Justification for a Mixed Method Approach

Mixed method design has been defined as “the collection or analysis of both quantitative and qualitative data in a single study in which the data are collected concurrently or sequentially, are given a priority, and involve the integration of the data at one or more stages in the process of research” (Creswell, Clark, Gutmann & Hanson, 2003, p.212). Researchers are increasingly converging on the practicality of using pragmatism when utilising mixed research design (Burke & Onwuegbuzie, 2005; Morgan, 2007; Tashakkori & Teddlie, 2003). In the context of the current study, qualitatively exploring the experiences of African migrant children in Ireland is one way of arriving at a provisional truth from a pragmatic point of view, and so is measuring their well-being levels, as long as the methodologies and methods match the research questions. In exploring the experiences of African migrant children, the researcher engaged with the Western and African world-view and the psychology that flows from these respective world-views, particularly the meanings given to experiences. The qualitative analysis highlighted negative experiences by these children associated with migration related restructured family dynamics and routines, exclusionary practices (social and systems), bad fit between home-African diasporic settings/school- neighbourhood cultural and/or spiritual processes, and the inability to fit into cultural or spiritual scripted roles and/or pressure to follow African cultural scripts. The study also

highlighted positive experiences associated with mobilisation of resources at an individual level (cognitive empowering resources), social (negotiation of difference to form supportive relationships), cultural and spiritual (good fit with African cultural and spiritual scripts or successful negotiation of multiple cultural contexts). The qualitative analysis raised the question of well-being levels of the study population and the pragmatic response was to quantitatively measure the psychosocial adjustment and well-being among migrant children as the most valuable response to initial findings. Another question arising was the issue of representation of African cultural and spiritual process that emerged from the qualitative analysis as major influences of the experiences of study population. Central to the pragmatism stance, is that empirical findings should help in deciding which action to take next as one attempts to better understand real world phenomenon (Burke & Onwuegbuzie, 2005). A qualitative element focussed on eliciting African understandings of well-being constructs was the pragmatic response to this arising question. Resultant information was used to develop an emically derived ‘African Migrant Child Psychosocial Well-being Scale’ which was used alongside other standardised psychosocial well-being scales to measure the psychosocial well-being of African migrant children. The quantitative methodology would also facilitate sampling a wider and varied sample of African migrant children therefore allowing generalisation of results over a larger group than that which had been accessed by qualitative findings so as to locate the overall findings in the study population’s realities for action that is more acceptable to them.

Morgan (2007) argues that pragmatism provides a basis for communication between research communities. The literature reviewed indicates that psychological studies on migrant children are heavily skewed towards quantitative methodologies and these have provided crucial information about individual migrant child’s psychosocial well-being

and contributed greatly to theory and practice. However, findings indicate that despite exposure to developmental risks, the majority of these children continue to show satisfactory levels of well-being. Valuable insights on the process in these children’s social and cultural ecologies that have acted as protective processes or resilience building/sustaining processes in the face of adversity have been revealed by qualitative work (Raghallaigh & Gillian, 2010; Watters & Ingleby, 2004; Ollif, 2007). Utilising a pragmatic stance as the theoretical lens underpinning the current study provides a platform to integrate insights gained from both qualitative and quantitative methodologies in psychosocial research with migrant children.

It has been argued by proponents of mixed method design that, utilising this design can advance the knowledge of the studied phenomena in that the weaknesses of one methodology can be complemented by the strengths of the other methodologies (Burke & Onwuegbuzie, 2005; Creswell et al., 2003; Cornish, 2009; Morgan, 2007; Sechrest & Sidani, 1995; Tashakkori & Teddlie, 2003). The criticisms towards quantitative methodology of context stripping and consequent limited applicability due to the need to control variables can be redressed by qualitative methodology which provides rich contextual data inclusive of emic understandings, meanings and purposes (Lincoln and Guba, 1994; 2005; Michell 1999; Toomela 2008). The criticisms of qualitative research on being too subjective and an inability to generalise across a large population can be complemented by quantitative methodology which aims at objectivity and the ability to generalise to a wider population (Toomela 2008).

