Triangulation may be defined as the use of two or more methods of data collection in the study of some aspect of human behaviour (Cohen, et al., 2000). Triangulation deepens understanding of phenomena and situations through the access of multiple perspectives; it is a strategy for improving the validity and reliability of research or evaluation of findings (Golafshani, 2003).
For Maxwell (1996: 75), “Triangulation is the collecting of information from a diverse range of individuals and settings, using a variety of methods”, while Barbour (1998: 353) argues that mixing methods within one paradigm is problematic, since each method within the qualitative paradigm has its own assumption in “terms of theoretical frameworks we bring to bear on our research”. Triangulation may include multiple methods of data collection and data analysis, but does not suggest a fix method for all research. The methods chosen in triangulation to test the validity and reliability of a study depend on the criterion of the research (Golafshani, 2003).
What is important here is that triangulation gives the researcher the possibility to reduce bias or distortion due to a narrow focus, and strengthens research design by cross checking, triangulation strengthens a study by combining methods (Patton, 2001). In this way, it widens the base from which data are drawn and it increases the researcher’s confidence in the data due to the
‘spread’ of its resources. This confidence can only be achieved as far as normative research is concerned when different methods of data collection yield substantially the same results. The more the methods contrast with each other, the greater the researcher’s confidence (Cohen, et al., 2000). Through triangulation, the researcher can overcome the limitations of a single specific method. Moreover, the data to be analysed are richer, so that the chances that consistency of findings, due to similarities of method are reduced. In the research design section, it was decided that triangulation would be used so that
more reliable information could be obtained in a variety of methods. Shkedi (2003) points out that the use of triangulation increases the validity of the outcome. It is a process which enables the use of different sources to make sure that a specific phenomenon is happening and to clarify its meaning (Stake, 2000). This makes the data collection more accurate and qualitative.
Some argue the claim that triangulation has no effect whatsoever on the increase of validity, or on reducing bias or bringing objectivity to research (Fielding & Fielding, 1986). But, by now, we are used to the idea that using positivist methods and terminology in a non-positivist realm will always lead to counter arguments; here too, reality lies somewhere in between. What we are after is to check if there is convergence of independent measures of the same objective, as Campbell and Fiske (1959) suggest, especially that through triangulation, we can demonstrate concurrent validity, since relying on one method can increase bias or distort what the researcher think is seen.
To improve the analysis and understanding of construction of others, triangulation is a step taken by researchers to involve several investigators, or peer-researchers’ interpretation of the data at a different time or location. In a related way, a qualitative researcher can “use investigator triangulation and consider the ideas and explanations generated by additional researchers studying the research participants” (Johnson, 1997: 284). Therefore, to acquire valid and reliable multiple and diverse realities, multiple methods of searching or gathering data are in order (Golafshani, 2003).
In this research, the researcher have also relied on the information collected from the parents and the literature when researching the multiple circles of the IMAs’ identity. The nature of the ‘soft data’ collected, its source, being adolescents who are at a critical age of their lives, trying to find their own identity at more than one level, and the complexity of the issue itself of identity components, made triangulation necessary in order to guarantee reliable data.
For instance, the dominance of the Christian aspect over the Maronite in their religious identity repertoire was apparent in the adolescents’ in-depth interview when categorization of the concepts was carried out. The same issue appeared
in the analysis of the parents’ semi structured ethnographic interview; in the text tools; and surfaced noticeably in the focus group analysis. Another example where triangulation was used in the categorization carried out in data analysis was the Israeli-Arab component, which was emphasized directly in the adolescents’ in-depth interview, reiterated in the parents’ semi-structured ethnographic interview, and appeared again in the narrative text tools and focus group.
Summary
In the previous chapters, the researcher set out ontological and epistemological foundations that underlie the qualitative methodology employed for this study. It was also discussed the choice of methods used in data collection: the adolescents’ in-depth interview, the parents’ semi-structured ethnographic interview, text tools and the focus group, stemming from the conceptual framework, which set the ground for the way data was gathered and analysed, taking into account the soft nature of the data and the different data-analysis theories through which the data was processed.
Having been aware of the nature of the qualitative inductive research, and having addressed the strengths and weaknesses of such an approach, this chapter can be summarized by stating that both methodology and methods were directed by the nature of the type of the research, being practitioner research, and should therefore guarantee a sufficient degree of rigor, as much as qualitative research can offer it. After all, it is the depth and richness of the identity perception of the IMAs’ and its effect on their future considerations that the researcher researching, and it is in this specificity of time and place and participants that this research will be contributing to knowledge, by filling the gap in the field of social studies, specifically that of minorities.
Chapter Four:
Research Findings
The results of the data analysis fall under two broad categories: one describes the components of the IMAs identities, and the other their future orientations. In the pilot stage, each broad category is divided into a number of sub-categories, for each method in the research, reflecting the various aspects of identity-related issues: religious, national, personal identification and Involvement in the community and heritage awareness as an indicator of their belonging. With regard to the participants’ future orientations, the data analysis has produced three categories: place of residence, academic studies and professional careers.
Table 2: Findings – Pilot Stage
Factors Identity Perception
Socio-political Socio-cultural
National Identity Participants’ expressions / reactions
Arab “Nothing to me, me, great pride, nationality, unclear, belonging”.
Israeli “My country, nothing, civil rights, just a place to live, belonging, forced to live in it, pride”.
Palestinian “Internal belonging, roots, not relevant to me, roots
Religious Identity Participants’ expressions/ reactions
Maronite “My belonging, my community, just a name, nothing, my church, pride, not relevant, not clear belonging”.
Christian “My religion, my identity, belonging, everything to me, great pride, very important, my people”.
“Arab, Palestinian Christian and Israeli; Arab, Palestinian roots; Arab in Israel; Israeli Arab; Israeli Christian Arab”.
Socio-psychological
Socio-cultural Socio-political
Involvement in the community
“Not very much involved in the community, there is a need for activity, I’m aware of the needed activities but I’m not willing to take part, if there will be any interesting activity in the community I will participate”.
Factors Future orientation Participants’ expressions/ reactions
Socio-cultural Socio-political
Place of residence “Israel near my family, the United States, Europe, any place but not in Israel nor in the Arab countries, Israel with my people, where I was born”.
Socio-cultural Socio-political Socio-cultural
Academic study and career
“Success in university and career, to study medical subjects, to study social subjects, I have no plans, to study arts abroad”.
The factual findings presentation opens the Findings Chapter with the results of the IMAs’ identity components and their future orientations. Samples of the participants’ input provide a view into the concepts that reside inside their realities. The data were analysed according to the principles of Shkedi’s (2003) thematic analysis. The findings of the identity perception and future orientation concepts are presented according to the conceptual framework, based upon the three circles of adolescence identity conflicts, minority identity conflicts, and the Arab minority identity conflicts. The findings, also presented per method at Table 3 (p. 110), reflect the conflicts of the IMAs identity perception, being adolescents, as part of a Christian minority within the Arab minority in Israel.
The categories identified through the analysis were supported by quotes from the interviewees (See Appendices 17, 18, 19, 20, 21), which were literally translated from Arabic as it was mentioned earlier.