Methods of data collection

Observations, structured or unstructured interviews, documents and audio and visual materials, according to Creswell (2014:190), are the customary methods for collecting data in qualitative research studies – with interviewing being the most popular option (Willis, 2007:173; Yates & Leggett, 2016:226). When it comes to types of interviews, a differentiation is made between unstructured (in-depth), semi- structured, and structured interviews. After familiarising myself with the advantages and disadvantages of each of the interview types, I decided on using semi- structured interviews, which would be facilitated by open-ended questions contained in an interview guide, as the data collection method to explore mixed race and African parents experiences, challenges and coping strategies in relation to the coming out of their child as LGBTIQA+.

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Turner (2010:756) defines semi-structured interviews as open-ended interviews that use structured wording, but in a flexible and open-ended way (Taylor et al., 2016:102). Participants are asked questions that are composed in such a way that it allows for open-ended answers. For the semi-structured interviews, the data collection questions must be formulated to help answer the research questions initially formulated at the outset of the study (Punch, 2016:51; Whitehead & Lopez, 2012:128). Bless et al. (2013:175) refer to semi-structured interviews as “non- scheduled structured interviews”, implying that certain questions are compiled prior to the interview, but provision is made for more probing questions. The participants are also free to describe and express their feelings, thoughts and opinions. Greeff (2011:348) describes semi-structured interviews as interviews organised around domains of specific interest, while still accommodating substantial flexibility in scope and depth. The semi-structured interview therefore provides for a set of questions from which the interviewer can probe and responses can be wider and more open than with a survey or structured interview.

In unpacking the concept “interview guide”, King and Horrocks (2010:35) describe an interview guide as a guide that “outlines the main topics the researcher would like to cover”. Neuman (2014:333) holds a similar view and states that the interview guide comprises of a set of questions covering the salient aspects related to the phenomenon being explored (Neuman, 2014:333). However, the researcher is flexible and makes allowance for the phrasing of the wording of the question to make it more understandable for the participants and the order in which the questions are asked is not strictly followed. This creates opportunities for the participant to lead the interaction in “unanticipated directions” (King & Horrocks, 2010:35). According to Hennink et al. (2011:12), the interview guide functions as a memory aid for the researcher, with predetermined or pre-decided questions being applied flexibly so as not to dictate, but rather steer the flow and direction of the interview between the researcher and the participant, as well as enable the engagement of the participant (Greeff, 2011:352). The following questions were developed and contained in the interview guide:

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In order to obtain demographical/biographical information of the participants the following questions were asked:

 What is your current age?  What is your marital status?  How many children do you have?

After gaining the biographical information from the participants, I planned to ask the following open-ended topical questions to gather information from them:

 What knowledge did you have about being LGBTIQA+ prior to your child’s coming out?

 How did your child tell you about his/her LGBTIQA+ status?  What did you feel when he/she told you about being LGBTIQA+?  How did you react when he/she told you they were LGBTIQA+?

 What challenges did you experience when you learnt that your child was LGBTIQA+?

 How did you cope with the challenges experienced?

 What do you think will help you to cope better with the situation?

 What are your suggestions to parents of children coming out as LGBTIQA+?  How can social workers assist parents when finding out that their child is

LGBTIQA+?

In conducting the qualitative research interviews, I endeavoured to apply certain skills that have an important influence on the comprehensiveness and complexity of the information that the participants provided. Bless et al. (2013:214) identify the following techniques in interviewing, which will ensure rich data:

 The use of open-ended question allows for open-ended, detailed answers.  Elicit “stories” from participants – engage in narrative. Allow the participant to

share their experiences in telling the story thereof.

 Listen attentively and paraphrase the participants’ responses.  Ask follow-up questions on answers.

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Neuman (2014:332) describes the interviewer’s skills as follows:  Start by building rapport with the participant.

 Show interest.

 Allow for self-expression and the telling of anecdotes.

 Keep a specific purpose in mind: learning about the person within his/her circumstances in line with the goal of the study.

The following are some of the interviewing skills the researcher intended to utilise:

Table 1.2 INTERVIEW SKILLS (adapted from Bless et al., 2013:214; Dicicco-Bloom

& Crabtree, 2006:314-321; Neuman, 2014:332;).

SKILL DESCRIPTION APPLICATION

Establishing rapport

Make an empathetic connection with the participant.

Create an atmosphere where the participant will feel

comfortable to talk; show full interest in and connection to the participant when asking opening questions.

There should be a comfortable space and sitting arrangement, choose a quiet space for the interview, and sit close enough to the participant to show interest.

Empathising Identify feelings and share in feelings, showing

concern and understanding.

Identify feelings through restating them for the

participant, thereby showing empathy, for example, “I can see that you are

upset/angry/happy by what you are telling me”.

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Active listening Fully concentrate on what is being said,

communicating active listening through body language and encouraging the person to further

communicate.

Make eye contact.

Show interest in participants’ responses by displaying attentive body language. Remember what is being said and be able to paraphrase and recall during the interviewing process.

Probing Ask follow-up and clarity-

seeking questions, especially when there is ambiguity in the answer received from the participant.

This could include asking: “Could you elaborate on what you described?”; “Could you put feelings to the incident you described?”.

Open-

mindedness

Allow for the participant to respond in a different manner than expected or allow for the participant to have different opinions and feelings than the researcher

Show non-judgement to the participant by remaining objective.

Communicate non-judgement by reflecting what the

participant has said without attaching personal values to it. Respect for

cultural differences

Observe cultural

expectations and ensure that the researcher understands the cultural expectation when entering the home of the

participant.

Greet appropriately and ask the socially acceptable

questions prior to entering into the interviewing schedule.

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