Research Article
Uma Nair, Nicole Rios, Taylor Trunzo, Hemangi Patel, Jennifer Kue
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 1-19
ABSTRACT
Compared to their heterosexual counterparts, sexual and gender diverse populations (SGD; also known as LGBTQ+) are less likely to be screened for breast and/or cervical cancer. This is despite evidence that sexual minority women (lesbians and bisexuals) and transgender men (who have a cervix) have an increased risk for cervical cancer. Similarly, breast cancer risk is higher in transgender women (on hormone replacement therapy) compared to cisgender men. Unique barriers play a role in low screening rates, and interventions tailored to address these barriers in SGD/LGBTQ+ adults eligible for breast and cervical cancer screenings are imperative for cancer health equity. The study objective was to identify variables (e.g., barriers, facilitators) associated with uptake of breast (mammography) and cervical (Pap test) cancer screenings in SGD populations aged 25-70 years of age. N=13 individuals identifying as part of the SGD community were recruited from a large metropolitan area in the Southern United States. An interview guide using theoretical underpinnings of minority stress model was developed and used to conduct in-depth interviews to systematically identify multi-level factors associated with screening practices. Thematic analysis identified three major themes: barriers, identity-related stress, and facilitators to screening. Limited cancer screening knowledge, low perceived risk, previous negative experiences with gynecological care, trauma, stigma, and identity concealment negatively impacted screening engagement. Affirming and trauma-informed providers and inclusive healthcare environments were facilitators that increased trust to participate in recommended cancer screenings. Results indicate the need to develop and test multi-level trauma-informed interventions for this population.
Keywords: Breast cancer, Cervical cancer, Sexual and Gender Diverse, LBTQ+, Stigma, Minority Stress
Research Article
Jacqueline Jevtich, Amanda Ruth-McSwain
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 20-41
ABSTRACT
Social media influencing has gained attention as a viable, and even lucrative, career path, particularly among Generation Z (Gen Z). Despite its growth, the influencer industry faces significant challenges, including lack of standardized practices, unequal pay, and psychological strains. Through qualitative methods, including in-depth interviews and focus groups, this study explores the career motivations, trajectories, and experiences of both professional and aspiring influencers. By examining how influencers perceive and define careers in social media, the study provides a rich understanding of the factors that contribute to career pursuits while highlighting the business, emotional, and educational demands associated with influencer work. Findings also underscore the need for ethical standards, educational frameworks, mentorship, and professional support to strengthen influencer career development. Ultimately, the findings inform the creation of formal frameworks, ethical guidelines, and educational resources that may contribute to greater legitimacy, preparation, and long-term sustainability within the evolving influencer profession and creator economy.
Keywords: Social Media Influencing, Professionalization, Influencer Education, Entrepreneurial Identity, Creator Economy, and Qualitative Research
Research Article
Ann Marie Davis, Tara Zolnikov
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 42-57
ABSTRACT
Approximately 60 percent of adults in America report experiencing at least one adverse childhood experience (ACE), with some having as many as two or all of the following: abuse, neglect, and dysfunction in the home. This issue is more pronounced in women, who hold only 6% of international leadership positions. ACEs affect psychological and emotional development, and later, they may affect leadership styles and decision-making processes. In this study, the main objective was to explore how women leaders described the influence of childhood trauma on their well-being, coping mechanisms, and experiences in the workplace. It assumed a qualitative phenomenological study design and submitted semi-structured interviews to 22 identified women leaders in the United States. The study participants were women who self-identified as having unresolved childhood trauma. The findings exposed that trauma fosters resiliency, a will to succeed, and benevolence. There can be problems in emotional control, trust development, and work-life balance. The researchers discovered that adversity and trauma are sources of strength and continuous challenges. The need to develop trauma-informed coursework in leadership has been highlighted in this paper as urgent.
