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DEVELOPMENT AND USE OF CONCEPTUAL SCHEMAS FOR
REDUCTION AND ANALXSIS OF QUALITATIVE DATA ON FAMILY
VALUES: ADVANCES IN THE USE OF THE MICROCOMPUTER

By
Beverly Eileen Ledwith

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR.OF PHILOSOPHY

Department of Family and Child Ecology

1985

Copyright by
BEVERLY EILEEN LEWITH
1985

ii

ABSTRACT
DEVEIDPMEINT AND USE OF CONCEPTUAL SCHEMAS FOR
REDUCTION AND ANALYSIS or QUALITATIVE DATA ON FAMILY
VALUES: ADVANCES IN THE USE OF THE MICROCOMPUTER
By

Beverly Eileen Ledwith

The purpose of this study was to develop and use conceptual
schemes for reduction and analysis of qualitative data on family
values using the microcomputer.

The conceptual framework for the study was the human ecological
framework. The assumption was made that the expression of family
values and the family must be examined in their wholeness of
interaction and interrelatedness. values were considered in relation
to American social values identified by‘Williams.

Three families were interviewed during their first month of
residency on small farms. Recorded interviews were transcribed onto
diskettes, using a microcomputer. An a priori coding schema for data
analysis was developed based on the work of Williams. A second coding
schema was based on the natural language used by the participants.

Using the microcomputer, interviews were searched for family
values, indicated by the presence of value terms that were identified
in the coding schemes. A unique set of value indicators was
identified for each family through microcomputer sorting and hand
analysis techniques.

The microcomputer applications developed for this project were

effective in allowing the researcher to perform multiple manipulations

Beverly Eileen Ledwith

and analyses of data, using two different coding schemas. Slices of
data were examined on different levels of abstraction, and comparisons
made of them.

Throughout the identification and analysis processes,
interpretation of procedures, data, and findings were required. Human
thinking and decision making were necessary to interpret the
theoretical and a priori coding schemas and to create a system by
which they could be entered into the microcomputer.

The microcomputer could then be used to perform the repetitive
sorting and identification processes for which it was designed. The
results of the microcomputer processes required human interpretation
and analysis before the next step could be designed with ‘which the
researcher could be assisted by the use of the microcomputer.

The processes of data analysis in this study utilized a grounded
method of theory development. As analyses proceeded, they were
grounded in the data contained in the interviews. New theoretical
concepts were deveIOped, based on the outcomes of the data. The
concepts were then compared with reliable and established values
theory. Based on this comparison, changes were made in the new

concepts.

ACKNOWLEDGEMENTS

I 'wish to express my appreciation to my committee members, Dr.
Margaret Bubolz, Dr. Dolores Borland, Dr. Linda Nelson, Mrs. Irene
Hathaway, Dr. Ann Slocum, and Dr. Larry Alexander for their excellent
guidance and encouragement. Special gratitude is expressed to Dr.
Bubolz and Dr. Borland for their enthusiastic support and direction
throughout the dissertation process.

The three families who participated in this study have become
cherished friends. They taught me about peOple, farms, and research.
I am deeply grateful to them for their willingness to share their
lives so that others may benefit from their experiences.

Without the support and funding from the Kellogg Foundation and
the Michigan Agricultural Experiment Station, there would not have
been a small farms project. Appreciation is expressed to the
executives and administrators who had the foresight to encourage and
support the small farms research project.

Finally, I am especially grateful for the fellowships I received
from the American Heme Economics Association Foundation, Department of
Family and Child Ecology, and the College of Human Ecology at Michigan
State University. Without this financial assistance I would have been

unable to accomplish my goals.

TABLE OF CONTENTS

Page
LIST OF TABLES............. ..... vii
LIST OF FIGURESV111

Chapter

g..-

I. INTRODWTIWOCCOOOOOOOOIOOOOOOOOOOOOOOOOOOOOOO

Background and Problem Statement............
Purpose.....................................
Research Objectives.........................
Conceptual Framework........................
Definition of Terms.........................
Constraints and Limitations................. 1

\IKOUJUJNH

II. REVIEW OF LITERATURE.......................... 19

Review of Literature Related to Computer
Methodology in Research................... 19
The Need for Information Processing..... 19
Initial Attempts to Manage and
Analyze Behavioral Records............ 20
Development of Integrated Information
Processing Software...................... 25

Ecological Perspective for Study
Of me Pauli-1y.OOOOOOOOOOOOOOOOOOOOO0...... 26
Family Farm Ecosystem.............. ..... 27

values and the Family....................... 28
Assessment of Literature.................... 32
III. momLmYOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 35

Research Design............................. 35
Participants................................ 36
Data Collection............................. 38
Data Reduction and Management............... 40
Maintenance of Diskettes.................... 41
Identifying value Indicators................ 42
Definition of Terms Used in Identifying
values.................................... 44
Development of Coding Schemas............... 45
Identification of values.................... 50

iv

Chapter Page
Comparisons of Values and value Patterns.... 56

IV. RESULTS FROM COMPUTER APPLICATIONS .......... .. 6O
Identifying values Indicators ............... 60
Development of Coding Schemes ............... 61

V. RESULTS AND FINDINGS FROM VALUES
IDENTIFICATION AND ANALYSIS ................. 68
Identification of values........ ............ 68
Comparisons of Theoretical values

wtween FamilieSOOOOOOOOOOOOOOO ..... O ..... 72
Comparisons of value Topics
%tween Families.......OOOOOOOOOOOOO ...... 75

Identified value Patterns Across Families... 81
Comparisons of value Indicators and value
Patterns Among Family Members............... 91

VI. SUMMARY, CONCLUSIONS AND IMPLICATIONS ......... 99
SWOOOOOOOOIOOOOOOOOOOOOO OOOOOOOOOOOOOOO 99
mmseOOOOOOOOOOOOOOOOOOOO ......... .0. 99

Conceptual Framework ..... .............. 100

mmwOlmy ..... .0... ....... 00.0.0.0... 101

cwing SChemSo O O I O O O O O O O O O O O O O O O O O O O O O 102
Resu1ts arld Findings 0 O O O O O O O O O O O O O O O O O O 103
Interpretation of Procedures and

FirldingSOOOOOOOOOOOO......OOOOOOOOOOO 106
COhClUSionSooooooooooooooooooooooooooo ..... O 107
Use of a priori Coding Scheme.......... 107
Use of the Microcomputer............... 108
Identification of values.... ........ ... 110
Implications... ........ - ..................... 111
APPENDICES
Appendix
A. Family Farm Ecosystem Model .................. 115
B. Family Farm Ecosystem - Methods of
Data Collection ...... ........ ..... . ......... 116
C. Interview Questions for First Family ......... 117

D. Interview Questions for Second
and Third Families ...... ................... 120

V

Appendix Page
E. Example of Interview Index ................... 123

F Tables of Frequencies of Theoretical values.. 124

G. Table of Frequencies of value Topics ......... 130
H. Guide For Researchers ........................ 136
Bibliography ......................................... 142

vi

LIST OF TABLES
Table Page

1. Time spent developing computer applications
and related activities in qualitative
data analysis .......... ....... ............. 66

2. Theoretical values Listed in Order of
Importance by First Family.......... ........ 69

3. Theoretical values Listed in Order of
Importance by Second Family ................. 7O

4. Theoretical values Listed in Order of
Importance by Third Family..... ............. 7l

5. Frequencies of Theoretical values in Terms

of Per Cent and Rank Orders for Three

Fam Falnilies ..... 0.0.0.0.... ...... 0.0.0.... 73
6. Rank Order of value Topics of First Family ..... 76
7. Rank Order of value Topics of Second Family.... 77
8. Rank Order of value Topics of Third Family ..... 78
9. Frequencies of value Topics in Terms of

Per Cents and Rank Orders for
Three Farm Families..... .................... 79

LIST OF FIGURES

Figure

l.

10.

ll.

12.

13.

14.

15.

Sample index created by using StarIndex to
locate value terms that were sorted on
wee levels ......OOOOOOOOOOOOOOOOOO ........

Theoretical values coding scheme based on
mrk by WilliamSOOOOOOOOOOO000......O ........

value flags based on value definition and
common usage ....... ........ ........ .. ........

Example of identification and classification

of values from value flags in one interview..

value statement with value flags underlined....

Grid for identification of theoretical values
by using value flags................... ......

Grid for identifying value topics by using
value flags ..... .............................

value categories and value topics identified
from value flags............................

Procedures used to identify values...... .......

Procedures used in analysis of qualitative

data............................... .........

value flags and theoretical values by
value categories.............. ....... . ......

Expression of agreement among family members
on value indicators. First family..........

Expression of agreement among family members
on value indicators. Second family.........

Expression of agreement among family members
on value indicators. Third family..........

Evidence of agreement between families on
expressions related to concrete value
indicators in specific areas of life.. .......

viii

Page

43

46

48

51

52

54

55

57

59

65

83

86

89

92

95

16.

17.

l8.

19.

20.

21.

22.

Sample index created by using StarIndex to
locate value terms sorted on three levels....

Theoretical values by value flags. Family 1....
Theoretical values by value flags. Family 2....

Theoretical values by value flags. Family 3....

Value topics from value flags. Family 1 ........
value topics from value flags. Family 2 ........
value topics from value flags. Family 3 ........

ix

123

124

126

128

130

132

134

CHAPTERI

INTRODUCTION

Background and Problem Statement

The family setting provides a wealth of information regarding the
values, goals, and decisions made by family members in the processes
of family functioning. What families do can be extracted from the
family setting through the use of fixed responses to questionnaire
items and then transformed into numeric form that is suitable for
sophisticated data analysis. High speed computers and complex
statistical programs enable researchers quickly and efficiently to
analyze data in numerous ways.

Why families make decisions and act in the ways that they do may be
extracted from family settings through the use of open ended responses,
interviews, and observations. Open ended responses provide for more
richness of detail than do fixed responses. The data collection
methods for producing non-numeric information require time for
developing rapport, Observation, and recording (Sproull, and Sproull,
1982). They produce extensive amounts of data, which in the past, have
been resistant to numeric coding and analyses.

Most of the non-numeric data have been managed and analyzed by

hand, requiring large amounts of time. They are subject to human

error, and it is difficult to update and change the data sets
(Sproull, and Sproull, 1982). Storage of qualitative or non-numeric
data can be problematiC‘with note books, file cards, audio cassettes,
field notes, and photographic records all requiring management and
handling. Tedious and labor intensive methodology make multiple
analyses of the same data fatiguing and unfeasible to perform.

Computer technology is available to assist researchers in the
process of machine analysis of non-numeric data. Little use of this
technology has been made because applications of its uses have not
been fully developed.

Purpose

The purpose of this project was two-fold. One purpose was to
develop and compare conceptual schemes for the reduction of qualitative
data to be used with the microcomputer. Another purpose was to use the
schemes developed above to begin to understand the values of three farm
families. Analyses concentrated on identifying values and patterns of
values expressed by family members. Each of the families was
interviewed during its first month of residency on a small farm in a
midwestern state.

This study is a part of a project (MAES Project 3261) which seeks
to develop a comprehensive picture of the processes families go
through while changing to a life style that includes farming. The
overall goal of the ongoing research is to describe and understand
relationships among technical, economic, and human factors in

production and management on small scale farms.

Research Objectives

The major objectives of this study were to use the microcomputer
to develop and compare conceptual schemes for reduction of in-depth
qualitative data about family values held by selected families, and to
determine relative gains derived from using the conceptual schemas
developed in the study. The methodology that was developed utilized
available technology and commercial software for microcomputers that
were readily accessible to researchers.

In order to accomplish these research Objectives, the following
specific research questions were proposed:

1. What is the relative gain by using an a priori theoretical
conceptual scheme to analyze qualitative data as conpared with a
conceptual scheme developed from and grounded in family responses?

2. What specific steps are required to utilize the microcomputer
and available software for analyzing non-numeric data?

3. What values are identified in the statements made by family
members?

4. What identified values are held in common between families?
In what identified values do families differ?

5. What identified values are held in common among adult family

members? In what identified values do adult family members differ?

Conceptual Framework
The human ecological conceptual framework in conjunction 'with a
values schema‘was used to guide this study. HUman ecological systems
models are based on ecology, which is the study of the interrelations

of organisms and their environment. Flannery (1972) claims that all

populations exchange matter, energy, and information. In an ecosystem
approach to the study of the family, everything which transmits
information is within the province of ecology.

The ecological approach assumes that the phenomena and family will
be examined in their wholeness of interaction and interdependence
(Andrews, Bubolz, and Paolucci, 1980). Emphasis is given to the
biological and physical components of the organism and its environment
as well as to the social and psychological dimensions of the family
and its members.

The ecosystem has three central organizing concepts: environed
unit, environment, and the interactions and transactions between them
(Bubolz, Eicher, and Sontag, 1979; Andrews, et al., 1980).
Individual family members or the family unit have been conceptualized
as the human environed unit and the focus of study (Bubolz, et al.,
1979). The environment includes the natural, human constructed, and
human behavioral components. The natural environment is comprised of
physical, biological, and space-time components (Bubolz, et al.,
1979). The human constructed environment has been altered or
constructed by humans. It includes physical and social constructions
such as laws, rules, practices, roads, and pollution. The human
behavioral environment is the environment for human beings and
includes their biophysical, psychological, and social behaviors. In
this environment, human beings can comprise environments for other

humans.

When any part of an ecosystem influences or acts on any other part
and is influenced or acted on in return, interaction has occurred
(Bubolz, et al., 1979). Interaction takes place within the environed
unit, among the environments, and between the components of the
ecosystem. It is this interaction that makes the system dynamic. It
is assumed that a change in one component of the ecosystem will affect
the system as a whole and each of the system's subparts (Bubolz and
Whiren, 1984). This creates the need for adaptation and change within
the system.

An a priori values coding scheme was based on the work of Williams
(1965). His work was selected because it has been widely used, has a
scientific foundation, is grounded in theory, and has been extensively
tested.

In an effort to describe the major patterns of values in American
society, ‘Williams (1965) identified fourteen theoretical values that
are held by many American peOple. Walliams clearly states that these
values are not exclusive to nor peculiar to the United States, and
they are not shared by all Americans.

Social norms, according to Williams are the rules for the game of
life. The rules are useless unless they guide peOple in reaching
goals that are valid and valuable for human beings. Human Ibeings
accept as valuable or right some of the goals and standards of conduct
that are held by parents, peers, or others with whom they identify.

Wfilliams posited that institutions, beliefs, and values cannot be

taken for granted. As society changes, beliefs and values are

strained and challenged. When basic transformations of humans and
society occur, vital choices of values must be made.

WUlliams describes values as having four qualities: 1. have a
conceptual quality 'with abstractions drawn from the individual's
innediate experiences, 2. represent actual or potential emotional
mObilization and are effectively charged, 3. are the criteria by
which goals are chosen, not concrete goals of action, 4. are
important, not trivial.

values are considered as part of a continuum by Williams *with
moral values residing at one pole, and technical efficiency at the
other pole. Moral values are expressed as true matters of conscience
in which individuals feel high levels of guilt or shame, and groups
censure individuals for not adhering to the value. As values evoke
less guilt or shame when not adhered to, they can be expressed as
aesthetic standards, norms of expediency, or technical efficiency.

values do not just happen, but emerge in the experience of people.
Wfilliams claims that values are arranged into hierarchies that are
defined by choices individuals make.

“filliams states that values may be observed and measured according
to individuals' directions of interest. By determining what people
pay attention to, one may gain a sense of what they value. Another
way of identifying values is to listen to what peeple say. He
cautions that explicit statements of values can not always be relied
upon or considered valid. values may not be explicitly stated, but

may be inferred from verbal materials.

Implicit premises for determining values need to be considered in
concert with explicit statements. What is not said may reveal as much
information and insight into values held by individuals as what is
said. Williams considers beliefs to be "a conviction that something
is real" (1965:406). values, on the other hand, are "standards of
preference."

In View of what has been said so far, Williams operationalizes the
concept of value as "overt choice or preference, attention or
emphasis, statement or assertion, implicit premise" or "as a referent
of social sanctions" (1965: 408). He considers evidences of values as
pointers that indicate what the value holder means. All indicators
are not equal in usefulness for every purpose, but when used in
combination, they gain reliability if they are mutually consistent.