Creswell et al (2003) typology of mixed research design, which prominently features in social science research, guided the research design of the current study. The typology is comprised of Sequential Explanatory Design; Sequential Exploratory Design and

Concurrent Designs. In sequential explanatory quantitative data is collected and analysed, followed by qualitative data. Priority is usually unequal and given to the quantitative data. Qualitative data are used primarily to augment quantitative data. Data analysis is usually connected, and integration usually occurs at the data interpretation stage and in the discussion. In sequential exploratory design, qualitative data is collected and analysed first, followed by quantitative data. Priority is usually unequal and given to the qualitative data. Quantitative data is used primarily to augment qualitative data. Data analysis is usually connected, and integration usually occurs at the data interpretation stage and in the discussion. Sequential exploratory designs are useful for exploring relationships when study variables are not known, refining and testing an emerging theory, developing new psychological test/assessment instruments based on an initial qualitative analysis, and generalising qualitative findings to a specific population. Concurrent designs can involve a triangulation element whereby quantitative and qualitative data are both given the same priority, data is collected and analysed at the same time but separately with integration occurring at the data interpretation stage. They can also involve concurrent nested designs whereby quantitative and qualitative data are collected and analysed at the same time but less priority given to one which is designed to answer an altogether different question(s). Data analysis in the latter, usually involves transforming the data, and integration usually occurs during the data analysis stage.

The current study uses sequential exploratory design. Creswell and Plano-Clark (2007) propose that researchers should evaluate their skills, available resources and audience expectations when choosing a study design. I was confident that I had the necessary skills to carry out qualitative and quantitative research, and if necessary, could draw on the skills of my two supervisors, who are well-versed in both approaches. In addition,

by virtue of being an African migrant and a mother, I was able to provide a cultural lens to the study population, to be sensitive to migration-related issues and to take on a reflexive stance throughout the research process, particularly, during the interviewing process. As a mother, I was tuned in to child-sensitive conversation approaches, which was important during the interviewing process with children. Also, I had easy access and opportunity to gather qualitative data in schools, and African social and cultural settings in the course of my routine school runs and social activities.

The study utilised a three study sequential exploratory mixed study design comprised of:

Study 1 - A qualitative, grounded theory study that aims to address the research question “What are the experiences of African migrant children in Ireland?” This is answered through interviews with children, parents and community leaders.

Study 2 - A qualitative, rapid ethnographic construct elicitation study that aims to elicit constructions of African ‘child well-being’.

The research question addressed by this study is “How do African migrant children, parents and community leaders construct African child psychosocial well-being in Ireland?”

Specific questions that framed the study were:

What are worries and concerns of African migrant children? What are cultural emotional and behavioural manifestations of distress and well-being?

What are their strengths/support systems? What help-seeking strategies do they engage in?

The responses to these questions were analysed and formed the basis for development of an ‘African’ Child Cultural Psychosocial Well-being’ Scale.

Study 3 – A quantitative survey comprised of demographic variables, normative child psychosocial well-being and resilience scales and the newly developed ‘African Child Cultural Psychosocial Well-being’ Scale. This study sought to answer the research questions “What are the levels of African migrant children’s psychosocial well-being?” and a sub-question “Are some African migrant children doing better in terms of their psychosocial well-being compared to other African migrant children?”

Figure 2 offers an illustration of the research design indicating the link between the study topic and the three studies and the research questions addressed by each study. The findings of the three studies are brought together in the Discussion to offer a culturally grounded account of the experiences and psychosocial well-being of African migrant children in Ireland. The study design is illustrated here below.

Figure 2: Study design of the present research

In the context of the overall mixed research design, Study 1’s qualitative findings directly influenced both the questionnaire development (Study 2) and identification of constructs to be measured in Study 3. Data analysis was undertaken in each study but the findings of all three studies were merged in the discussion.