Keywords: Women leaders, adverse childhood experiences, resilience, trauma-sensitive leadership, qualitative research
Research Article
Xifan Yang, Morgan Payne, Yingwei Yang, Charmaine DM Royal
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 58-78
ABSTRACT
Racial disparities often lead to health disparities among racial and ethnic minorities, affecting overall health and quality of life. Additionally, racial and ethnic minorities report more perceived racism and discrimination, which is also significantly associated with negative health outcomes. The purpose of this study was to explore how college students understand and define racial equity using photovoice. This study engaged 11 college students in North Carolina through photovoice, a qualitative research method, which utilized photo-taking and discussions to explore U.S. college students’ perspectives on racial equity. Participants took 10-15 photos that represented their perspectives on racial equity. Following submission of the photos, a follow-up interview was conducted for participants to discuss the images, explain opinions on racial disparities, and provide recommendations for improving racial equity. Photos and photo discussions were transcribed, coded, and analyzed by the research team. This study identified five emerging themes, including 1) equal opportunities (e.g., high-quality educational opportunities, job opportunities, opportunity for success), 2) tangible support (e.g., large company support, community support), 3) social connectedness (e.g., working together, sharing and enjoying other cultures), 4) safe and inclusive environments (e.g., personal and environmental safety, inclusive environments), and 5) health justice (e.g., accessible health care, food security). The emerging themes identified in this study provide insights into how college students understand racial equity and might inform efforts to promote equity in college and community settings. Future research should continue exploring this topic and addressing racial equity concerns.
Keywords: Photovoice, community safety, young adults, participatory research, racial disparities, racism
Research Article
Stefan Cronholm, Ia Williamsson
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 79-103
ABSTRACT
Grounded Theory (GT) is widely used in Information Systems (IS) research, yet there are many challenges in following the methodology, particularly for novice researchers. While prior work has extensively described challenges, concrete and practice-oriented solutions remain underdeveloped. This study addresses this gap by conducting a structured literature review and an in-depth qualitative analysis of two empirical GT projects that encountered significant methodological difficulties. Using a combined approach of Directed and Conventional Content Analysis, we identified eight interrelated themes spanning the phases of open coding, axial coding, and selective coding. For each theme, we developed problem–solution pairings to address issues such as: navigating large volumes of collected data, transitioning from specific details to abstract concepts, interpreting qualitative data, relating categories to construct logical theoretical explanations, determining when categories are sufficiently related, finding an appropriate generalization level, coaching and guiding single GT researchers, and choosing a GT approach These themes are integrated into a coherent model, MAPS, that reveals their causal relationships. Our study provides micro-level methodological guidance for GT practice and complements existing GT literature by offering empirically grounded and actionable solutions rather than high-level principles.
Keywords: Grounded Theory, Grounded Theory Challenges, Grounded Theory Guidelines, Inexperienced users, Grounded Theory confusion
Research Article
Soud Hamad Ali, Joseph Pesambili, Mpoki Mwaikokesya
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 104-125
ABSTRACT
Although internal quality assurance (IQA) is expected to support teaching improvement in higher education, its effectiveness depends on how academics understand, evaluate, and use the inputs it generates. This study examined academics’ understanding and perceived usefulness of IQA inputs for teaching improvement at the State University of Zanzibar (SUZA). The Knowledge, Attitudes, Practices, and Beliefs (KAPB) model provided the analytical framework. The study employed a qualitative embedded single-case study design, drawing on semi-structured interviews with 30 participants, comprising two heads of the IQA Office, eight heads of departments, and 20 academic staff members, together with institutional documents. Data were analyzed thematically. Three main findings emerged. First, academics’ understanding of IQA inputs was uneven. Some recognized multiple mechanisms and connected them to teaching improvement, whereas others associated IQA mainly with curriculum compliance or examination control. Second, academics expressed mixed attitudes and beliefs about the usefulness of IQA inputs, shaped by whether they experienced them as developmental support or bureaucratic oversight. Third, the translation of IQA inputs into teaching improvement was inconsistent because of irregular feedback, limited follow-up support, and uneven departmental engagement. The study concludes that IQA inputs at SUZA were regarded as potentially useful but were not consistently translated into teaching improvement. This uneven translation reflected differences in academics’ understanding, attitudes, and beliefs, as well as irregular feedback and insufficient follow-up support.