WHlliams ordered dominant and subordinate value systems according
to four criteria: 1. The extensiveness of the value, indicated by
the proportion of the population that manifest the value, 2. The
duration of the value, indicated by its importance over a period of
time, 3. The intensity of the value, manifested by the effort,
choices, verbal affirmation and reaction to threats against the value,
4. The prestige of the value carriers symbolized by the persons,
objects, or organizations identified with the value.

The range of interests, beliefs, and values is so great that
single values cannot be identified to characterize the American
population. Instead, American value-systems are described by
“filliams. He defined a system as a "determinate arrangement of parts

or entities" (1965:413). He considered the relationships as more than

a chance ordering of parts, and implied that values are arranged in a
pattern, interdependent, and subject to reciprocal or mutual
variation.

‘Williams was concerned with the distinctive elements of the value-
systems he identified, not with the universal features shared by the
human species. His concern was with the form and content of the
value-systems as they related to the American culture.

The American value-systems identified by 'Williams include
achievement and success, activity and work, moral and ethical, helping
and giving, efficiency and practicality, progress and up to date,
prosperity and ease, equality and fairness, freedom and independence,
external conformity and agreement, science and research, nationalism
and patriotism, democracy and sharing, and individuality and
personality. He stressed that these value-systems do not work as
single or separate units, but, instead, are continually shifting and
forming new configurations.

In. sunnaryu “filliams has identified fourteen values and value-
systems that are interrelated, and function in the behavior of
individuals and in actual social structures. There are, in addition
to the fourteen identified values, more general dimensions or
orientations that must be identified through inference. These
dimensions are difficult to identify and document.

Both ‘William's descriptions of value-systems and the ecosystem
approach to the study of the family embrace the concept that values
and behaviors are interdependent and subject to reciprocal or mutual

variation. This study identified the relatiOhships between expressed

values held by three families within their ecosystem and shows in
what ways values and behavior are interdependent and subject to

variation.

Definition of Terms
Computer Methodology and Data Management

For the purposes of this study, the following definitions related
to computer methodology and data management were used:

Methodology Conceptually, methodology refers to the processes,
techniques, procedures, or rules used by scientists. In this study,
methodology consists of the procedures required to use available
technology and software to analyze qualitative data that are collected

in the process of studying the family farm ecosystem.

Technology For the purposes of this research, technology refers
to the scientific and technical knowledge related to the functions and

operations of microcomputers.

Hardware Conceptually, hardware refers to the microcomputer and
ancillary machinery necessary to carry out the purposes of this study.
Hardware used in the study consisted of an IBM-PC computer with dual
disk drive and 256K RAM and a monochrome monitor, an Apple IIe
computer ‘with dual disk drive and 128K RAM and a monochrome monitor,
and a C. Itoh dot matrix printer.

Software Software is defined as the program or programs required
to operate the computer hardware. Software, for the purposes of this
study, is in the form of floppy diskettes on which the programs and

data are recorded.

10

Cannercial Software Commercial software refers to software that
has been professionally developed and is available for purchase by
consumers through retail or wholesale outlets. Commercial software is
often licensed or copyrighted. Software selected for this project
consisted of the Star Series programs by MicroPro (1983). Specific

programs used include WerdStar, SpelStar, StarIndex, and MailMerge.

Qualitative Data Conceptually, qualitative data refers to
information gained from subjects' interpretations and open ended
responses to research inquiries. It is resistant to quantitative or
numeric recording, coding, or analysis. In this study, qualitative
data refers to prose transcriptions of interviews ‘with three farm

families conducted in October 1983 and September 1984.

NOnrnumeric Data Non-numeric data are information items that are
recorded in textual format rather than numeric format. For the
purposes of this study non-numeric data‘will be used synonomously with

qualitative data.

Quantitative Data Quantitative data are derived from structured
research methodology in which responses are recorded or transformed
into numbers for reporting. The numeric codes are then analyzed using

statistical methodology.

Numeric Data NUmeriC data are information items that are recorded
in digit format rather than textual format. For the purposes of this

study, numeric data will be used synonomously with quantitative data.

11

Ecological Perspective
For the purposes of this study, the following definitions related

to the ecological perspective for study of the family were used.

Field Settings Conceptually, field settings refer to the
participants' natural settings in which observations and other data
collection procedures are conducted. For this study field settings

consisted of the families' farmsites.

Patterns of Behavior Conceptually, patterns of behavior refer to
repeated acts performed by actors in specific situations or related to
particular areas of concern. Patterns of behavior in this study refer
to statements or actions taken by participants that are related to

their values.

Family Farm Ecosystem Conceptually, the family farm ecosystem is
a specific application of an ecological systems framework for study of
the family. The farm families comprise the research units which were
analyzed to determine the processes they go through in adapting to
changes in living environments and resources. The interrelationships
between the components of the family farm ecosystem were considered.
(See Appendix A).

Farm Family Conceptually, the farm family is a family unit
residing on a small scale farm site (5-40 acres) and earning part or
all of their income from the farming enterprise. The family unit

controls the management and production systems on the farm. The labor

12

force for the farming enterprise is primarily or solely provided by

the family unit, including parents and Children.

value Concepts
In the process of data analysis, some of the following definitions
were expanded to more closely relate to the concepts expressed by the
families. The expansions are high lighted with bold print within the

definitions.

values Conceptually, values are what one believes is right, good,
or best. They are Characterized by what one holds dear, prizes,
cherishes, and feels a commitment toward. For the purposes of this
study, values will be what the family members believe is right, good,
or best for them and their family members in relation to their family,

farm, or small business enterprises.

value systems or value patterns Conceptually, value systems or
value patterns consist of a specific arrangement of interests,
beliefs, and values which are interdependent and subject to reciprocal
or mutual variation. For this study value systems and value patterns
were used interchangeably. They referred to patterns of values

expressed by family members during in-depth interviews.

Achievement Achievement consists of expressions of personal
excellence indicated through accomplishment of stated goals. The
goals may be related to personal aims, farm, home, or business

enterprises.

Success Conceptually, success refers to technical effectiveness

13

in the accomplishment of goals. Success is recognized through actual
or perceived rewards given for achievement.

Activity Activity is defined as a process that involves mental or
physical functioning required to reach an implicit or explicit goal.
For this study, activities relate to values or value-systems held by

family members.

Wbrk. ‘Work is defined as physical or mental exertion for the
purpose of accomplishing stated or unstated tasks. 'Work, for this
project refers to both paid and unpaid purposeful activity that is not

classified as leisure.

Moral Moral refers to right or wrong, good or bad, ethical or
unethical. Family members define moral issues based on their specific

sets of values.

Ethical Ethical is defined as being in accord 'with approved
standards of behavior. It is concerned with issues of right and wrong
and is consistent with socially or professionally accepted codes.
Families express this concept through statements indicating right or

wrong behavior.

Helping Helping is concerned with giving aid, comfort, kindliness
and generosity. verbal and physical expressions of concern and
assistance to other people, animals, and organizations illustrate the

presence of this value.

Giving Giving is the act of providing or supplying another person

14

'with ideas, goods, experiences, or services without expectation of
anything in return. Giving is indicated by the donation of time,

ideas, goods, or services to another person, family, or organization.

Efficiency Efficiency is a standard against which activity is
judged. It incorporates the concepts of standardization, streamlined,
practicality and getting things done. Efficiency is identified
through planning and activities designed to provide the most effective

means for a given end. Efficiency requires long range discipline.

Practicality Practicality refers to short-range adjustment to
immediate situations. This is demonstrated by the farm families in

their ability to solve immediate problems as they arise.

Progress Progress refers to looking forward, rather then back.
It involves acceptance of changes and the belief that the direction of
change is good. Families express progress as a value through planning
new enterprises and through stating their accomplishments of past

goals.

Up to Date Up to date is defined as containing the latest facts
or being abreast of the times. Family members apply this concept to
their lives by researching and trying new ideas and techniques in

their farm, home, and business enterprises.

Prosperity Prosperity is defined as being successful or a state
of growth and well being. Prosperity may be identified by family
members through language that signifies material comfort and mental

and emotional well-being.

15

Ease Ease refers to the state of being comfortable, freedom from
care or worry, freedom from labor, inconvenience, burden, or
constraint. It is expressed by families through statements of well—

being and relief from constraints.

Equality Equality means sameness in quantity, quality, or status.
Equality may be perceived as equality of opportunity rather than
equality of goods or services. Equality is exhibited in the way

individuals relate to others in interpersonal activities.

Fairness Fairness is the state of being fair, which is

exemplified through reasonableness and fair or impartial treatment.

Freedom Freedom is the enabling of individuals to make the
choices they ‘wish to make with minimum coercion and minimal
infringement of the spontaneous actions of others. Families express
freedom, when making decisions that are free from coercion or

”influence" by other peOple.

Independence Independence is the state of being self-governed or
autonomous. For this study families demonstrate independence through
making their own decisions and taking action based on their sets of

values.

conformity Conformity refers to uniformity in behavior for the
purpose of gaining approval. Families exemplify conformity through

adherence to accepted cultural and societal patterns.

Agreenent Agreement is the act of coming to a mutual arrangement,

16

oneness of Opinion or purpose, or being in accord ‘with others.
Families are in agreement when they consent to reciprocal promises or

demonstrate oneness of Opinion with others.

Science Science is a method of approaching problems that is
characterized by a set of procedures for interpreting experience.
Families practice science by seeking information procedures and skills

and then applying them to solve their problems.

Research Research refers to studious inquiry, examination, and
experimentation. Its purpose is to discover new facts in order to
apply them to problems at hand. Families demonstrate research
activity by seeking information about and applying it to their farm,

family,and business activities.

Nationalism Nationalism is defined as total and unquestioning

allegiance to national symbols and slogans.

Patriotism Patriotism refers to loyalty to national institutions
and synbols because they represent values that are the objects of

allegiance.

Democracy Democracy a state of society which is characterized by
freedom of expression, respect for dignity and worth of human
individuals and encouragement for them to freely deveIOp to their
fullest capacity. Families symbolize democracy through tolerance and

understanding of other peOple as they pursue their own goals.

Sharing Sharing means to have, use, engage or experience

17

something in common with others. For this study, families illustrate
sharing by working together among and between each family in order to
solve problems, accomplish farming or other tasks, and lending or
borrowing equipment, machinery, and other goods between them.
Socializing. learning, and being or the desire to be together

illustrate sharing.

Individuality Individuals are defined as human beings who have
unique, intrinsic value. Part of the socialization process is to
teach children to become individuals. Family members express
individuality by acting on their own values.

Personality Personality is the property of being a person,
specifically an individual person. Thus, personality refers to a

unique individual person who has intrinsic value.

value Flag For the purposes of this study, value flags refer to
words found in the interviews which denote the presence of values or

values indicators in the natural language used by families.

Constraints and Limitations
In a study of this type, constraints and limitations can be
expected to affect the research plan and outcomes. The data used for
this study have been collected from only three families. This
research is exploratory in nature and will not be used to generalize
to other populations. It may be used, however, to generate research

questions and hypotheses to be tested in future research efforts.

18

veluminous amounts of data have been collected. The scope of this
study requires that only one area of interest be selected for
analysis. A thorough analysis of the data is not the intent of this
study. It is to show patterns and relationships of value patterns to

each other.

CHAPTER II

REVIEW'OF LITERATURE

Review of Literature Related to
Computer Methodology in Research

The Need for Information Processing

In recent years, much attention has been placed on the generation
of information and the role of computers in processing it. At one
time information was difficult to transmit and was possessed by few
individuals (Taub, 1984). Today information has become accessible to
all. Taub (1984) views information as a commodity which can be bought
and sold and is different from other commodities in that it remains in
the possession of the seller, who can rework it and sell it again.

Information may be acquired for other than financial or economic
reasons (Taub, 1984). It is stimulating and may spur intellectual
goals. Taub refers to information as fuel for the brain which can
provide power to individuals. He stresses that information must be
pertinent and accurate to be useful to individuals.

Cianni-Surridge (1983) studied the area of technology and work.
She indicated that the network by which information travels is
creating a change in the concept of work and human interaction. The

impact of the microcomputer on the work we perform, interactions with

19

20

people, access to information,and our lifestyle is likely to be
enormous.

One of the greatest challenges, according to Cianni-Surridge
(1983) is dealing with tremendous amounts of information in manageable
ways. Toffler (1970) indicates that overwhelming amounts of
information create the concept of over-choice. ‘Without being able to
channel the information constructively, individuals ‘will feel
overwhelmed and unable to make reasoned choices.

Naisbitt (1984) also cautioned that the level of information that
we have is impossible to handle by present means. He claimed that the
job of professional peOple is to create, process, and distribute new
information. He stated that unorganized and uncontrolled information
becomes an enemy to the information worker, rather than a resource
that can be called upon.

Information technology is required to bring order out of the chaos
of too much information (Naisbitt, 1984). The emphasis of the
information society then changes from supply to selection. If users
can find what they need from the information supply, they*will use it

to advance knowledge in their field of endeavor.

Initial Attempts to Manage and Analyze Behavioral Records

Several studies have dealt with methods for analyzing nonenumeric
data (Sproull, and Sproull, 1982; LaRossa, and Wblf, 1984). Others
have attenpted to develop methods of quantifying qualitative data as a
means to connect it into manageable forms for analysis (welters,

Pittman, and Norrell, 1984; Klein, 1984; fidlcox, and Edmondson,

21

1984; Schumm, Barnes, Bollmen, JUriCh, and Milliken, 1984).

Olson (1976) defined data analysis as the reshaping of available
data. It involves assessment of linguistic symbols in order to sort
and manipulate them into ones that suit the present purposes. Content
analysis, according to Olson, allows access to past events that might
otherwise be unavailable. Content analysis involves the development
of a coding scheme to sort the data into categories that best fit the
current purposes and also maintain the integrity of the data. He
cautions against the development of artificial patterns in sorting
data and against differential applications of the coding scheme.

Olson (1976) indicated three levels or systems of content
analysis. The folk system refers to the latent structure of meaning
among the participants. The analytic system is one step beyond the
folk system. This represents the researcher's schema for interpreting
the world and may incorporate the conceptualizations of insiders.
Olson's third level is the theoretical network which links
increasingly generalized concepts. It is used to relate concepts to
one another as well as anticipating and predicting events not yet
explored. Finally, connectors are used to link the objects to the
common meaning tenm.

Significant for this study, Sproull and Sproull (1982) argue that
non-numeric data in the form of behavioral records can be managed and
analyzed by computer, using general purpose editors and analysis
programs. They state that behavioral records have two features that
should be preserved; they are text based and they are semi-

structured.

22

To accomplish their goals, Sproull and Sproull (1982) developed a
method in which they allowed for the preservation and management of
verbal material. Their method involves embedding codes within their
field notes, and then utilizing the computer to copy and count the
occurrences of the coded behaviors. Every item, such as each
speaker's remarks, each answer to a question, or each minute of
activity is entered separately into the computer.

Caron (1984) saw'the use of personal computers as essential in
helping participants to identify processes over time. An important
aspect of this, in his View, ‘was to provide flexibility that. would
allow human.memories to correct and modify each other. To accomplish
this he is involved in an effort to deve10p computer methodology which
will allow participants to record their responses over time on the
computer. The computer‘will then be used to generate automatically an
apprOpriate analysis of the events.

Practical applications of data collection and analysis
techniques are evident in the literature of anthropology. werner
(1984) took his computer into the field to collect ethnographic data
in order to deveIOp a Navajo Ethno-Medical EncyCIOpedia. He used a
software program, Keyword in Context (KWIC) to identify the key word,
and to list it in its context with the ten words preceding it and the
ten words following it. werner then wrote programs to assess the

distribution and frequencies of all of the words.

23

werner (1984) and R. Bolton with C. Bolton (1984), in separate
projects, deveIOped computer methods for indexing words and records
collected in field settings. werner developed an index of the
computer diskettes on which his data were recorded. Thus, he could
readily locate the appropriate diskette on which specific information
was stored. Bolton and Bolton (1984) created an index for the pages
in their field notes from a two year study of a native village in
Peru. The index reduced the time required to leaf through 10,000
pages of typewritten notes. Another type of index was developed by R.
Bolton (1984) when he created a concordance from the index. A
concordance is a listing of topics in their original stated context.
One part of the concordance, related to native folk songs, indicates
the item, its identification number, the title of the folk song in
which it appears, and the line containing the specific word. The
concordance is more detailed and provides more information than an
index.

