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Interpretive Research Methods
Interpretive research methods are methods or ways of collecting and analyzing data that examine culture in context, with the goal of understanding the behaviors and values of people from that cultural context. These methods reflect a set of underlying assumptions about the nature and purpose of research. First, the interpretive perspective views research as inherently subjective as it involves human researchers. Instead of trying to be artificially objective, interpretive researchers see themselves as inextricably involved, but they reflect on the role that their own identities may play, encouraging or inhibiting the research participants. Second, interpretive researchers believe that research should focus on understanding the cultural dynamics they study, rather than working to change those dynamics. While some research approaches investigate a perceived problem with the goal of solving it (or perhaps improving conditions), interpretive researchers focus on deep understanding and what is called thick description of what they find. Interpretive research methods are vital for researching intercultural competence, as they allow researchers to study a phenomenon without imposing previous theories and concepts. This entry discusses the goals (as compared with other approaches), the methodological tools used for data collection and analysis, both the benefits and the limitations of this approach, and examples of how research on intercultural competence can be studied from this perspective.
The Goal of Interpretive Research Methods
Interpretive researchers are guided by questions about the culture and context that they study. The goal of interpretive research methods is an in-depth understanding of a particular cultural context. Researchers who use an interpretive approach pose research questions about the values, norms, and worldview of cultural group members, with the recognition that culture is socially constructed and, thus, subjective. Culture is not something that can be fully understood through study in laboratory settings. While not everyone in a culture behaves in the same way, by looking at patterns of behavior, the researcher can gain insight into the cultural norms and how they are negotiated.
Interpretive research methods are often compared with social scientific/functional research methods, which use quantitative measures (surveys, experiments) and inferential statistics to predict behavior based on knowledge of a number of variables, including cultural group membership. From that perspective, culture is one variable that can be used to determine behavior in an objective manner, often through surveys or experiments. By comparing cultures, differences between how individuals from different cultures behave, the influence of those cultures can be compared. However, interpretive scholars focus on behavior in a natural setting, arguing that the objectivity of scientific studies oversimplifies culture and that people may behave differently in real settings. They also question the value of objectivity that functionalistic researchers hold; when studying human phenomena, it is impossible to be strictly objective as even decisions about what variables to include are made by human researchers.
Barney Glaser and Anselm Strauss, and other researchers from the 1960s through the 1980s, rejected the idea of studying human behavior in laboratory settings as artificial and out of context. Rather than having theorists predicting relationships and then testing their hypotheses, these researchers and others advocated for grounding analysis in the real-world experiences of those being studied. While cultural anthropologists had been doing this type of naturalistic research since the development of their field, the other social sciences, beginning in the early to mid-20th century, tried to be as much like the natural sciences as possible. They embraced the use of the scientific method and objectivity. The emergence and establishment of the interpretive perspective was challenged by scientific thinking; however, the interpretive researcher has come to be respected for the depth of understanding that can be gained through these methods.
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- Adaptation
- Applications of Intercultural Competence
- Coaching for Intercultural Competence
- Counseling
- Cross-Cultural Adoption
- Cultural Intelligence
- Global Transferees
- Higher Education Intercultural Campus
- Human Resource Management
- Intercultural Competence and Clergy
- Intercultural Competence in Healthcare
- Intercultural Competence in Organizations
- Intercultural Families
- Intercultural Intimate Relationships
- International Education
- International Health Organizations and Relief
- Military and Armed Forces Training
- Missionaries
- Multicultural Counseling
- Museums
- Nongovernmental Organizations
- Religious Contexts
- Teacher Education
- Tourism
- Training for Transferees
- Culture
- Beliefs, Values, Norms, Customs (Definitions)
- Class
- Cultural Patterns
- Cultural Self-Awareness
- Culture, Definition of
- Disability as Culture
- Disciplinary Approaches to Culture: An Overview
- Disciplinary Approaches to Culture: Anthropology
- Disciplinary Approaches to Culture: Applied Linguistics
- Disciplinary Approaches to Culture: Intercultural Communication
- Disciplinary Approaches to Culture: Psychology
- Disciplinary Approaches to Culture: Sociology
- Divergence and Convergence
- Essentialism
- Ethnicity
- Gender as Culture
- Generational Cultures
- Identity
- Language, Culture, and Intercultural Communication
- Lay Theory of Race
- Motivation and Culture
- Perceptions
- Personality and Culture
- Pluralism
- Power
- Sexual Orientation
- Worldview
- Culture Change
- Diversity and Inclusion
- Benchmarks in Diversity and Inclusion
- Dimensions of Diversity
- Diversity and Inclusion, Definitions of
- Diversity Audit
- Diversity in Higher Education
- Diversity Return on Investment
- Global Diversity Management
- History of Diversity and Inclusion
- Intergroup Dialogue
- Multicultural Organization
- Spiritual and Religious Diversity
- Underrepresented Groups
- Education
- Critical Pedagogy
- Critical Theory
- Cultural Literacies Approach
- Cultural Studies
- Developing an Intercultural Vision
- Developmentally Appropriate Pedagogy
- Diversity in Higher Education
- Educational Intercultural Leadership
- Global Learning
- Globalized E-Learning
- Higher Education Intercultural Campus
- Intercultural Service Learning
- International Education
- Learning Communities
- Multicultural Education
- Ethics
- Globalization
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- Educational Partnerships
- Expatriates
- Global Citizenship
- Global Organizational Cultures
- Human Resource Management
- Intercultural Communication in International Cooperation
- Intercultural Relations and Globalization
- International, Transnational, Global
- Leading Global Teams
- Migration Studies
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- Identity Development
- Biracial Identity
- Culture-Specific Identity Development Models
- Double-Swing Model
- Ethnic Cultural Identity Model
- Identity
- Identity and Intergroup Communication
- Identity Management Theory
- Identity Negotiation Theory
- Internet Identity
- Racial Identity Development Models
- Sexual Orientation Identity Development
- Social Identity Theory
- Third-Culture Kids/Global Nomads
- Intercultural Communication
- Body Language (Haptics)
- Body Movement (Kinesics)
- Co-Creation of Meaning
- Communicating Across Cultures With People From Africa
- Communicating Across Cultures With People From China
- Communicating Across Cultures With People From India
- Communicating Across Cultures With People From Japan
- Communicating Across Cultures With People From Korea
- Communicating Across Cultures With People From Latin America
- Communicating Across Cultures With People From Russia
- Communicating Across Cultures With People From the Middle East
- Communicating Across Cultures With People From the United States
- Cross-Cultural Communication
- Eye Contact (Oculesics)
- Facework/Facework Negotiation Theory
- Facial Expressions/Universal
- Hall, E. T.