Keywords: internal quality assurance; quality assurance inputs; teaching improvement; higher education; academic engagement; academics’ experiences
Research Article
Laura Hagan, Alla Chavarga
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 126-147
ABSTRACT
The use of artificial intelligence (AI), particularly large language models such as ChatGPT, has significantly expanded across academia and research in recent years. Of growing interest is AI’s potential role in qualitative research, especially in expediting tasks such as literature review and synthesis, data management and coding, and manuscript preparation, all while striving to maintain the rigor expected of qualitative inquiry. This paper explores the degree of alignment between AI-generated thematic analysis and a traditional, manual approach to analyzing focus group data and potential uses of AI in qualitative research. Using Braun and Clarke’s thematic analysis framework, a publicly available focus group dataset was analyzed in three stages: (1) Data Familiarization, (2) Human-Led Thematic Analysis, and (3) AI-Generated Analysis using ChatGPT. The human coders followed all six phases of the framework prior to engaging with the AI, to prevent influence from AI-generated output. The comparison revealed partial overlap between the human and AI-generated categories, particularly at the level of broader categories and themes. However, ChatGPT’s analysis tended to reflect a more superficial reading of the data, lacking the interpretive depth and nuance demonstrated by the human coders. While AI tools like ChatGPT show potential for supporting certain aspects of qualitative analysis, this study highlights key limitations in their ability to fully replicate the complexity and contextual understanding that human-led analysis provides. Further exploration is needed to define appropriate and ethical roles for AI in qualitative research workflows.
Keywords: ChatGPT, Qualitative Research, Thematic Analysis, Artificial Intelligence
Research Article
Nilvio Alexander Punguil Bravo, Naomi Rahn, Kristen Linzmeier, Brooke Winchell
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 148-171
ABSTRACT
The purpose of this study was to explore how multilingual and multicultural immigrant families draw upon their cultural and linguistic assets to navigate challenges and foster resilience during the adaptation process. Using a strengths-based framework, a secondary qualitative analysis was conducted using narrative interview data from 15 multilingual immigrant mothers participating in a statewide early childhood evaluation. Data were analyzed using an inductive thematic analysis approach to examine how resilience emerged through participants’ lived experiences. Findings show how families used cultural practices, heritage language, and community engagement as tools for coping and adaptation. Three main themes of resilience were identified: (1) language as a link to cultural heritage, (2) cultural traditions as anchors of identity, and (3) community participation as access to social support and belonging. Results demonstrate that resilience operates as an everyday, culturally grounded process shaped through relational and community practices. These findings extend existing understandings of immigrant family resilience by highlighting how multiple forms of cultural wealth work together to support well-being. Implications for educational practice and policy include the importance of recognizing and supporting families’ cultural and linguistic assets.
Keywords: community, cultural wealth, immigrant families, language, resilience
Research Article
Sydney Richardson
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 172-193
ABSTRACT
The purpose of this study was to explore ways in which self-leadership appeared among women entrepreneurs who were also caretakers for others, such as children and elderly parents. For this research, I utilized a narrative multi-case study approach, followed by thematic analysis, in which to explore the roles of the women. Aside from the interviews, I collected and analyzed two years’ worth of digital information for each business, including marketing posts, YouTube videos, business website information, and podcasts. The findings of this study showed that self-leadership among women entrepreneurs looked slightly different from the original theory of self-leadership developed by Charles Manz in 1986. For the women participants, self-leadership was self-defined, multi-faceted, and incorporated overcoming obstacles personally and professionally due to gender roles. This study enhanced earlier research surrounding the notion of self-leadership by depicting the theory from a gendered point of view through the narratives of the participants as entrepreneurs and caretakers.