Analysis of qualitative data involves a process of concept
formation, coding by categories, analysis, reformation of concepts,
coding, and so on (Podolefsky, 1984). A system of coding, named
computer assisted topical sorting (CATS) was developed by Podolefsky.
EVery paragraph is coded as it is entered into the computer. It can
then be sorted according to any one of the codes.

Agar (1983) combined the use of a purchased word processing package
‘with an interactive coding program that he wrote to analyze three
interviews. The interviews were first transcribed into the computer

using the word processing package. They were then coded, line by

24

line, Finally, they were sorted according to the utterances of
authority figures by name, role, or indirect inference, and printed
for analysis.

Artificial intelligence is a new discipline in which a theoretical
framework for the concept of intelligence is being developed (waltz,
1982). The computer is considered a laboratory in which to develop
ways of thinking about thinking. Practitioners in this discipline
suggest that complex programs which can alter their own actions may be
good models of human learning.

Concepts from artificial intelligence may be used in the analysis
of qualitative data. One of the themes in artificial intelligence has
been to determine how to explore a range of possible actions in the
pursuit of specific goals (waltz, 1982). A process called a search
tree consists of a model in which the top of the tree represents the
current situation. The branches represent possible actions, and the
tips of the branches represent possible outcomes. One or more of the
outcomes may correspond to the specific goal.

Minsky (1982) develOped an alternative to the search tree that he
calls a frame. In the frame, much more information is entered into
the computer than is needed. Definitions of which details are
Optional, and.which are not, are developed. Data which meet all of
the required details, and some or all of the optional details, express

the concept or behavior in question.

25

Development of Integrated Information Processing Software

Software developers are working on data integrated packages that
lel enable users to manage and analyze different types of data on the
computer. Data integration can be implemented over a range of levels
(A+ Magazine, 1983). The lowest level of data integration is file
compatability, in which one data file which has been.written with one
program can be accessed and read by a different program. The next
level of integration requires that each program must be able to
understand the output of the other program, e.g., the word processing
file must know*what fields to read from a data base file, or the
graphics package must be able to sort the titles and formulas from the
values to be plotted from a spread sheet program.

The third level of an integrated software system must provide for
data transparency (A+ Magazine, 1983). Data transparency is the
ability of any task in the software package to use and translate data
generated through any other task in the package 'without specific
instructions from the user.

The final level of data integration is a cannon data base for the
integrated package. Whth.a common data system, updates may be made
from any program in the system (A+ Magazine). At this level, changes
may be entered in the data base one time, and the software will update
all of the programs contained on the disk. Changes do not have to be
entered separately into each program contained in the package.

There is little agreement about how much and what types of
integration tasks and procedures are needed (A+ Magazine, 1983). Some

software companies are now producing packages that provide significant

26

levels of integration, i.e. PFS series from Software Publishing
Corporation, ‘VisiSeries from'Visicorp, and Star Series from MicroPro.
Separate software packages are available for each of the applications

that are included in the integrated packages.

Ecological Perspective for Study of the Family

Several papers have dealt with the application of an ecological
systems framework for study of the family (Hook, and Paolucci, 1970;
Bubolz, Eicher, and Sontag, 1979; Andrews, Bubolz, and Paolucci,
1980; Bubolz, and Whiren, 1984; Flannery, 1972). The authors
generally agree that ecological systems models are based on ecology,
which is the study of the interrelations of organisms and their
environment. Flannery (1972) claims that all populations exchange
matter, energy, and information. In an ecosystem approach to the
study of the family, everything which transmits information is within
the province of ecology.

Debate has continued to occur as to the relative validity of
observations of human behavior obtained in artificial settings versus
natural settings. Gibbs (1979) expressed concern about human behavior
research conducted in laboratory settings. ‘Within the laboratory
setting, the pursuit of objective purity often leads to the loss of
the meaning-conferring contributions of the person. It results in
separating the experimental stimulus from the subject's ordinary
experience. He questioned the worth of research methods that produce
findings that cannot be generalized into ordinary human reality.

Ecologically oriented inquiry, on the other hand, may lack the rigor

27

of empirical methodology. What is needed, according to Gibbs is a
"genuine cross-fertilization between these two poles of inquiry"
(1979:28). He sees the key feature of ecological inquiry as the
cross-fertilization of deductive rigor with inductive relevance.

A number of scientists utilizing an ecological approach to the
study of the family have emphasized the interrelatedness of the
biological and physical dimensions of the family and its environments
'with the psychosocial and cultural characteristics and interactions of
the family (Hook and Paolucci, 1970: Bubolz, et al., 1979; and
Andrews, et al., 1979). Critical to this approach is the interaction,
or reciprocal influence, among a system's components (Bubolz, et al.,
1979). The ecological approach assumes that the phenomena and family
will be examined in their wholeness of interaction and interdependence
(Andrews, et al., 1980). Emphasis is given to the biological and
physical components of the organism and its environment as well as to

the social and psychological dimensions of the family and its members.

Family Farm Ecosystem

As a part of a project (MAES project 3261), researchers have
applied the ecological approach to the study of the family farm
ecosystem (Bubolz, Sontag, and Ledwith, 1985). The model they have
deveIOped designates the farm family as the research unit and includes
as part of the family its structure, values, and goals, human
resources, management, and other processes (Appendix A). The near
environment for the family includes their clothing, shelter,
furnishings, farm-site, and equipment. The family and their farm

ecosystem reside within and interact with broader community systems

28

such as education, neighborhood, and market.

An overall goal of the research is to describe and understand
the interrelationships of the various components of the family farm
ecosystem in farm and household production and in meeting farm and
family goals. The farm family receives inputs and combines them with
its own resources. They then input their resources into production,
management, and community systems. In turn, the family system
produces outputs, such as farm products, goods, services, and income
earned. Outcomes and outputs may be input back into the system to

help the system remain dynamic and productive.

values and The Family

values are learned beliefs that are expressed through what one
believes is right, good, or best, and through what one feels a
commitment toward (Nelson, 1980). Rokeach (1973) believes that values
manifest themselves in two distinguishable modes: 1. Talk or thought
2. Overt action. He claims that individuals must act in both ways
for a belief to be a value.

Rokeach compared attitudes and values (1968). He indicated that
attitudes are an organization of beliefs that are focussed on a
specific object or situation and that predispose responses in some
preferential manner. The beliefs assert that certain things about a
particular object or situation are true or false, and other things
about it are desireable or undesireable. values, he contrasts, have
to do with modes of conduct and end states of existence. Thus, for

Rokeach, a value is something that must be believed and acted upon.

29

In a 1959 study of housing and personal values, Beyer defined
values by the ways in which they differ from preferences and attitudes
(1959). He indicated that preferences are based on individuals'
experiences, while attitudes refer to what is desired. values, on the
other hand, are what is desireable and tend to endure. values are the
criteria upon which goals are chosen and the implications which the
goals have in the situation. values are standards that imply "ought"
and "should" concepts.

Paolucci, Hall, and Axinn (1977) classified values by sorting them
into three basic types: personal, moral, and social values. Personal
values are expressed through self-discipline, punctuality,
achievement, decisiveness, and goal orientation. Moral values are
expressed through good and right behavior and include beliefs in
concepts such as honesty, dependability, tolerance, and integrity.
Social values are expressed in relationships to others and include
characteristics such as support, cooperation, recognition, justice,
and a sense of interdependence.

Kluckhohn defined values to include a conception of the desireable
which influences the selection of action (1952). Bubolz simplified
his definition to include an idea of what is right, or good or best,
and which influences what we do (1979).

In an earlier publication, JacObson (now'Bubolz) defined values as
"what is right, desireable, and proper" (1966). She continued that
values are a part of the culture of people, of their way of life-
values are concerned with all of life and represent the things we hold

dear, prize, and cherish.

30

Williams (1965) noted that value refers to aspects of situations,
events, or objects that are vested with a preferential interest as
being good, bad, or desireable. He continued that values concern the
goals of action and, as such, are components in the selection of
adequate means.

Lezlo (1973) Viewed values as neither purely subjective nor purely
Objective. They express interactive states of adaptation by the
individual to the biological and sociolcultural environment. Lazlo's
approach to values is through systems theory. He sees values as goal-
directing factors that are instrumental to a human's adaptation to
the environment. Changes in an individual's values impact on the
states of larger social systems.

Hbgan (1978) discussed values and the family ecosystem. She
stated that family members do not have a single set of values, but
have a network of conmon values. She indicated that the stability of
a family rests, in part, on a consensus of values. Hegan (1978)
equated the realization of values to a continuous supply of resources.
She further linked the realization of values to decision~making
behavior. From an ecological perspective, all parts of the family
system were linked together and a change in one component results in a
change in every other component.

valuing as a process was described by Paolucci, Hall, and Axinn
(1977). It is learned from the natural, socioeconomic, and
physiological environments and the values learned in the process
affect the environment. Paolucci et al. differed from Rokeach in

saying that values, rather than attitudes, are what we believe and

31

they are transformed into what might be. They agreed‘with Kluckhohn
and Bubolz in seeing that values are concepts of the desireable.
Paolucci, et al. saw values as the criteria used to make decisions
regarding the allocation of linited resources, particularly energy.

Raths, Harmin, and Simon developed a process for clarifying values
(1966). values are identified when values indicators, such as goals,
purposes, aspirations, attitudes, interests, feelings, beliefs,
convictions, activities, worries, problems, or Obstacles meet the
requirements of seven criteria. These criteria include choosing
freely, from alternatives, after considering consequences of the
alternatives; prizing, which is expressed through cherishing and
affirming; and acting on choices with repetition. If it does not meet
all of the criteria, the concept is considered a values indicator, not
a value. values may be developed from values indicators.

All of the authors agreed that values are in a constant process of
change and development. Out of the valuing process comes the goal
setting process. Melson (1980) related the valuing process and the
ranking or setting priorities of values to reaching desired goals.

While there is no consensus on a specific definition for values,
the works of researchers revealed areas of agreement. Some of these
concepts defined values as what is desireable (Beyer, 1959; Rokeach,
1968; Kluckhohn, 1952; BUbolz, 1979; Paolucci, et al.,1977), chosen
from alternatives (Bubolz, 1979; Raths et a1, 1966), influence action
(Rokeach, 1968; Kluckhohn, 1952; Raths, et al.,1966) and are prized
and Cherished (Bubolz, 1979; Raths, et al.,1966).

Rescher (1969) saw values as indispensible for motivating goal

32

oriented behavior in a social setting. The ability to evaluate and
make value judgments is the individual's ability to select from a
multiplicity of possibilities those interests, ends, and ideas which
give a meaning and a pattern to life (McKee, 1955).

Malone and Malone (1958) identified values and goals as guideposts
for life. They believed that values tell what is worthwhile about
families. Goals are things individuals set out to accomplish.
Strongly held goals are associated with firmly held values.

Little work has been done to study values in rural living.
Anderson (1947) developed a rural living opinion scale which
identified ten phases of rural living. These described the rural
environment as a place:

1. For healthful living
2. For doing enjoyable work through farming
3. For obtaining the necessary education for life
4. For earning a satisfactory living through farming
5. For enjoying wholesome recreation and leisure
6. For having aesthetically pleasing experiences
7. For carrying on a sociable life as a community
8. For Obtaining the necessary facilities for a
good level of living

9. For developing wholesome family life
10. For the proper rearing of children.

Assessment of Literature
In sumnary, researchers and authors writing about information
processing agree that the major prOblem facing individuals today
results from the existence of too much information. The crucial need
is to develop methods of processing information that ‘will make it
available to people who desire or need it. Some initial research has

been done on computer assisted analysis of non-numeric data. Systems

33

of data analysis were developed that were specific to the requirements
of the study being undertaken, or to the available computer hardware
and software. Netably absent from their combined work was a single
method or pattern of methods for using computers to assist in analysis
of non-numeric data. Some of the methods used were constrained by the
computer systems which were available to the researchers. At least
one of these was based on a computer language that is currently
obsolete and not readily available to other researchers.

The computer industry is beginning to address the need for
integration of software. Packages with various levels of integration
capacities are available for computer users. What remains to be done
is the development of methodology for using integrated packages in
various ways to assist researchers in the processes of data reduction
and analysis. An additional need is to develop methods for analyzing
data from disparate sources.

From an ecological perspective, researchers are studying the
interrelationships between the components of the family ecosystem.
Insufficient attention has been given to the interrelationships
between the ecosystem components and family values and goals as they
affect the total family system.

Methodology for handling, managing, reducing, analyzing and
disseminating data is required to produce a complete description of
the family farm ecosystem. From a description, researchers will be
able to gain an understanding of the interrelationships of the
components of the ecosystem. The end result should be an integrated

whole in_ which the data are analyzed and presented in a variety of

forms.

34

values are an integral part of family decision-making processes,
and influence the families' selection of goals and alternative means
for reaching them. values are complex, change over time in families,
and serve as modifiers in the family-environment transaction. value
orientations predispose family members to select information. which
fits their set of values. As values change over time in family and
individual Circumstances, different information‘will be sought and may
be reflected in family decisions.

Goals are things people want to accomplish or achieve, and are
based on values. Goals require the resources of time, human and
matter energy, money, and personal commitment to accomplish. They are
related to the means used to attain them. Goals change over time.
The process used to develop goals includes thinking about values,
clarifying values, setting goals, and acting on values. Each family
must choose its own way to reach its goals, based on its values.

Through the choices individuals constantly make and the way of
life they build, they express those things that are of the most value
to them. There is no area of life where values are not operative.
Wherever human beings are involved, choices are being made and values

expressed.

CHAPTER III

METHODODOGY

This chapter delineates the methods that were developed and used
for each part of the research process for this study. It answers the
second research question: what specific steps are required to utilize
the microcomputer and available software for analyzing non-numeric
data?

The chapter contains sections on research design, research sample,
data collection, data reduction and management, maintenance of
diskettes, identifying values indicators, development of coding
schemes, identification of values and value patterns, and comparisons
of values and value patterns. This chapter differs from other
methodology chapters in that it includes descriptions of the
methodology developed and used for the research process and also for

the reduction and analysis of the data.

Research Design
A comprehensive interdisciplinary program of research on small
scale farming is underway at a major university. Three families are
in residence on small farms, and are putting into practice a variety
of farm enterprises, small industries, marketing of home produced
goods, and strategies for conservation of energy and other resources.
Each family has agreed to participate in the project for a period of

three years.

35

36

This study is a part of a project (MAES project 3261) which seeks
to develop a comprehensive picture of the processes families go
through while changing to a life style that includes farming. The
overall goal of the ongoing research is to describe and understand
relationships among technical, economic, and human factors in
production and management on small scale farms.

The major objectives for this study were to use the microcomputer
to develop and compare conceptual schemes for reduction and analysis
of in-depth qualitative data about family values held by. the three
farm families, and to determine relative gains derived from using the
conceptual schemas developed in this study. It is exploratory in
nature as it is an attempt to develop an
initial understanding of a new application of computer technology as
it relates to theory development in the identification of values that
are contained in transcribed interviews.

Participants

The population for this study consisted of three families living
on farmsites in a midwestern state. Each of the families was selected
for participation in the project through a process that involved
writing a formal application which stated in detail their goals,
plans, and budgets for Operating their respective farms.

A purposeful sampling method was employed to generate applicants
for the research project. Announcements were carried by local and
regional news media, Cooperative Extension Newsletters, and numerous
organizations whose purposes were related to the project. Inquiries

were received from 210 individuals. Each was sent application

37

materials and instructions for application procedures. Twenty seven
proposals were received.

Seven interviews were conducted by research and extension
representatives of the university research team to select the families
for the project. Three families were selected on the basis of their
written and stated goals, plans, and budgets for operating their
respective farms, their willingness to participate in research
activities, and their eagerness to work as a family.

The first family consists of a married couple in their early
twenties. At the time of the initial interview, their two children
were three years and eighteen months of age. The married couple were
participants in the research project, the children were not. The male
had recently completed his Bachelor of Science degree in agricultural
engineering at a major university. The female had had her education
interrupted to bear and care for the children, but continued to
progress towards a Bachelor of Arts degree in psychology on a part
time basis. Neither had previously held full time, permanent
employment. The first family moved to the farm in September, 1983,
from university housing.

