining Support Alongside Graduate Students (Table 5)

Abstract

This exploratory multiple case study has a twofold purpose: First, we seek to explore the phenomena of graduate-level faculty and Ph.D. students’ hesitation in engaging in grounded theory methodology. Secondly, we seek to understand how this hesitation impacts the mentorship of the dissertation process. Preliminary results revealed a lack of understanding of grounded theory as a methodology from faculty and students alike. However, even amongst those who understood and defined grounded theory well, professors and students still expressed an aversion to engaging in grounded theory. The researchers make the argument that grounded theory is a valid methodology useful for the creation of new philosophical ideas and theoretical frameworks; therefore, understanding and addressing these hesitations is key.

Authors

• Tony Lee Talbert, Baylor University

• Kelsey Leigh Stokes, Baylor University

• Jessica McKamie, Baylor University