A PhotoVoice Constructivist Grounded Theory Research Design for the Study of Transborder Identity Development

• In Event: Visual Research Methods in Education: Recent Qualitative Dissertations Designed to Promote Social Justice

Abstract

In this paper I present a photovoice constructivist grounded theory research design focused on generating a transborder identity development model for Transfronterizx students in postsecondary and higher education at the San Diego-Tijuana borderlands. Multiple methods of data collection were utilized in this study, such as participant questionnaires, photovoice focus groups, photovoice one-on-one interviews, and participant photographs, focused on generating an identity development model grounded on the voices of the participants.

The data collection and analysis research design for this dissertation study was guided by grounded theory (Charmaz, 2014) and informed by photovoice (Wang and Burris, 1997). To generate the findings of this study, I conducted 11 photovoice focus groups and 20 one-on-one photovoice interviews in three grounded theory data collection and analysis phases, consisting of 691 photographs with 32 current and former Transfronterizx students in postsecondary and higher education institutions at the San Diego-Tijuana borderlands. The three phases of data collection and analysis were guided by Charmaz’s (2014) phases of grounded theory: (a) initial, (b) focused and (c) axial coding. To further enhance the data collection and analysis of photovoice, I applied participatory analysis (Wang and Burris, 1997), Visual Thinking Strategies (Housen & Yenawine, 2000–2001), and a three-part framework for analyzing multimodal texts: (a) perceptual, (b) structural and (c) ideological analysis (Serafini, 2010). In this research design, data collection and analysis were conducted interconnectedly.

All photovoice focus groups and photovoice one-on-one interviews were facilitated in English, Spanish, Spanglish, and in the translanguaging between all three languages. Translanguaging between English, Spanish and Spanglish was encouraged and welcomed at BorderClick and at the Transborder Student Ally Program (TSAP), where the photovoice focus groups were conducted for this study. I also welcomed and applied translanguaging between English, Spanish and Spanglish with participants during the photovoice one-on-one interviews via zoom for this study. Data collection was facilitated at the BorderClick program during the Fall 2016-Spring 2017 school year, at TSAP in Spring 2019-2020, and via Zoom in Summer 2020. Beyond data collection and recruitment sites, these programs and organization served as safe spaces of inclusion, validation and leadership for the Transfronterizx students who participated in this study. Additionally, over the last five years, I established rapport as a community leader and peer-mentor with the Transfronterizx students of these organizations that led to their support and trust to participate in the photovoice one-on-one interviews for this study. This established rapport led to profound and sincere conversations about their transborder lives, social identities and academic trajectories. In this symposium, I will present the the research design of this study, by illustrating how data collection and analysis was guided by grounded theory (Charmaz’s, 2014) and interconnected by the data collection and analysis of photovoice (Wang and Burris, 1997), Visual Thinking Strategies (Housen & Yenawine, 2000–2001), and perceptual, structural, and ideological analysis (Serafini, 2010) to generate a transborder identity development model grounded by the voices and photographs of Transfronterizx students from the San Diego-Tijuana borderlands.

Author

• Vannessa Falcón Orta, San Diego State University