The second family is comprised of a married couple. The male was
in his mid-thirties, and had worked for several years as a counselor
in a halfdway house for delinquent teenage boys. Over the years, the
female had held several full and part-time jobs which included working
as a.waitress, working in a bank, and working as a short order cook.
In addition, she is a licensed masseuse, and had established a small
private message practice. She used her sewing skills to provide

dressmaking and alteration services as a second home based business.

38

She also volunteered in youth Club activities. The male holds a
Bachelor of Science degree in recreation. The female holds a Bachelor
of Science degree in animal science. Prior to moving to the farm in
August, 1984, this couple owned their own home, situated on two-and-
one-half acres of land on which they grew alfalfa, fruit, and
vegetables.

The third family is composed of a married couple in their late
twenties, and their two children, aged one and two years. His
university work was in institutional foods, and he has worked as a
professional bakery chef for several years. The female received a a
Bachelor of Science degree in horticulture. She has not previously
used her academic preparation on a full time basis in favor of
devoting time and energy to their children. Prior to moving to the
farm in August, 1984, this family resided in a small basement

apartment in an urban area.

Data Collection

The collection of data on each of the families' interactions ‘with
various parts of the family farm ecosystem encompasses a variety of
research methods ranging from structured questionnaire items and
structured interviews to non-structured discussions and observations
of family members' behaviors. The family farm ecosystem model
(Appendix A) served as a basis for data collection. A methodological
model of the family farm ecosystem is contained in Appendix B.

Although many types of data were gathered, only the initial
interview completed ‘within one month of farmsite residence was
selected for analysis for this study. In—depth interviews were

conducted by the two principal investigators and this researcher, who

39

served as a graduate assistant on the project. Each family was in its
first month of residency on the farm. The interviews were semi-
structured in nature, and the questions are included in Appendix C .
After the intervieW“was completed with the first family, the questions
were evaluated and altered before being asked of the second and third
families (See Appendix D). The questions were used as a foundation,
or starting point, in discussions with the families. No attempts were
made to direct or control family members' responses to the interview
questions.

The interview for the first family was conducted in October, 1983,
'within one month after they moved to the farm. During their first
year of residency, the research team conducted eight interviews with
the family, participated with them in prOblem solving activities, and
kept in close contact with them. This researcher had additional
responsibilities ‘with the family, which included scheduling contacts
and visits with them from all university researchers, Observing them
for twenty hours, and teaching them how to use the computer.

The second and third families moved to their farms in August,
1984. Interviews with them‘were held in September, 1984,‘within one
month after they moved to their farms. Involvement and interaction
‘with the second and third families was not as intense as 'with the
first family because problems had been solved and procedures
established during the first year of the project.

Each interview lasted approximately two-and—one—half hours. They
were documented ‘with audio tape recordings and hand written field
notes. The audio tapes have been transcribed on an IBM-PC

microcomputer, stored on floppy microcomputer diskettes, and form the

40

basis for this study. Transcription of the audio tape recordings
required approximately five hours for each hour of recorded interview.
Data Reduction and Management

Prior to data reduction processes, data must be formatted in a
manner that is compatible with the microcomputer system on. which it
will be analyzed. The initial audio tape transcriptions were done on
an IBM-PC microcomputer, using the WOrdStar (MicroPro, 1983) word
processing program. Data reduction, management, and analysis for this
project were done using an Apple IIe microcomputer system.

The StarSeries (MicroPro, 1983) of microcomputer software was
selected for use with this project because it is powerful, it is
capable of numerous applications, its parts can.be integrated ‘with
each other, and it is available for a variety of microcomputers,
including both IBM-PC and Apple IIe. For this project, word
processing, searching, spelling, merging, and indexing programs from
the StarSeries were selected for the purposes of transcribing
interviews from, audio tapes, identifying values expressed in the
interviews, constructing indexes for each interview, *writing papers,
checking spelling, and merging different parts of the data into
desired singular documents.

TWO methods of transferring the transcribed interviews from the
IBM-PC microcomputer to the Apple IIe microcomputer were used. The
first method necessitated placing the IBM-PC and Apple IIe
microcomputers next to each other. The actual transfer process
involved working with two sets of diskettes , programming conmands into
both computers, and labeling and sorting the diskettes after the

programs had been copied. This was a time consuming process which

41

took approximately eight hours to transfer eight hours of transcribed
interviews. An additional four hours were required to learn the
programs and to get them to function effectively.

The second method for transferring the data from the IBM-PC to the
Apple IIe microcomputer was accomplished through the use of an IBM
portable microcomputer that was equipped with a Quad Link board. A
Quad Link board is a piece of hardware that is placed inside an IBM or
compatible microcomputer. When used with the correct software and
commands entered by the microcomputer user, data stored in an MS/DOS
format can be converted to a CP/M format at the same time diskettes
that 'will run on Apple IIe microcomputers can be created. The Quad
Link board and accompanying software can also be used to convert data
that is stored on Apple diskettes to IBM diskettes.

The Quad Link board and software were not available when the
initial conversion of data to Apple IIe diskettes was completed. It
was used for only one question which was missing from the initial
transfer process, and required only five minutes to couplete the

transfer.

Maintenance of Diskettes

Computer diskettes may be damaged by a variety of things including
heat, liquids, food, dust, lint, bending, or touching. For safety and
protection of data, diskettes were backed-up during each step of the
research process. This involved copying each diskette before the
transfer process began and copying the new diskettes before data
reduction and analysis began. The two sets of diskettes were stored
separately to protect against accident to both sets at one time. As

work progressed, data diskettes and back-up diskettes were alternated

42

so that, in the case of a damaged diskette, the amount of work lost
would be no more than one work session.

Numerous diskettes were required for this project. The WordStar
programs that were used generated as many as three new files each time
they were run. If files were long, the researcher ran the risk of
being unable to store the analyzed data on the diskette. To protect
against loss of date, each interview was divided and stored with three
questions per diskette. TWenty two diskettes were required to hold

the three interviews analyzed for this project.

Identifying Value Indicators

The search function of the WordStar word processing program was
used to locate the value indicators that were contained in each
interview. Several searches of each interview were conducted on
different theoretical levels. As value indicators were located, they
were marked with a dot command. A dot command is an instruction that
tells the microcomputer to perform a desired function. It is
characterized by a dot (.) preceding the command. The dot commarxi is
visible on the screen, but is not printed on the hard COpy of the
document. Numerous dot commands can be inserted into the document to
instruct the microcomputer to perform a unique task at a specific
location. Each dot commend indicated the theoretical level of the
value indicator .

The dot commands were inserted within the interview and were later
used to create an index of value indicators for each interview. The
index listed the value indicators for each level in a different

format. Figure l is an example of an index of one of the interviews.

43

A
Achievement Theoretical value
success, 18
Active, 14 Level 1
Activity
work, 4, 10, 19 Level 2
working, 19, 20
works, 15, 20

C

Conformity
agree, 20
agreeable, 20

Goal, 12, 18, 19, 20 value Flags
Goals, 14, 15, 17, 18
Good, 4, 19, 20

H
Help, 16, 19,

Helped, 3
Helping
give, 3, 18
Helps, 11
Hope, 13, 15, 16, 17, 19, 20
Hopefully, 15

Idea, 3, 14
Ideal, 11
Idealistic, 18
Ideas, 12, 14
Important, 15, 17, 18, 19, 20
Individual
person, 18

Like, 12, 15, 18, 19, 20
Love, 10, 19
onely, 20

Figure 1. Sample index created by using StarIndex to locate
value terms that were sorted on three levels.
(Edited for clarity of presentation)

44

It has been retyped for purposes of presentation. An unedited version
is in Appendix E. The index made it possible to locate each level of

value indicators on a printed copy of the interview.

Definition of Terms Used in Identifying values

Three interviews were analyzed in depth for this project. During
the analysis process, some terms were used repeatedly, and precise
meanings were developed to define the terms. The following terms were
defined for this study.

values Conceptually, values are what one believes is right, good,
or best. They are Characterized by what one holds dear, prizes,
cherishes, and feels a commitment toward. For the purposes of this
study, values were what the family members believed was right, good,
or best for them and their family members in relation to their family,
farm, or small business enterprises.

Theoretical values Theoretical values refer to the values
identified as American values by ‘Williams. These comprised the
theoretical foundation for all areas of value analysis for this

project.

value flag value flags were words used to indicate that
statements about values were being made, or were about to be made.

value flags were words used in every day language.

value indicator value indicator refers to ‘words or phrases
contained in each interview that alerted the researcher to the
possibility of the presence of a value. value indicators include

theoretical values as well as value flags.

45

value topic value topics refer to the themes of statements
contained in the interviews. They are identified through the use of
theoretical values, value flags, or value indicators. Natural
language statements surrounding the value indicators were examined and

the value topics determined from the participants' statements.

value categories value categories refer to groupings of value
topics for the purpose of identifying values on a more global level
than can be done with value topics. Seven value categories were used

for this study.

value systems or value patterns Conceptually, value systems
consist of a specific arrangement of interests, beliefs, and values
which are interdependent and subject to reciprocal or mutual
variation. For this study, value systems and value patterns were used
interchangeably. They referred to patterns of values expressed by

family members during in-depth interviews.

Development of Coding Schemes

An a priori coding scheme was developed based on.work by Williams
(1965) in.which he identified major values that can be identified in
American society. Fourteen value-systems that Williams found provided
theoretical terms which could be used to search the interviews at
level one. A list of these words is included in Figure 2. Conceptual
and operational definitions of these terms developed for use in this
project are presented in Chapter 1.

A subset of the original fourteen words was developed for the

level two search (Figure 2). These value indicators were also on a

American Social values

level 1

1. Achievement

2. Activity

3. Moral

4. Helping

5. Efficiency

6. Progress

7. Prosperity

8. EQUality

9. Freedom
10. Conformity
11. Science
12. Nationalism
13. Democracy
14. Individuality
Figure 2.

Level 2
Success
Wbrk
Ethical
Giving
Practicality
Up to Date
Ease
Fairness
Independence
Agreement
Research
Patriotism
Sharing

Personality

Theoretical values coding scheme based

on work by Williams (1965).

47

theoretical level. They were contained in William's definitions and
descriptions of his original categories. An index was created to
locate the uses of value indicators in each interview.

Following the level one and level two searches, the interviews and
indexes were printed on hard copy. The MailMerge program was used to
chain the interview questions together so they could be printed as a
single document. This was necessary to provide a historical record of
the coding, reduction, and analyses processes. Using the indexes,
level one value indicators were identified on the hard COpy by high
lighting with yellow ink. Level two value indicators were identified
and high lighted with green ink.

The initial level one and level two searches were conducted using
the exact words indicated by Williams, and included in Figure 2. Few
uses of the level one and level two value indicators were identified
through the initial searches. The searches were then repeated using
the root words included in the value indicators and, at the same time,
programming the microcomputer to locate uses of the root words ‘with
different prefixes and suffixes. Some additional value indicators
were identified. These were transferred to the hard copy in the same
manner as those identified in the original search.

The level one and two searches identified some value indicators,
however, they were used more often by the researchers than the family
members. Words that could be used as a transition between the
theoretical values levels and the language used by the families were
needed. Flag words (See Figure 3) were used to identify values in
cxmmrmx language, and were then used as a basis for the level three

search to code the interviews in the same categories that were

48

value Flags
1. value
2. Important
3. Like
4. want
5. Right
6. wrong

7. Love

9. Bed

10. Cherish
11. Prize
12. Hope
13. Wish
14. Goal
15. Promise
16. Commitment
17. Choose
18. Choice
19. Needs
20. Ideal
21. Idea
22. Plan

Figure 3. value flags based on value definition and
common usage.

49

specified by Williams. These words did not define values themselves,
but indicated that statements about values were being made or about to
be made. Flag words were identified in the definition of values in
this paper and were the foundation for analysis of the values
expressed by the families in their natural language.

Searching by flag words identified numerous uses of these terms in
the interviews. value flags were marked on the hard COpy using a pink
high lighter. Careful reading of the interviews revealed that many of
the value flags were used in a non-value context, and did not indicate
the presence of values, e.g., ”we feel like we've got to make use of
all that land."

Diskettes were copied and searched for value flags. As the value
flags were identified, those that did not indicate values were decoded
i.e., eliminated from the coding process. At the same time, value
indicators used by the researchers on each of the levels were decoded.
This produced interviews that were coded for value indicators for the
respondents only. A new index was created for each interview.

Clean copies of the interviews were printed. Using the indexes,
levels one, and two, and value flags, the value indicators were high
lighted in yellow, green, and pink inks. The incidences of value
indicators were greatly diminished from those present in the first
copies of the interviews.

The three levels of coding schemes developed for this project
correspond to Olson's (1976) three levels of content analysis. The a
priori coding scheme based on William's work corresponds to the
theoretical level presented by Olson. The analytic system that Olson

uses corresponds to the value flags used in this study. Finally,

50

Olson's folk system corresponds to the lay or natural language terms

identified from the family interviews.

Identification of values

A grounded approach, in which data were searched and lay or
natural terms identified, was used to note values and value patterns
among family members and between the families. Each intervieW' was
read and the value expressions stated by the family members were
outlined in pencil. The value flags, high lighted in pink, were used
to locate the values expressed by family members.

A series of sorting and analysis processes were required to
interpret the identified values and to establish value patterns among
and between families. Sorting and interpretation were considered in
relation to William's (1965) theoretical value patterns in American
society.

One sorting process consisted of locating the value flags and
classifying values associated ‘with the value flags. This was
accomplished by charting the value flags, determining the value
topic(s), and identifying the theoretical values associated with the
value flags (Figure 4). As noted earlier, values were outlined in
pencil, and value flags were high lighted in pink. The value topic
was determined by reading the family member's value statement, and
noting the theme of the statement (Figure 5). The theoretical values
were identified by reading the conceptual and operational
definitions of William's terms presented in this paper, and matching
them to the content of the value statement.

To determine reliability of the coding process, several identified

values were read by two other researchers. One of the researchers was

51

Identification and Classification of values

# PAGE

1 1

2 2

3 2

4 3

5 4

6 4-5

7 6

8 7

9 7

10 8
Figure 4.

VALUE FLAG

Idea
want
Like
Idea
Like

Planning

Important

want

Icye

Bad
Wish
wants

VALUE TOPIC

Employment

Project

Animals

Project

Farm
Enterprise

Family Life

Children

Family Life

Parenting

Animals

THEORETICAL‘VALUE

Helping
Prosperity
WOrk

Efficiency
Ease

Efficiency

Efficiency

Efficiency

Giving
Helping
Sharing

Sharing
Individuality

Sharing
Practicality
Efficiency

Sharing
Helping
Giving
Sharing
Individuality

Example of identification and classification
of values from values flags in one interview.

52

R Home based business is another that you
talked a little about previously. Do you
' m r n e and long_term goalLA
Yes, I would say that is a medium range
ecause I want to look into whether we can do

 
   
 

t h 'n the hggse.,/
7 um are pretty sure that we can. That us
why its kind of a hard goal to figure right

Its pretty safe to say that regulations

 

 

 

 
 

 

are such that we have to have a separate

kitchen, it has to be separate set up in

order to do it for a livelihood, or anything

VALUEflAG: like that, so I’ve had this idea, it doesn’t
look like its going to pan out but the

M have another building over there that

is completely separate from their dwelling,
and has a kitchen set up and she was talking

VAUNZTUPKh about tearing it down and I don’t know if
that is going to happen or not, but that
Small Business would be a perfect set up, having that over
there and was talking about having a

 

 

day care center in that house, too, so those
THEORETICAL VALUE: \two would go together really well. J

 

* She’s not now.
Efficiency n on, she’s not now? on.
(Level 1) R Can you see your involvement in this?
F You know, its funny, I do, I would love

to do it but because of the way that we don’t
cook well together, I don’t know! (Laughter)
R That is my husband and me, our kitchen is
like yours! I’m very happy Just to empty the
dishwasher - I’m very pleased with that.

R s Researcher
M a Male Participant
F a Female Participant

Figure 5. Value statement with value flags underlined.