- High-Context and Low-Context Communication
- Ingroup/Outgroup
- Intercultural Communication and Language
- Intercultural Communication in China
- Intercultural Communication in Europe
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- Intercultural Communication, Definition of
- Intercultural Competence Development
- Intercultural Humor
- Intercultural Intimate Relationships
- Intercultural Nonverbal Communication
- Intercultural Verbal Communication Styles
- International Communication
- Mindfulness
- Perceptions
- Politeness Strategies: Rapport Theory
- Prejudice, Bias, Discrimination
- Space (Proxemics)
- Stereotypes and Generalizations
- Time (Chronemics)
- Intercultural Competence
- Assessment Centers
- Assessments of Intercultural Competence
- Cultural Humility
- Cultural Intelligence
- Curiosity
- Definitions: Knowledge, Skills, Attitudes
- Empathy
- Intercultural Code Switching
- Intercultural Competence Development
- Intercultural Competence in Healthcare
- Intercultural Competence in Organizations
- Intercultural Sensitivity
- Respect
- Trust
- Intercultural Conflict and Negotiation
- Intercultural Training and Teaching
- Coaching for Intercultural Competence
- Cognitive Styles Across Cultures
- Culturally Appropriate Instructional Design
- Culturally Responsive Pedagogy
- Culture Learning
- Culture Learning in the Language Classroom
- Description, Interpretation, Evaluation
- Developmentally Appropriate Pedagogy
- Educational Partnerships
- Essential Principles for Intercultural Training
- Global Leadership Development
- Global Learning
- Higher Education Intercultural Campus
- Intercultural or Multicultural Classroom
- Intercultural Training Creativity
- Interventionist Models for Study Abroad
- Learning Communities
- Learning Styles Across Cultures
- Military and Armed Forces Training
- Motivation and Culture
- Multicultural Education
- Reentry
- Simulations and Games
- Teacher Education
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- Training for Transferees
- Training Intercultural Trainers
- Transformative Learning
- Language/Linguistics
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- Communication Accommodation Theory
- Concordances
- Culture Learning in the Language Classroom
- English as a Lingua Franca
- Intercultural Code Switching
- Language and Identity
- Language Use and Culture
- Linguaculture
- Multilingualism
- Pragmatics
- Psycholinguistics
- Root Metaphors
- Sapir-Whorf Hypothesis
- Semantics
- Sign Language
- Sociolinguistics
- Speech Acts
- Syntactics
- Translation and Interpreting
- World Englishes
- Leadership Across Cultures
- Media and Social Networks
- Research Paradigms and Research Methods
- Case Study Methods
- Concordances
- Critical Advocacy Research
- Critical Incident Methodology
- Critical Research Methods
- Cultural Studies
- Ethnographic Research
- Feminist Research Paradigm
- Interpretive Research Methods
- Positivist Research Paradigm
- Postmodernism and Reflexive Anthropology
- Qualitative Research Methods
- Quantitative Research Methods
- Social Justice
- Theories and Concepts
- Anxiety and Uncertainty Management
- Attribution Theory
- Co-Creation of Meaning
- Communication Accommodation Theory
- Constructivism
- Cosmopolitanism
- Critical Race Theory
- Critical Theory
- Cultural Contacts Theory
- Culture Shock
- Culture Specific/Culture General
- Developmental Theory
- Essentialism
- Expectancy Violations Theory
- Facework/Facework Negotiation Theory
- Gender Theory
- Hybridity
- Individualism and Collectivism
- Integrated Threat Theory
- Integrative Communication Theory
- Intensity Factors
- Intercultural Sensitivity
- Intergroup Contact
- Lay Theory of Race
- Locus of Control
- Multicultural Counseling
- Politeness Strategies: Rapport Theory
- Postmodernism and Reflexive Anthropology
- Root Metaphors
- Standpoint Theory
- Systems Perspective
- Theory of Acculturation
- Values
- Ascribed and Achieved Status
- Assumptions and Beliefs
- Beliefs, Values, Norms, Customs (Definitions)
- Competition and Cooperation
- Confucian Dynamism
- Culture Distance; Value Orientations
- Divergence and Convergence
- Honor, Shame, and Guilt
- Individualism and Collectivism
- Locus of Control
- Measuring Values
- Privacy
- Religious Contexts
- Value Dimensions: GLOBE Study
- Value Dimensions: Hofstede
- Value Dimensions: Kluckhohn and Strodtbeck Value Orientations
- Value Dimensions: Schwartz
- Value Dimensions: Trompenaars
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