Keywords: Women entrepreneurs, self-leadership, narrative inquiry, case study, qualitative research
Research Article
Shawn Clark
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 194-221
ABSTRACT
University leaders, researchers, students, and policymakers frequently call for increased active learning in higher education. Within this context, novice scholars grapple with how to meaningfully nurture an understanding of trustworthiness throughout the doctoral research process. This study addresses that gap by examining how an innovative reflexive binning system, grounded in the ICAP framework and informed by multilayered reflexivity, can help novice scholars develop an understanding of trustworthiness in cross-cultural doctoral research. Using autoethnography combined with visual vignettes, the study traces the author’s development as a doctoral student learning to engage with qualitative inquiry in reflexive and relational ways. The study examines how developing a reflexive binning system served as a methodological tool for building an understanding of trustworthiness and how engagement with the system reflected progression across the modes of the ICAP framework. The reflexive bins system organizes data across literature, artifacts, experiences, and interviews while integrating structured generative questions and interactive dialogue. Multilayered reflexivity provides the analytic lens for examining how self, interpersonal, and collective dimensions of reflexivity shaped meaning-making across the research process. Two visual vignettes demonstrate how the system functions in practice, making visible the processes through which meaning is constructed, challenged, and refined. The manuscript suggests that reflexive bins foster a deeper understanding of trustworthiness by embedding active learning, reflexive engagement, and relational accountability throughout the research process. This study offers guidance to higher education professionals seeking to support doctoral students in strengthening their understanding of trustworthiness as they transition to independent scholars.
Keywords: active learning, autoethnography, higher education, ICAP framework, reflexivity, visual vignettes
Research Article
Dorothy C. Suskind, Gretchen Yoder
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 222-246
ABSTRACT
Approximately 20% of college students will be sexually assaulted during their university years, leading to prolonged physical and emotional repercussions. Out of fear, rebuke, and dismissal, most survivors choose not to report the attack. Those who do report often experience unsatisfactory outcomes. The cultural climate of college life, coupled with gendered scripts ingrained before campus enrollment, contributes to environments that conflate sex and power, dismiss consent, and allow campus complicity. To help break the silence, we collected the stories of 129 sexual assault survivors at one small state college in the Southeastern United States. Using basic demographic information and qualitative analysis, four themes emerged across narratives. Threaded throughout each theme’s description are direct quotes from survivors, boldly telling their stories. Study findings highlight survivors’ experiences centered on ambiguity and trust violations, ongoing impact, social and institutional betrayals, and suggestions from survivors. Lastly, survivors provide firsthand suggestions for making campuses more just, safe, and responsive.
Keywords: sexual assault, stories, college students, campus, U.S.A., narrative inquiry
Research Article
Kennedy W. Awuonda, Amani Zaier
AM J QUALITATIVE RES, Volume 10, Issue 4, pp. 247-265
ABSTRACT
This study explored graduate students' perspectives on applying the fundamentals of mixed methods research (MMR) during data collection and examined how peer feedback shaped these perspectives. We used archival data collected between 2020 and 2025 from an online doctoral research foundation class, and we analyzed participants' responses using thematic analysis. Three major themes emerged: comprehensive understanding through data integration, strengthening research evidence and methodological compatibility, and collaborative learning through peer feedback. Findings indicated that students view MMR as a valuable approach for integrating quantitative and qualitative data, deepening the depth and validity of research findings, and enabling richer interpretations of research problems. Peer feedback was identified as a critical factor in promoting collaborative learning, refining research designs, and increasing confidence in applying mixed methods principles. Future research could incorporate observational or performance-based assessments to complement self-reported perspectives and provide a more comprehensive view of how graduate students operationalize MMR principles in practice.
Keywords: Mixed methods research, data integration, graduate students, peer feedback, pragmatism, thematic analysis