53

familiar with the project and had participated in the interviews. The
other researcher was not familiar with the research project and had
not participated in it. They agreed with this researcher on the
analysis of the values. The researcher also checked for reliability
by recoding randomly selected portions of each interview after time
had elapsed. Agreement 'with the original coding was found. The
conceptual definitions reported in Chapter 1 were the basis for all
coding decisions.

A grid for each interview, ‘with the theoretical values on the X
axis, and the value flags on the Y axis, was constructed (See Figure
6). The purpose of this grid was to determine which theoretical
values were identified through the use of value flags. The indication
of a theoretical value was coded once, regardless of the level of
terminology used. For example, a statement was coded either as
achievement or success depending on its associated definition.

A rank order of theoretical values represented in each interview
could then be established by theoretical Levels 1 and 2. The
theoretical rank ordering of value indicators was then separated into
levels 1 and 2, ‘with the combined frequencies for each pair of value
indicators as the basis for the rank order received by each. This is
discussed in the results chapter. Tables of frequencies are included
in Appendix F.

This process was repeated for the purpose of determining value
topics that were identified by using value flags. (See Figure 7). The
value topics were placed on the X axis, and the value flags on the Y
axis. The occurrences identified in the interviews were then charted.

value topics were subsequently rank ordered. Tables of frequencies

THEORETICRL UHLUES

 

 

54

 

Coneiteent

Value
Important

Like
Rant
Right
Love
Good
Bad
Cherish
Prize
Hope
Promise
Choice
Ideal
Idea
Plan

Hish

Goal

Grid for identification of theoretical values by using value flags.

Figurfl 6e

TOPIC

VA

55

 

Grid for identifying value tapica by"us1'np value flage.

Figure 7.

56

are included in Appendix G.

The rank orders of value topics were used to develop value
categories for each family. As a result of this process,
commonalities began to emerge, and were then applied to the ecosystem
theory. Seven categories of values were established, based on the
Family Farm Ecosystem model. These categories included family and
individuals, life style, business, farming, environment, community
interaction, and other (Figure 8).

Patterns of values held by family members were identified by
isolating the natural language value statements made by them. These
statements were classified by the seven value categories. value
tOPiCS‘Within each category were identified separately. (See Figure 8)
Relationships between value patterns and theoretical values were
determined by charting the value categories, value flags, and

theoretical values .

Comparisons of Values and Value Patterns
The research objectives for this study required the comparisons of
identified values and value patterns for agreement and differences
among and between families. To accomplish these objectives, concrete
or specific expressions in every day life, which were identified by
using value flags, were coded according to which family member

expressed them. Similarities and differences were noted.
Theoretical values represented in each category were indicated.
The results of this process yielded a description of each value
category classified by concrete or specific expressions in every day

life, who expressed them, and by theoretical values represented.

57

Value Categories and value Topics

FAMILY AND INDIVIDUALS LIFE STYLE
Family Life Nutrition
Children ‘View on Life
Birth/Life/Death Leisure
Parenting Entertaining
Adults Health
Pets Friends

Quality of Life

BUSINESS FARMING
Hbme Business Animals
Computers Crops
Farm Enterprise
Equipment
ENVIRONMENT Food Production
Maintenance
Clothing/Laundry Skills
Privacy/Space Fencing
Yard/Garden
House COMMUNITY INTERACTION
Energy
Education
Religion
OTHER Cknnumity

Research Project
Project Families
Resources/Skills
Employment
Organization

Figure 8. value categories and value topics identified from
value flags.

58

These descriptions formed the basis of comparisons among and between
families.

Comparisons of theoretical values were based on frequency of
incidence of values reported by families. Similarities and
differences in the expression of values and in levels of values in
relation to family composition were made from concrete expressions of
value topics. To make valid comparisons among and between families,

the identified theoretical values were used.

Summary of Procedures Used to Identify values

Interviews were initially searched for theoretical values based on
hulliams' American Social values (1965). This process revealed the
need for words to identify the values in the participants' natural
language. These words were called value flags, and they indicated
that a value was being expressed, or was about to be expressed in
natural language. value indicators were read in context within the
interview and the value topic identified. value topics were then
grouped into value categories which correspond with the components of
the family farm ecosystem. The final step was to identify the
theoretical values contained within the value categories, and
specifically expressed in value topics through value indicators which
were identified by natural language value flags. Figure 9 illustrates

this process.

59

IDENTIFICATION OF THEORETICAL VALUES

I ’ " ‘~ THEORETICAL VALUES
/ \ (WILLIAMS)
/ \
/ CODING \
, DEFINITIONS \
ANALYSES
/ sums \
\
/ \
VALUE CATEGORIES
/ (GROUPS OF TOPIGs) ‘
I CODING I
CLASSIFICATION
GRIDS I
V 1
i /
VALUE TOPICS /
lVALUE FLAGS (THEMES) /
| IDENTIFICATION / /
/
\ /
l /
l /

VALUE INDICATORS ’
(NATURAL LANGUAGE)

FIGURES. PROCEDIRESUSEDTOIDENTIFYVALUES

CHAPTER IV

RESULES FROM COMPUTER APPLICATIONS

Identifying value Indicators

The use of the microcomputer to search data diskettes containing
interviews from three families residing on small farms was effective.
The‘WordStar search program (1983) allowed the researcher to mark each
term that was considered a value indicator as it appeared on the
screen.

Markings were made on four different levels, which were useful on
subsequent searches and in analysis of the data. As searches were
made, the interviews were marked and coded for the purposes of
creating an index and a table of contents.

Indexes were created after each search of the interviews was
completed. The indexes served several purposes in the identification
and analysis of the value indicators. They were used to identify the
value indicators on the hard COpy of the interview. Because each
entry was marked using a specific code, it was possible to identify
the different levels of the entry on the hard copy. This served as a
foundation for data analysis. The indexes also provided a visual
display of the location and numbers of value indicators contained in

each interview.

60

61

The speed with which searches were conducted and indexes created
made it possible for the researcher to run multiple passes through the
data for different research purposes. Searching and coding the data
for constructing indexes served to fracture the data into component
parts which were analyzed separately before they were put back
together in ways that provided new insights into values held by the

three farm families participating in this study.

Development of Coding Schemes

The initial identification of theoretical value indicators, based
on the precise terms included in Levels 1 and 2 (See Figure 2),
produced few instances of their use by family members. Researchers
used the theoretical terms more frequently than did the participants
in the study.

An expanded search of the interviews was conducted. The
theoretical value indicators in Levels 1 and 2 were used as root
words. The microcomputer was programmed to look for all instances in
which the root words were included. This process retained the
original theoretical level of analysis and provided a broader research
base from which to work. It resulted in additional identification of
value indicators, with notable increased usage of theoretical terms by
researchers, but few additional uses by family members.

The initial interviews conducted were on the topic of values,
goals, and decisions made by farm family members. The a priori coding
schema for analyzing the qualitative data did not identify sufficient

instances of value indicators in the data for analysis of the data

62

set. Initial reading and interpretation of the interviews proved them
to be value laden. The problem was determined to reside in the level
of abstraction of the Levels 1 and 2 terms. The language differed
from common usage.

For the purpose of bridging the gap between theoretical language
and the language used by family members, a list of value flags was
developed (Figure 3). These were words that were used to identify the
presence of values in every day language. The development and use of
this operational level for searching the data identified numerous
instances of value indicators.

The initial search for value indicators using value flags produced
encouraging results. The process was repeated using the value flags
as root words, as had been done with the Levels 1 and 2 analyses.
Greatly increased instances of these words were noticed. For example,
words such as helping were identified in a small number of cases.
When the root word of help was used to search the data, additional
instances which included the words help and helped were identified.

The use of value flags proved to be a positive step towards the
identification of family values. In their initial form, they were not
parallel to the theoretical values found by' Wfilliams and produced
little insight into understanding the values held by the families in a
systematic or organized manner. By using‘William's definitions and
descriptions of American values as a base, the value flags were
categorized into units that were parallel to Levels 1 and 2.

The categorization of value flags into a format that was

compatible with‘Williams' provided the necessary bridge between values

63

expressed on a theoretical level and those expressed on a natural
language level. In the search process, some value flags revealed no
value indicators in the data. The value flags not mentioned in the
three interviews included cherish, prize, promise, and commitment.
The use of value flags produced some additional problems in the
analysis of the data. In the English language, words are used in a
variety of ways. The word like, for example, has very different
meanings when it is used in the following sentences: "It looks like it
Null rain.” "I would like to go back to school." The first is a
statement of projection. The second is statement which is a value
indicator.

The data were examined to separate the non-value statements from
the value indicators that were identified. New c0pies of the
diskettes were made for the purpose of retaining the initial
identification of value indicators on three levels. NOn-value
statements and value indicators expressed by researchers were decoded
from the interviews on the new diskettes. Fresh copies of the
interviews were printed, and the revised sets of value indicators were
high lighted on them. The incidences of value indicators were greatly
diminished as a result of this process.

The steps utilized to identify value indicators and to clean
extraneous or irrelevant notations from the data provided careful and
systematic examinations of the data. Each examination of data was
used as a foundation for the succeeding data analysis procedures.
These steps served a valuable function by allowing the researcher to

become immersed in the data without the fear of losing important

64

pieces of information as a result of oversight or fatigue. Sorting
data based on differing theoretical levels provided means of layering
data to allow analysis of each layer separately. As the layers were
rejoined, new comprehension of the overall picture was possible as a
result of the in-depth view of each layer of data. The use of the
microcomputer enhanced the process and allowed the researcher to pay
attention to emerging theoretical or procedural developments, free
from the necessity of keeping myriad mechanical and operational
procedures on a conscious level of awareness.

The process of methodology development for this project was long
and involved many separate and interrelated steps. Figure 10
indicates the procedures required for using the microcomputer to aid
in the management of qualitative data.

Each of the procedures used in the analysis of qualitative data
required time to accomplish. The fitting together of many parts was
necessary for the analysis process to be accomplished. Sequential
steps were based on previous procedures, and were not accomplished in
isolation.

Time was required to learn five microcomputer programs, prdblem
solving, searching, indexing, and printing using the microcomputer
(Table 1). Data collection, theory development or identification and
analysis and interpretation of data and dissemination of findings all

require large commitments of time.

65

Qualitative Data Analysis Procedures

10.
11.

12.

Data collection - Interviews

Interview transcriptions

Transfer of data from IBM-PC to Apple IIe format
Diskette management

Development of Coding Schemes

Search data diskettes for value indicators
Create Index

Identify value indicators on hard copy

Expanded search of diskettes for value indicators
Sorting and analyses processes

Comparisons of values and value patterns

Repeat the procedures for different layers of data

Figure 10. Procedures used in analysis of qualitative data.

66

Table 1. Time spent developing computer applications and related
activities in qualitative data analysis.

COMPUTER ACTIVITY TIME
(In hours)
Program learning
WOrsStar 8.00
MailMerge 2.00
Search .75
SpelStar .30
Sideways 1.00
Total 12.05
Data Transfer
IBM-PC to Apple IIe 13.00
Total 13.00
Prdblem Solving (Debugging)
Problem #1 25.00
Problem #2 .25
Problem #3 3.00
Problem #4 .25
Problem #5 8.00
Total 36.50
Searching
Level 1 and Level 2 30.00
(3 interviews)
EXpanded Levels 1 and 2 10.25
values Flags 9.00
Expanded values Flags 3.00
Clean Data 6.50
Total 58.75
Indexing
Iitial Searches 1.50
Expanded Searches 1.50
Cleaned Data 1.50
Total 4.50
Printing
Interviews 8.00
Total 8.00

67

Table l (cont'd.)

HAND ACTIVITY TIME
(In hours)

Identify values on Hard COpy

Levels 1 and 2 6.50
EXpanded Levels 1 and 2 3.75
values Flags 5.00
Expanded Values Flags 9.25
Figures of Speech 3.75
Total 28.25

Developing Levels of Comparison
Theoretical Levels 9.75
Using V?lues Flags 25.50
Concrete EXpressions 11.00
Alike and Different 8.50
Total 54.75

Data Collection and Preparation
Travel Time 7.50
Interviews 7.50

Interview Transcription 39.00

CHAPTER‘V

RESULTS AND FINDINGS FROM VALUES IDENTIFICATION AND ANALNSIS

Identification of values

Each step in the sorting and analysis process was essential for
providing information that was required in the succeeding process.
The grids (Figure 6) that were designed for the purpose of identifying
theoretical values contained in the interviews produced evidence of
agreement and lack of evidence of agreement among family members. No
attempt was made to differentiate among family members at this level.1

The theoretical values were ranked in order of the frequency of
incidences identified in each of the interviews. It should be noted
that the interviews were of differing lengths. Although frequency of
mention of a particular value might reflect its centrality or
importance to a person, frequency of use of value terminology cannot
be equated necessarily with either the importance or the intensity in
which values are held. Tables 2, 3, and 4 illustrate the theoretical

values in order of frequency for each family. Because the interviews

were of varying lengths

1
The reader is referred to definitions of terms pp.49-52.

68

69

Table 2. Theoretical values listed in order of frequency indicated
by first family (two children)
LEVEL 1 FREQUENCY LEVEL 2 FREQUENCY TOTAL
EXPRESSION EXPRESSION
Efficiency 50 Practicality 7 57 (22)
Activity 31 Work 16 47 (18)
Individuality 26 Personality 9 35 (13)
Helping 4 Giving 22 26 (10)
Progress 14 Up to Date 5 19 (7)
Achievement 7 Success 9 16 (6)
Moral 10 Ethical 4 l4 (5)
Democracy 2 Sharing 12 14 (5)
Science 4 Research 8 12 (5)
Prosperity 5 Ease 5 10 (4)
Freedom 0 Independence 7 7 (3)
Conformity 1 Agreement 3 4 (2)
Equality 2 Fairness 0 2 (1)
Nationalism 0 Patriotism 0 0 (O)

( ) Frequencies in terms of per cent

expressed.

of total values

70

Table 3. Theoretical values listed in order of frequency indicated
by second family (no children(

LEVEL 1 FREQUENCY LEVEL 2 FREQUENCY TOTAL
OF OF
EXPRESSION' EXPRESSION

Efficiency 23 Practicality 11 34 (25)
Activity 6 work 14 20 (15)
Prosperity 12 Base 8 20 (15)
Achievement 8 Success 5 13 (10)
Science 6 Research 7 13 (10)
Democracy 0 Sharing 13 13 (10)
Progress 3 Up to Date 4 7 (5)
Helping 2 Giving 3 5 (4)
Moral 2 Ethical 2 4 (3)
Conformity 0 Agreement 4 4 (3)
Individuality 1 Personality 0 1 (1)
Equality 0 Fairness 0 0 (0)
Freedom 0 Independence o o (0)
Nationalism 0 Patriotism 0 0 (O)

( ) Frequencies in terms of per cent of total values
expressed.

71

Table 4. Theoretical values listed in order of frequency indicated
by third family (two children)
LEVEL 1 FREQUENCY LEVEL 2 FREQUENCY TOTAL
EXPRESSION EXPREgEION

Efficiency 31 Practicality 13 44 (26)
Helping 13 Giving 7 20 (12)
Democracy 0 Sharing 2O 20 (12)
Activity 11 work 8 19 (11)
Science 8 Research 10 18 (10)
Moral 6 Ethical 4 10 (6)
Prosperity 5 Ease 5 10 (6)
Individuality 7 Personality 2 9 (5)
Conformity 3 Agreement 5 8 5)
Freedom 0 Independence 6 6 (4)
Achievement 3 Success 2 5 (3)
Equality 1 Fairness 1 2 (1)
Progress 0 Up to Date 1 1 (1)
Nationalism 0 Patriotism 0 0 (0)

( )

Frequencies in terms of per cents
expressed.

of total values

72

of time for each family, the raw frequencies of expression of

particular values cannot be equated. Therefore, for each family the
raw frequencies of expression for each value were converted to percent
of total values expressed. A table based on frequencies in terms of
percentages was developed (Table 5).

Efficiency and practicality were the value indicators most often
identified by all three of the families. The only other value
indicators in which all of the families were in agreement were
nationalism and patriotism, which were not mentioned by any of the
family members.
comparisons of Theoretical values Between Families

All of the families indicated efficiency and practicality, and
activity and work frequently enough to put these values, when
combined, in the top third of theoretical values that were mentioned
throughout the interviews. The values of activity and work were
expressed more frequently by two of the families. The values of
equality and fairness, conformity and agreement, freedom and
independence, and nationalism and patriotism were the least frequently
mentioned theoretical values. No other agreement was found between
the three families in the frequency of their expressions of
theoretical values.

TWo of the families included pre—school children. The third
family does not have children. The two families in. which children
were present indicated theoretical values more often that represented
concepts of human development and family cohesiveness than did the

family without children. Examples of indicators of human development

73

Table 5. Frequencies of‘Williams' theoretical values in terms
of per cents for three farm families.

ILEVELS 1 AND 2 FAMILY 1 FAMILY 2 FAMILY 3
% % %

1. Achievement/ 6 10 3
Success

2. Activity/work 18 15 11

3. Moral/Ethical 5 3 6

4. Helping/Giving 10 4 12

5. Efficiency/ 22 25 26
Practicality

6. Progress 7 5 1
Up to Date

7. Prosperity/Ease 4 15 6

8. Equality/ 1 O 1
Fairness

9. Freedom/ 3 0 3
Independence

10 . Confomity/ 2 3 5
Agreement

11. Science/Research 5 10 10

12. Nationalism/ 0 0 0
Patriotism

13. Democracy/Sharing 5 10 10

14 . Individual ity/ 13 l 5

Personality

74

and family cohesiveness were expressed by theoretical values such as
helping and giving, individuality and personality, and democracy and
sharing. Families ‘with children more often expressed the values of
moral and ethical, helping and giving, and individuality and
personality than did the family without children. '

The family without children more frequently indicated theoretical
values that signified accomplishment of goals. These were expressed
by theoretical values such as prosperity and ease, and achievement and
success.

Education is included in the theoretical values of science and
research. Both adult members of the first family expressed a desire
to pursue formal education for the purpose of acquiring degrees. All
adult members of the second and third families mentioned that they
were satisfied 'with their formal education, and had no desire to
return to school. However, the second and third families indicated
values of science and research more often than did the first family
(5%, 10%, 10% respectively).

Examination of the frequency with which families expressed Level 1
value indicators in comparison with Level 2 value indicators yields
interesting results. All three families expressed the Level 1 value
indicator of efficiency more often than Level 2 practicality, and
Level 1 individuality more often than.Ievel 2 personality. In the
cases of science and research, and democracy and sharing, the three
families in this study indicated Level 2 research more often than
Level 1 science, and Level 2 sharing more often than Level 1

democracy.

75

Comparisons of value Topics Between Families

value topics were identified by using value flags. Frequencies
were charted and rank orders of value topics were developed for each
family. These are presented in Tables 6, 7, and 8.

If one looks at the topics that were ranked 1 and 2 for all three
families, and compares them on percentage of frequencies, the
following results can be discerned. (See Tables 6, 7, and 8). For
Family 1, family life, animals, and small home business accounted for
26% of all occurrences of value tOpiCS. For Family 2, farm
enterprise, resources/skills, health, and food/nutrition accounted for
42% of the value topics expressed. For Family 3, life style, farm
enterprise, and the research project accounted for 33% of the value
topics indicated.

Families differed on the value topics and the order of frequency
of the value topic mentioned. Each set of value topics represented a
unique picture of the individual family. Frequencies of value tOpics
in terms of percentages and maximum differences in percentage points
for the three families are shown in Table 9.

Examination of Table 9 reveals differences between families in the
frequency of value t0pics mentioned in the interviews. If one looks
at the differences in percentage points across the three families for
each.value, with the exception of life style, none of the value topics
differed in per cent of frequency mentioned by more than 10 percentage
points. In Family 3, life style was mentioned in 17% of the value
topics referenced during the interview. This is in contrast to 3% in

Family 1, and not being mentioned at all in Family 2.

76

Table 6. Rank order of value topics of first family (two children).

RANK ORDER VALUE TOPIC FREQUENCY PER CENT OF
FREQUENCIES
1 Family Life 14 10
2 Animals 11 8
Small Home Business 11 8
3 Clothing/Laundry 10 7
4 Organization 8 6
5 Crops 7 5
Children 7 5
Birth/Life/Death 7 5
Skills 7 5
6 Farm Enterprise 6 4
Education 6 4
Parenting 5 4
7 Privacy/Space 4 3
Nutrition 4 3
8 Life Style 3 2
Adults 3 2
9 Yard/Garden 2 1
House 2 1
Computers 2 1
Religion 2 1
Food Production 2 1
‘View of Life 2 1
Equipment 2 1
10 Research Project . 1 0.5
Project Families 1 0.5
Leisure 1 0.5
Entertaining 1 0.5
Health 1 0.5
Challenge 1 0.5
Preventative Maintenance 1 0.5

77

Table 7. Rank order of value topics of second family (no children).

RANK ORDER 'VALUE TOPIC FREQUENCY PER.CENT OF
FREQUENCIES
1 Farm Enterprise 8 11
Resources/Skills 8 11
2 Health 7 10
Food/Nutrition 7 10
3 Research Project 6 9
4 Space 5 7
5 Yard/Garden 4 6
Religion 4 6
6 Education 3 4
CrOps 3 4
7 Animals 2 3
Small Home Business 2 3
Friends 2
8 Farming/Fencing 1 1
Leisure 1 1
Community 1 1
Quality of Life 1 1
Family Life 1 1
Farm Equipment 1 1
Energy 1 1
Clothing 1 1
Pets 1 1

78

Table 8. Rank order of value topics of third family (two children).

RANK ORDER VALUE TOPIC FREQUENCY PER CENT OF
FREQUENCIES
1 Life Style 15 17
2 Farm Enterprise 7 8
Project 8
3 House 5 6
Parenting 5 6
Education 5 6
Nutrition 5 6
4 Family Life 5
Equipment 5
5 Adults 3 3
Health 3 3
Computers 3 3
Religion 3 3
Skills 3 3
6 Animals 2 2
Children 2 2
(kmmmmnity 2 2
Organization 2 2
7 Small Home Business 1 1
Crops 1 1
Leisure 1 1
Clothing 1 1
‘View on Life 1 1
Employment 1 1
Friends 1 1
Project Families 1 1

79

Table 9. Frequencies of value topics in terms of per cents for
three farm families.

VALUE TOPIC FAMILY 1 FAMILY 2 FAMILY 3 DIFFEREI‘CE*
% %

m

Life Style
Health

Family Life 1
Research Project
Skills
Nutrition

Farm Enterprise
Home Business
Privacy/Space
Animals (farmn
Clothing/Laundry
Yard/Garden
House
Organization
Birth/Life/Death
Religion

Crops

Equipment
Children

Friends
Computers

Adults

Parenting

Food Production
Education
community

Pets

Quality of Life
Fencing

Energy
Employment
Project Families
‘View on Life
Leisure
Entertaining
Maintenance

0
U1
...:
O
0
L11

0
U1

0
U"

a
WWW

OOOI—‘l—‘l—‘l—‘l—‘HHNNNNWWMWDAWWO‘O‘GONOQ\I\I\)GJCD\D\D\I
O
UTU'IU'I

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:3
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OOHF—‘l—‘l—‘OOOONO‘OO‘WWHMUll-‘UJONGOHNOl-‘GDO‘WCDUIUJQ

OOHOOOHHHHHbO\Oow\l-‘ubONOOOO‘i-‘WQUJ

* Maximum differences in percentage points between families

80

Health was mentioned in 10% of the value topics referenced by
Family 2. Family 3 mentioned it 3% of the time, while Family I
mentioned it in less than 1% of the value occurrences. Family life is
identified in 10% of the instances for Family 1, 5% for Family 3, but
only 1% for Family 2, for a difference of nine percentage points. The
second and third families mentioned the research project 9% and 8%
respectively. This is in contrast with the first family who mentioned
it less than 1% of the time. Skills were referenced in 11% of the
occurrences by Family 2, followed by 5% by Family 1, and 3% by Family
3. The rest of the value topics differ by 7 percentage points or
less.

Some of the concrete expressions of values that. were identified
from the family interviews included expressions that were not a close
fit 'with Williams' theoretical value systems. Theoretical value
indicators which represented the areas of aesthetics, human
relationships, and human continuity or rootedness are missing from
William's American value systems. For this study, therefore, the
concrete expressions of these values had to be coded according to the
less abstract value topics to which the stated value was attached.
For example, all three of the families made statements that related to
their living conditions *within their homes. Family 1 expressed a
desire to make their home cozy, Family 2 wanted to get their home in
liveable condition, while the third family was eager to arrange their
house so they could relax and have conversations with each other and

their guests.

81

value flags used by the Family 1 included, want and good; Family
2 used planned, and Family 3 used idea, like, love, and want. value
topics were space/shelter, space, and house, for the three families
respectively. All are classified in the environment category. They
would all have been classified as aesthetics if that were included as
a theoretical value in Williams' schema.

In the absence of a theoretical value of aesthetics, the first
family's statement expressed theoretical values of prosperity,
efficiency, progress, and practicality. Family 2 expressed
theoretical values of practicality and work, while the third family's
statement referred to the theoretical values of science and research.
These classifications were based on value indicators expressed by
family members in concrete terms, then coded by this researcher into
value tOpics and value categories.

Williams' categories of nationalism and patriotism were not
referenced in any of the interviews. Other theoretical values such as
democracy, equality, and fairness, were referenced only one or two
times, indicating that at least part of the value coding schema based
on ‘Williams' work was not expressed by the three research families in
these interview data. This does not mean that they do not hold these

values but that the interview did not elicit their expression.

Identified value Patterns Across Families
Analyses of identified theoretical values, value topics, and value
flags using the data from all three families were done for the purpose

of determining whether any patterns existed between them. For example,

82

were any particular value flags associated with one theoretical value
more frequently than with another? This process resulted in a chart
which consists of value categories, a list of flag words used to call
up value indicators, and the theoretical values that they represent.
This chart is included in Figure 11.

Examination of the chart in Figure 11 reveals that efficiency and
practicality, prosperity and ease, helping and giving, and activity
and work appeared in all of the value categories. Science and
research appeared in all but one value category. They did not emerge
in the family and individual category.

Some patterns emerged in relation to value categories. The
theoretical values of individuality and personality were confined to
the categories of family and individual, and community interaction.
This analysis must be considered exploratory, but it does indicate at
least in this study of three families that some values are general
enough that they appear to occur in almost all areas of life. Others

appear only in more limited contexts.

comparisons of value Indicators and value Patterns
Among Family Members

In this study, agreement in expression means that family members
expressed the same value, or one family member expressed the value and
the other supported it. Agreement not expressed during these
interviews may not mean that there was disagreement among family
members on values. Individual and family patterns of communication
must be considered. In some families, one person speaks for the

other, or for the family. The interview process or the presence of

83

VALUE CATEGORIES VALUE FLAGS THEORETICAL VALUES
Level 1 Level 2
Family and Individual
Family Life Important Success
Children Like Activity
Birth/Life/Death want Moral
Parenting Love Helping Giving
Adults Good Efficiency Practicality
Pets Bad Progress
Hope Prosperity
Plan Independence
Fairness
Conformity Agreement
Sharing
Individuality Personality
Life Style
Nutrition value Achievement Success
View on life Important Activity Work
Leisure Like Moral Ethical
Entertaining want Helping Giving
Health Right Efficiency Practicality
Friends wrong Prosperity Ease
Quality of life Love Independence
Good Conformity Agreement
Bad Science Research
Goals Sharing
Need
Idea
Ideal
Farming
Animals value Achievement Success
Crops Imptrtant Activity work
Farm Enterprise Like Moral Ethical
Equipment want Helping Giving
Food Production HOpe Efficiency Practicality
Maintenance Goal Progress Up to Date
Skills Choose Prosperity Ease
Fencing Need Independence
Ideal Conformity Agreement
Idea Science Research
Plan Sharing

Figure 11. value flags and theoretical values by
value categories.

Figure 11 (cont'd.)
VALUE CATEGORIES

Business
Home Business
Computers

Environment
Clothing/laundry
Privacy/space
Yard/garden
House
Energy

crnmunity Interaction
Education
Religion
Community

Other

Project

Project Families
Resources/skills
Employment
Organization

Like
want
Love
Good
Goal
Need
Idea

84

VALUE FLAGS

values

Important

Like
want
Good
Goal
Need
Idea
Plan

Important

want
Like
Love
Goal

Choose

Needs

Idea
Plan

Important

Like
want
Love

HOpe
Goal

Ideal

Idea
Plan

THEORETICAL‘VALUES

Level 1 Level 2
Activity work
Helping
Efficiency Practicality
Progress
Prosperity
Science Research
Activity work
Giving
Efficiency Practicality
Prosperity Ease
Science Research
Democracy
Achievement
Activity
Moral Ethical
Helping Giving
Efficiency
Up to Date
Prosperity Ease
Independence
Science Research
Sharing
Individuality

Achievement Success

Activity work

Helping Giving

Efficiency Practicality

Progress Up to Date

Prosperity Ease

Equality

Conformity Agreement

Science Research
Sharing

85

another family member may be intimidating for some individuals, who
may not feel confident enough to publicly disagree with their Spouse.
In other families all of the family members speak for themselves.
Expressions of agreement and difference may be both accepted and
expected of family members. Thus, in the interview process, agreement
and difference between family members on their stated values may be
expressions of family communication.

Similarities and differences among family members were compared
through analyzing specific, natural language statements of values
identified in the interviews. The results of these analyses indicated
that family members in Family 1 expressed agreement on major values
contained in six of the seven categories of value topics. In families
2 and 3 less consistency of agreement occurred, they agreed on about
half of the topics, and did not show evidence of agreement on the
others. Specific comparisons for each family are included in Figures I
12, 13, and 14.

Comparisons between families based on their concrete expressions
of values showed some agreement between families in all seven
categories (Figure 15). Time with children, inclusion of children in
activities with parents, and time'with extended families characterized
agreement on values expressed in concrete terms by the first and third
families in relation to the family and individuals value category. It
was only in the category of family and individuals that Families 1 and
3 expressed values that were not shared by Family 2. This is likely
due to the fact that Families 1 and 3 have children, while Family 2

does not.

Category

FAMILY AND INDIVIDUALS

LIFE STYLE

86

Agreement EXpressed

Fiber producing animals as a part of family
life

Entertaining

Time with children

Children involved with animals

Children work with parents

Time away from children

Independence for children

Children need to learn about birth/life/death
from experiences with animals

Agreement Net Expressed

M

F

Importance of extended family

NOt critical about self as a parent

wants children raised in the same way he was
Likes things of a technical nature

Likes to be challenged on the job

Agreement EXpressed

Organize and plan life

Meal planning

Easy going View on life

Desire to entertain

Importance of a regular health maintenance
program

Agreement Net Expressed

F
M = Male
F = Female
Figure 12.

Need to set schedule for self
Baking, canning, home food preparation
Flaming winter vacation

Expression of agreement among family members
on value indicators. First family, two children.

87

Figure 12 (cont'd).

Category
FARMING

Agreement Expressed

Animals to provide fiber

Bring in new ideas, new animals

Cut down on equipment needs for crops

Do as much as possible during the project
Develop maintenance and repair skills

Stay in good physical shape to run the farm

Agreement Not ExPressed

BUSINESS

M

Provide good research data
Practice preventative maintenance

DevelOp business and computer skills related
to the farm

Agreement Expressed

Marketing research

Agreement Net Expressed

F

ENVIRONMENT

Focus talents and energies into one area
Develop computer skills

Agreement Expressed

Proper care and treatment for clothing
Efficient system for laundry

Everyone needs privacy

Independence for children in house and on farm
Picking garden spots

Make house "cozy"

want shutters for house

Picket fence for yard

88

Figure 12 (cont'd.)
Category
Agreement Not ExPressed

F Handmade clothing as opposed to purchased
Increase sewing and upholstery skills

COMMUNITY INTERACTION
Agreement NOt EXpressed

F Become active in local church
Get Bachelor's degree

M Begin work on Master's degree
OTHER
Agreement Expressed
Stay longer than three years on farm

Set up child care and activities with other
project families

89

Category
FAMILY AND INDIVIDUALS
Agreement Not EXpressed
M Physical survival

F Show dogs in competition

LIFE STYLE
Agreement Expressed
Getting body in shape
Agreement Not Expressed

M Hunting trip
Quality of Life

F Growing own food
Meal planning
Developing friendships
FARMING
Agreement ExPressed

varieties of animals for different purposes

Organic sustainable agriculture

Reclaim damaged land, trees, etc.

Agreement Net Expressed

M Knowing inputs into farming enterprise
Buy as little equipment as possible

F Spread word about farming to others
Planning for farm

Figure 13. Expression of agreement among family members
on value indicators. Second family, no children.

90

Figure 13 (cont'd.)
Category
BUSINESS
Agreement Not Expressed

F Get small home massage business going

ENVIRONMENT
Agreement EXpressed
Get clothing as needed
Agreement Not Expressed

M wood stove

F Clothing not important
Get house in liveable condition

Energy efficient window and floor coverings
Decorating

Experiment and learn with garden

COMMUNITY INTERACTION
Agreement Expressed

Church is not important
Spirituality is important

Agreement Not Expressed
M No desire to return to school

F Satisfied with education

Get things going for farm before getting
involved in the community

(OTHER
Agreement EXpressed

Resourcefulness most important qualities they
have

Help other do what project is doing

91

Figure 13. (cont'd.)
Category
Agreement Not Expressed

M Productiveness in working with hands
Want others to benefit from project

F Desire to learn to spin

Category

92

FAMILY AND INDIVIDUALS

Agreement Expressed

Spend time with Children and whole family
Include children in farming and other
activities

Share farm activities with extended family
Plan for future as a couple

Agreement NOt Expressed

M Desire to be strong, fatherly figure to
children
F Take children to bird sanctuary
Plan teaching activities for children
Concern about childrens' safety from roads
LIFE STYLE

Agreement EXpressed

Hbme cooking

Motivated to carry out family and farm
activities

Share values with people who hold similar ones
Get on health.maintenance program

Agreement Not Expressed

M

Figure 14.

Desire to avoid split family or problems with

children when they get older

Become self-sufficient in constructoin skills

Nutrition planning

Friends visit family at farm

Take walks, go grocery shopping
Taught to be aware of others' needs

Success in the outside world is not important

JOin food c00p
Take child to Dentist

Expression of agreement among family members
on value indicators. Third family, two children.

93

Figure 14 (cont'd)
Category
FARMING
Agreement EXpressed

Considering getting dairy goats
Purchase as little equipment as possible

Agreement NOt Expressed
F Enterprise planning
Take care of land - make it.well
Get chickens for the children to take care of
Desire to work on farm for rest of life
Bartering
Self-sustaining farm
Get chain saw
BUSINESS
Agreement Expressed
Plan to open home baking business
Agreement Not Expressed

F Learn computer skills

COMMUNITY INTERACTION
Agreement EXpressed

Go grocery shopping for entertainment
Do not attend formal church

Agreement Net Expressed

M Joined environmentaland church organizations
as a youth.
Take vocational class to learn construction
skills

F Going to library
Enroll children in pre-school

94

Figure 14 (cont'd.)
Category
ENVIRONMENT

Agreement Expressed
Build a house in the future
Build shelves in kitchen
Organize space to keep table clear for eating

Agreement Net Expressed

F Rearrange house
Get wood stove

OTHER
Agreement Expressed

Develop organization skills
Communicate with other project personnel

Agreement Net Expressed
M JOb change

F Friendship with other project families

95

Category
FAMILY AND INDIVIDUALS
Family 1 Family 2

Time with children

Children work with
parents

Importance of
extended family

Want children raised
raised in the same

way he was

LIFE STYLE

Meal Planning Meal Planning

Baking, canning Growing own
home food food
preparation

Importance of a Getting body into
regular health shape
maintenance
Program

Planning winter Hunting trip
vacation

Desire to entertain Developing
friendships

Family 3

Spend time
with children and
whole family

Include children
in farming and
other activities

Share farm activi—
ties with ex-
tended family

Wants to be a
strong fatherly
figure to the
children.

Meal Flaming

Home cooking

Get on health
maintenance
program

Friends visit
family at farm

Figure 15. Evidence of agreement between families on
expressions related to concrete value
indicators in specific areas of life.

Figure 15 (cont'd.)
Category
FARMING
Family 1

Animals to provide
fiber

Cut down on
equipment needs
for crops

Provide good
research data

Practice preventive
maintenance

BUSINESS

Develop computer
skills

ENVIRONMENT

Make home cozy

Pick garden spots

96

Family 2

varieties of
animals for

different purposes

Buy as little
equipment as
possible

Knowing inputs
into farming
enterprise

Reclaim damaged
land, trees

Planning for farm

Get small massage
business going

Get home in

liveable condition

WOod stove

Experiment and

learn with garden

Family 3
Consider getting
dairy goats

Purchase as little

equipment as
possible

Take care of land
make it well

Enterprise
planning

Learn computer
skills

Plan to open
home baking
business

Rearrange house

Get wood stove

97

Figure 15 (cont'd.)

Category
COMMUNITY INTERACTION

Family 1 Family 2
Church not
important
Cflififlt
Stay longer than Help others do
three years on what project
farm is doing

Set up child care
and activities
with other project
families

Family 3

Do not attend
church

Communicate with
other project

Friendship‘with
other project
families

98

Agreement between all three families in the life style category
occurred for meal planning, health maintenance, preparing their own
food, and develOping friendships and entertaining.

In the farming category, purchasing as little equipment as
possible for the farm was a value held by all three families. Farm
animals would be selected for different purposes by these families.
Families 2 and 3 stressed the value of reclaiming the land.

values expressed in the business category were held by two of the
families rather than by all three of them. Developing computer skills
was shared by the first and third families, while getting small
businesses started was held in common by the second and third
families.

All three families expressed the value of getting the house in
liveable condition. Other values expressed in the environmental
category were shared by two of the families. The first and second
families placed value on their home gardens. Getting a wood stove was
a shared value for the second and third families.

Church was the only community resource mentioned in these
interviews. The second and third families did not feel that attending
a formal church was necessary to gain a spiritual foundation.

The final category, Other, contains concrete expressions of values
that do not fit into the other categories. Agreement was expressed by
all families that staying for a longer period of time than three
years was desireable. The first and third families felt that

friendship and activities with other project families was desireable.

CHAPTER‘VI

SUMMARY, CONCLUSIONS AND IMPLICATIONS

Summary

Purpose

The purposes of this study were to develop and compare conceptual
schemas for reduction of in-depth qualitative data using the
microcomputer, and to determine the relative gains derived from the
conceptual schemas developed in the study. The methodology that, was
developed utilized the StarSeries family of microcomputer software on
an Apple IIe microcomputer to sort and analyze qualitative data in a
variety of ways.

The study was guided by the following research questions:

1. 'What is the relative gain by using an a priori
theoretical conceptual schema to analyze qualitative data as compared
‘with a conceptual schema developed from and grounded in family
responses?

2. What specific steps are required to utilize the
microcomputer and available software for analyzing non-numeric data?

3. What values are identified in the statements made by
family members?

4. What identified values are held in common between

families? In what identified values do families differ?

99

100

5. What identified values are held in common among family
members? In what identified values do family members differ?
conceptual Framework

The overarching conceptual framework for this study was the human
ecological framework. Human ecology is the study of the
interrelations of humans and their environment. The assumption was
made in studying the family ecosystem that the phenomena, in this case
the expression of family values, and the family must be examined in
their wholeness of interaction and interrelatedness.

The ecosystem has three central organizing concepts: the
environed unit, environment, and the interactions and transactions
between them. In this study, the family was the environed unit.
Their environment was their farmsite and neighboring community.
Examining the values held by the families can enable researchers to
understand the interactions and transactions between the families and
their environments. Data were collected based on the Family Farm
Ecosystem model develOped by Bubolz, Sontag, and.Ledwith (Appendix A).

Williams (1965) identified fourteen theoretical values that are
held by many American people. He posited that social norms are the
rules that guide people in reaching goals that are valid and valuable
for human beings.

values have four qualities, according to Williams. They have a
conceptual quality and are abstractions drawn from individuals
immediate experiences. They represent actual or potential emotional
mObilization. values are the criteria by which goals are chosen.

values are important.

TOT

Williams considered evidences of values as pointers that indicate
what the value holder means. When used in combination, values
indicators gain reliability. He implied that values are arranged in a
pattern, interdependent, and subject to reciprocal or mutual
variation.

Methodology

This study isolated some of the relationships between identified
values held by the three farm families within their ecosystem. Both
Williams' descriptions of value systems and the ecosystem approach to
the study of the family embrace the concept that values and behavior
are interdependent and subject to reciprocal or mutual variation.

The families studied in this project are part of a large research
project which involves study of various aspects of small scale
farming. The husband and wife in each family were interviewed by the
principal investigators and this researcher during the first month in
residency on their small farms. Interviews were conducted in the
participants' homes, and were the first interview the research team
had with each family.

Interviews ‘with the second and third families were conducted
eleven months after the interviewwwith the first family. During that
time, researchers had gained experience in the interview process and
project management. They had also become more sensitive to the needs
and areas of sensitivity that.were expressed by family members.
Interviews with the second and third families were changed somewhat to
respect the participants' sensitivities. The data and findings need
to be examined with this in mind.

102

Interviews were recorded on audio tape, then transcribed into
microcomputer readable format using an IBM-PC microcomputer and a
WbrdStar (1983) word processing software program. The data were then
transferred to an Apple IIe microcomputer readable format. Sorting
and computer analyses were completed on an Apple IIe microcomputer
using the StarSeries software programs.
coding Schemas

An a priori values coding schema for data analysis was developed,
based on the work of Williams (1965). His work was selected because
it.was well known, had a theoretical base, and has been tested. The
coding schema consisted of two levels of value indicators Twith
fourteen terms in each level. (Figure 2).

Interviews were searched four times, using the coding schema that
had been developed. value indicators were marked for identification.
The results of the four searches of data showed that researchers
frequently used the theoretical terms in their speech, but family
members did not. Thus, the theoretical coding schema did not identify
the values held by family members.

A second coding schema was developed for the purpose of bridging
the gap between the theoretical level coding schema and the natural
language used by family members. This consisted of twenty two value
flags which were words used to alert the researcher that a value was
about to be expressed in lay terms. (Figure 3). The data were
searched twice to identify and mark value flags. Numerous expressions

of value flags were noted. Indexes of each interview were created to

103

enable the researcher to locate value indicators on printed copies of
each interview (Figure 4) .

Searches using value flags allowed the researcher to identify
concrete or specific expressions of values by family members. (Figure
5). value topics were identified by using value flags. The
researcher then analyzed the context of the statements surrounding the
value flags and assigned a value topic. The topics were then grouped
into categories (Figure 8) that correspond to the Family Farm
Ecosystem model. (Appendix A). During this process, the theoretical
values, based on William's schema, clearly emerged in the later stages
of the project. The researcher worked to identify the theoretical
values in the data throughout the research process.

Results and Findings

Assessing the importance of values to the respondent is difficult.
If asked directly, respondents may express values that they feel they
should hold, or that they think the interviewer wants to hear. For
this reason, unobtrusive measures of phenomena such as values have
been deveIOped in which occurrences of behaviors are counted as an
indicator of the presence of the phenomena under study.

In order to gain a more complete understanding of a phenomena such
as values, qualitative and quantitative measures can be used together
to extend or enhance the researcher's understanding. For example, in
the interview, members of Family 1 stated they wanted to go back to
school, while members of Families 2 and 3 stated they were satisfied
‘with their formal education, and did not want to return to school.

When analyzed numerically, little difference between the families was

104
noted for the value topic of education (4%, 4%, and 6% respectively).

Another instance in which qualitative and quantitative data
analysis enhanced the understanding of the value was 'with the
theoretical value of religion. During the interviews, the question
that was asked to elicit family values about religion was defined as
referring to the concept of spirituality as well as, or in place of,
attending church. Both Families 2 and 3 expressed the importance of
developing spiritually, but did not feel that church attendance was
necessary to accomplish this. Family 1, on the other hand, expressed
the desire to become active in a local church. Yet when analyzed by
counting the occurrences, the value topic of religion was mentioned
slightly more frequently by Families 2 and 3 (6% and 3%), than by
Family 1 (1%).

Thus, the stated importance of a value may or may not be reflected
in statements of behaviors which represent that value. For this
study, the frequencies of expression of theoretical values in behavior
statements by family members were used as indicators of the importance
of these values.

Data were analyzed in response to the research questions.
Theoretical values and value topics were identified and rank ordered
for each of the families. value patterns were identified where they
occurred.

The most frequently expressed value topics for the first family
consisted of family life, animals, and small home business. The
second family expressed farm enterprise, resources/skills, and health

most frequently, while the third family indicated life style, farm

105

enterprise, and the research project more frequently than other value

topics. Farm enterprise is the only value topic in which there is

overlap between the second and third families. No overlap was found
between the first family and the other two families.

A unique set of value indicators was identified for each family
through microcomputer sorting and hand analysis techniques.
Comparisons between families based on their concrete expressions of
values showed agreement between families in all seven categories
(Figure 15). ‘When the concrete value indicators were translated into
the higher level theoretical values, the three families were found to
be similar in several values, including efficiency and practicality,
activity and work, helping and giving, and science and research.

Results from analysis of these interviews revealed that two
values, nationalism and patriotism, identified by Williams were not
referenced by any of the family members participating in this study.
The values of equality, freedom, fairness, and democracy were
referenced only two or three times. Thus only part of ‘Williams'
schema was expressed frequently in this study.

Three theoretical values which were not included in Williams'
American values emerged during the analysis of the family interviews.
They included aesthetics, human relationships, and human continuity or
rootedness.

The value topics and concrete expressions of values by family
members resulted in a picture of a value system that is unique to each
individual family. On the individual family level, families

differ in the concrete values that they expressed in their every day

106

life. When their concrete or specific expressions of values were
translated into the higher level theoretical values, however,
similarities between families were evident.

The microcomputer applications developed for this project were
effective in allowing the researcher to perform multiple manipulations
and analyses of the data, using two different coding schemas. The
coding schemas that were developed provided Opportunities to look at
slices of data on different levels of abstraction, and to make
comparisons of them.

Interpretation of Procedures and Findings

Throughout the identification and analysis process, interpretation
of procedures, data, and findings were required. Human thinking and
decision making were necessary to interpret the theoretical and a
priori coding schemas and to create a system by which they could be
entered into the microcomputer. The microcomputer could then be used
to perform the repetitive sorting and identification processes for
which it was designed. The results of the microcomputer processes
required human interpretation and analysis before the next step could
be designed with which the researcher could be assisted by the use of
the microcomputer.

Knowledge of theory, the research families, and the capabilities
of the microcomputer had to be effectively interwoven to accomplish
the data analysis for this project. Each step was a time consuming
process which required the fitting together of many parts for the
system to work as a whole. Sequential steps were based on previous

procedures, and were not accomplished in isolation. Human thinking

107

was also necessary to instruct the computer to perform the required
functions.

Time was required to learn the software programs, problem solving,
searching, indexing, and printing using the microcomputer. All of
this was in addition to the time required for data collection,
application of theory and analysis and interpretation of data (Figure
10). Effective use of time was required in addition to the
availability of time.

Conclusions
Use of a priori Coding Schema

In response to the first research question presented in this
study, the development and use of an a priori coding schema based on
William's (1965) work to identify American values, provided a
theoretical foundation on which specific analyses of individual and
family values could be made. When initially used, it did not identify
the values held by individual family members, or by family groups.

Individual responses may be value laden, but unidentifiable from a
transcribed intervieW' because they lack a theoretical base to help
organize and interpret them. A bridge is required to fill the gap
between the theoretical and concrete levels of expressions of values
indicators.

Analyses of the data on various levels illustrated differences in
the ways language was used by researchers and family members.
Researchers tended to speak in theoretical terms. Family members
spoke in concrete terms . Thus , researchers need to communicate with

research participants in language terms that are close to the

108

participants' patterns of communication.

Williams' work was an effective theoretical foundation on which to
base an analysis of values. Findings supported the presence in these
families of several of the American social values identified by
Williams. Williams schema, however, needs to be updated to reflect
values held in America in the 19805. Three additional theoretical
values that should be considered in addition to the original fourteen
that Williams identified include aesthetics, human relationships, and
human continuity, or rootedness.

The theoretical level of value indicators that was used in this
study provided a foundation and focus for analysis of the data. It
also established a structure for the study. This was helpful in
maintaining a direction and focus for data analysis. There was a
tendency to force some data into the pre-defined categories based on a
coding schema. This is a questionable practice that requires further
analysis to determine whether the data have become biased.

Use of the Microcomputer

The capability and flexibility of the microcomputer to analyze
large amounts of data can not be overlooked. The applications of
microcomputer technology and methodology provided the capacity to
conduct multiple searches of the same data. The data have been
searched, sorted, marked, labeled, and identified on 50 different
terms. Each term has been searched four times. Time, fatigue, and
human error would preclude the possibility of multiple searches of
this magnitude by hand.

The use of at least five different microcomputer programs in the

109

analyses of these data is a rudimentary beginning in the exploration
of qualitative data. Some of the steps were cumbersome, but provided
a thorough analysis of data with little likelihood of data being lost
because of the limited human capacity to hold myriad amounts and forms
of data and information on a conscious level.

More than 100 pages of single spaced narrative were searched and
analyzed for this project. Time saved by the use of microcomputer
technology cannot be accurately measured at this time. Records of the
actual time involved in computer applications and analysis were kept
and are included in Appendix F. Time was required to learn and to use
the computer programs at the beginning of the project. The
development of DGW' and unusual applications of the microcomputer
programs required additional time. The entire process was time
consuming and tedious to perform. The results, however, have yielded
thoroughly analyzed data on which to base findings.

Microcomputer applications did not eliminate, however, the need
for hand examination and analysis of the data. Numerous
interpretations and judgments were required during each step of data
analysis. In many instances, procedures were outlined using a pen and
paper prior to applying them on the microcomputer. Procedures were
developed and tried before they could be applied to data analysis.
The development of procedures consumed more time than did the analysis
of data.

The use of the microcomputer in analyzing qualitative data does
not imply that data analysis will necessarily take less time than when

the analysis is done by hand. When the microcomputer is used,

110

researchers may be tempted to do more analyses than would be possible
without it. Thus, the time saved by using the microcomputer may be

usurped by additional and more diverse types of analyses.

Identification of values

The values identified by the three participating families created
a unique picture of each family. On a concrete level, some patterns
of values could be identified. After specific value indicators had
been translated into higher level theoretical values, similarity of
value patterns was also observed.

Families with children expressed similar concrete values related
to raising their children and their extended families. All three
families indicated values regarding meal planning, producing and
preparing their own food, health maintenance, and friendship. values
held by all of the families related to farming included purchasing as
little equipment as possible and selecting animals for a variety of
purposes. Making the house cozy or liveable was a value expressed by
all families in conjunction with their environment. Finally, all
three families expressed the desire to stay longer than three years on
the farm to be able to communicate with others about the goals and
accomplishments of the project.

Family values cannot be readily identified by examining
qualitative data for theoretical values or for concrete value
statements without intervening steps. The use of value flags was an
essential step in bridging the gap between statements made by the
research families and theoretical values identified by Williams. The

value flags alerted the researcher to the presence or possibility of a

111

value being expressed. Once the value flags were identified,
surrounding text could be examined for the presence of values.
Additional analyses could then be made in the process of identifying
theoretical values from the concrete statements made by family
members.

Generalizations of the research findings cannot be made without
further research which would involve a greater number of families.
The interviews that were analyzed did not provide information on why
families hold the values that were identified. Checking ‘with the
families to confinm the findings included in this study is essential.

The processes of data analysis in this study utilized a grounded
method of theory development. While an a priori theoretical schema was
used, few pre-conceived ideas existed regarding the values or
classifications of values contained in the interviews from the three
farm families. As analyses proceeded, they were grounded in the data
contained in the interviews. New theoretical concepts were developed
based on the outcomes of the data. The concepts were then compared
‘with reliable and established values theory. Based on this

comparison, changes were made in the new concepts.

Implications
The coding schema used for this study was based on the work of
Robin ‘Williams. Other theoretically based work could be selected to
provide the foundation for developing coding schemas for analysis of

qualitative data. Further work needs to be done by researchers in the

112

processes of adapting existing theories to create contemporary coding
schemas.

The present study was based on one interview with each of three
participating families. It was the first interview in a long term
research project in which the families are participants. Valid and/or
reliable generalizations cannot be made from one interview with each
family. All of the interviews conducted with the families should also
be analyzed using the same criteria to gain an accurate,
comprehensive picture of family values for these families.

Increasing contacts and time spent with the families in a variety
of ways contributed to how much, and in what_ ways families and
individuals shared personal and intimate feelings and life experiences
‘with researchers. Family members responded differently to the ways in
which interviews were conducted, and to the presence and participation
of different researchers. Through passage of time and multiple
contacts ‘with researchers, participants tended to pick up and use
"researcher language."

The researchers gained experience and developed awareness of
family needs and sensitivities during the first year when eight
interviews were conducted with the first family. This experience
resulted in changes which were_incorporated into the research process.
Thus, the research process evolved and changed as the project
progressed and will likely have implications regarding analysis and
interpretation of data that were collected from Families 2 and 3 under

different conditions.

113

Major implications for researchers resulted from the development
and use of value flags to bridge the gap between natural and
theoretical language uses. It may be more effective for researchers
to reserve theoretical language for the research office and to
communicate with participants in their natural language.

At first glance, some values expressed appeared to be
contradictory to other values. Upon further probing, it was learned
that some behavioral indicators of values were instrumental to
enacting another value. For example, one family expressed the value
of making the farm self supporting. HOwever, economic and other
resources obtained from off farm employment were temporarily required
in order to amass the capitol needed to make the farm self-sufficient.

It is possible that some values expressed in the interviews may
have been overlooked as a result of a missing value flag. Researchers
could reduce the liklihood of missing data by sampling the transcripts
for different or additional value flags. For example, words such as
make, get, or getting might produce statements that include values
held by the families. Care should be taken , however, to avoid
generating so many flag words that coding and analysis become
meaningless or impossible to accomplish.

Researchers who have had extended or multiple role contacts with
research participants may inadvertently interpret data based on
information gained from extended contacts. Analysis of data by
individuals who have not been involved with the families can serve as
a reliability check on data analysis.

Constraints of time on this study caused limitations in the type

114

and amounts of computer applications that could be considered. Future
studies could carry the work that was started here into the use of
data management programs to generate forms and to provide quantitative
analysis to support the ongoing qualitative analysis. This would
eliminate hours of tedious hand work.

Microcomputers should be used in a manner that would take
advantage of all of their capabilities. ‘Word processing, data
management, statistical and numerical analysis, graphics, and
presentation applications would all contribute to comprehensive
analyses and management of data on research projects.

Finally, both microcomputer and the human intellect are needed for
effective research. While the microcomputer would allow for efficient
and reliable repetitive work in the research process, the human
intellect is needed to originate ideas, theorize, and interpret the
data generated in the research process. Through the combined use of
microcomputer technology and human intellect, qualitative and
quantitative data can be analyzed for a more thorough understanding of

the phenomena under study.

APPENDICES

APPENDIX A

FAMILY FARM EXDSYSTEM

APPENDIX B

FAMILY FARM EXDSYSTEN

METHODS OF DATA COLLECTICN

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APPENDIX C

INTERVIEW QUESTICI‘IS FOR FIRST FAMILY

117

Interview Questions for First Family

1. ‘We'd like to know what you have done and have been doing since you
moved here?

2. Since moving to the farm, have you had to make changes in any of
your plans, e.g. for you, your family, or the farm?

3. What are they?

4. Are you pleased/disappointed with the changes you've had to make?

5. Have you thought about any alternatives?

6. How'did you arrive at the decision?

7. Has (how did) the change affected you other plans?

In your proposal, you wrote about some of the things that were
important to you, and what you wanted to achieve. As a way of helping
us to understand why you made certain plans, or have new plans, we
would like to talk with you about your values and goals.

values are our ideas about.what is most important about life as a
whole, and about various parts of life. Goals are things we want to
achieve and attain.

8. What are the general values that you hold for your family?

9. What does (the stated value) mean to you?
10. Are there any other values that you hold for your family?

11. Are there differences between the values that you have for

yourself, and those that you have for your family? What are they?

16.

118

What goals do you have for your family?
Long term?

Short term?

Middle term?
17. How do your family goals relate to the goals you have for
yourself?

How are they alike? How are they different?
18. In thinking about your goals, would you share with us your long

term and short term goals in the following areas:

19.
20.
21.

22.

Farming Farm Equipment

Hume Based Business Record Keeping

Bringing up Children Home Appliances/Furnishings
House Care Clothing

Food and Nutrition Gardening/Lawn Care
Medical/Dental Care Pet Care
Recreation/Leisure Community Participation
Church

Have your goals changed in any way since you moved here?
To accomplish your goals, what kinds of skills do you now have?
What other skills do you need to acquire?

What other skills would you like to acquire?

119

12. Do you have any particular values regarding:
or

Do you have any other values regarding:

Farming Recreation

Education Religion/spiritualism
Education for children Community participation
Extended family Natural environment

Friends Material goods (clothing, car)

13. Do you have an idea of how you came to hold the values that you
have?

14. How do you feel about being able to realize these values here at
your farm?

15. Is there anything else that you.would like to say about your
values?

‘We've talked about values. Now'we would like to talk about goals.
Goals are things we want to accomplish or achieve. They are based on
our values. values are translated into goals, which are then carried
into action through the use of various resources.

Goals can be divided into three types of goals: long term, medium
range, and short term. Long term goals are often the largest, and the
ones that require more resources of time, energy, money, and a
commitment to accomplish. Short term goals may be the stepping stones
to accomplish medium range goals. Medium range goals, in turn, may

provide the means for accomplishing long term goals.

APPENDIX D

INTERVIEW QUESTIONS FOR 8m AND THIRD FAMILIES

120

Interview Questions for Second and Third Families

we would like to know what you have done and been doing since you
moved here.

1. Since moving to the farm, have you had to make changes in any of
your plans? e.g. for you, your family, or the farm?

2. What are they?

3. Are you pleased/disappointed with the changes that you have had to
make?

4. Have you thought about any alternatives?

5. HOW'did you arrive at the decision?

6. Has (have) the change(s) affected your other plans?

In your proposal, you wrote about some of the things that were
important to you, and what you wanted to achieve. we'd like to talk
to you about that. As a way of helping us to understand why you made
certain plans, or have new plans, we would like to talk with you about
your values and goals.

values are our ideas about what is most important about life as a
whole, and about various parts of life.

Goals are things we want to achieve or attain.

7. What are the general values that you hold for your family?
8. What does (individual or family value) mean to you?
9. Are there any other values that you hold for your family?
10. Are there differences between values that you have for yourself

and those you have for your family? What are they?

121

11. Do you have any particular values regarding:
or

Do you have any other values regarding:

Farming Education
Education for children Extended family
Friends Recreation

Religion/spiritual life Community participation

Natural environment Material things (clothing, car)
12. Do you have an idea of how you came to hold the values that you
have?
13. Is there anything else that you would like to say about your
values?
14. How do you feel about being able to express or realize these
values here in this situation?

we've talked about values. NOW“W€ would like to talk about goals.

Goals are things we want to accomplish or achieve. They are based
on our values. values are translated into goals, which are then
carried into action through the use of various resources.

Goals can be divided into three types of goals: long term, medium
range, and short term. Long term goals are often the largest, and the
ones that require more resources of time, energy, money, and
commitment to accomplish. Short term goals are ones that can be
accomplished in a short period of time, while medium range goals fall
between the extremes. Short term goals may be the stepping stones to
accomplish medium range goals. Medium range goals, in turn, ‘may

provide the means for accomplishing long term goals.

122

15. What goals do you have for your family?
Long term?
Short term?
Middle range?
16. How do your family goals relate to the goals you have for
yourself? How are thy alike? How are they different?
17. In thinking about your goals, would you share with us your long

term and short term goals in the following areas:

Farming Farm Equipment

Home Business Record Keeping

Bringing up Children Home Appliances/Furnishings
House Care Clothing

Food and Nutrition Gardening/Lawn Care
Medical/Dental Care Pet Care
Recreation/leisure Community Participation
Church

18. Have your goals changed in any way since you moved here?

19. To accomplish your goals, what kinds of skills do you now have?
20. What other skills, knowledge, and other resources do you need to
acquire?

21. ‘What other skills, knowledge, and other resources would you like

to acquire?

APPENDIX E

EXAMPLE OF INTERVIEW INDEX

123

A
Achievement
successes, 18
Active, 14
Activity
work, 4, 10, 19
working, 19, 20
works, 15, 20

C

Conformity
agree, 20
agreeable, 20

G

mall 12' 18' 19’ 20
Goals, 14, 15, 17, 18
Good, 4, 19, 20

H
Help, 16, 19
Helped, 3
Helping
give, 3, 18
Helps, 11
Hope, 13, 15, 16, 17, 18, 19, 20
Hopefully, 15

I
Idea, 3, 14
Ideal, 11

Idealistic, 18
Ideas, 12, 14
Important, 15, 17, 18, 19, 20
Individual
person, 18

L

Like, 12, 15, 18, 19, 20
Love, 10, 19

Lovely, 20

N
Need, 19
Needs, 14

P

Plan, 3, 5, 20
Planner, 19
Planning, 19

Figure 16. Sample index created by using StarIndex to locate
value terms sorted on three levels.

APPENDIX F
TABLES OF FREQUEI‘CIES

THEDRETICAL VALUES

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APPENDIX G
TABLES OF FREQUENCIES

VALUE TOPICS

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Fami1y 1 (two chiIdren)

Value topics from value flags.‘

Figure 20.

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Family 2 (no children)

Value topics from value flags.

Figure 21.

UALUE. TOPICS

Value

Important
Like

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Right

Love

Good
Bad

133

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Prize

Hope

Nish

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Promise

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134

 

Family 3 (two children)

Value topics from value flags.

Figure 22.

TOPICS

UAU'

Value

Important

Like

Hant

Right

Hrong

135

Love
Good
Bad

Cherish

Prize

Hope

Dish

Goal

Promise

S
s

i
:5

.§
8

Ideal
Idea

Plan

 

Figure 22 (cont'd.)

APPENDIX H

GUIDE FOR RESEAICHERS

136

GUIDEIJNES FOR USING MICRDCOMPUTERS TO ASSIST
IN ANALYZING QUALITATIVE DATA

Designing Analysis Procedures Suitable for Available Data
Selection of a Theoretical Framework

Microcomputers may be used to assist in analysis of qualitative
data that are collected for current research projects, as well as for
secondary analysis of previously collected data. The first step in
qualitative data analysis is to select or determine a theoretical
conceptual framework to use as a foundation for analysis.
Conceptual Definitions

Specific and accurate conceptual definitions need to be developed
from the theoretical framework for use as a basis for coding. Key
words on different levels of abstraction need to be identified for the
purpose of conducting computer searches of the data. One set of key
words should be derived from the theoretical framework on which the
data analysis is based. Words for which conceptual definitions have
been written may comprise the list of theoretical key words. A second
set of key words should be identified from the participants natural
language after the data have been searched for theoretical key words.
Additional lists of key words derived from intermediate steps of data
analysis may be useful to the researcher.
Ceding Schemas

Qualitative data that have been recorded or transcribed from
interviews or conservations will be recorded in the participants'

natural language. Coding schemes that will bridge the gap between

137

natural and theoretical languages are necessary. The number and types
of coding schemes required are dependent on the data analysis goals
for the project.

Four increments, ‘with their unique coding schemes for identifying
theoretical values from interviews transcribed in the participants'
natural language, were effective for this project. Hand analysis of
data identified through the search processes completed the application

of coding schemes to the analysis of qualitative data.

Minimum Microcomputer System Requirements
Hardware
Microcomputer with at least 128K memory
Monochrome monitor
Two disk drives
Dot Matrix Printer
Unnecessary problems may occur as a result of mixing microcomputer
hardware components or systems. Care must be taken to insure the
compatibility of the microcomputer components with each other, the
entire hardware system, and the software being used.

Researchers should select a microcomputer system that is the same
as, or compatible ‘with ones currently in use, or planned for use
within their institution. This will prevent the additional steps that
are required to transfer data from one system to another when more
than one microcomputer is used for specific research projects.

Software

Select an integrated software package with. the following

138

capabilities:
werd processing to include spelling, indexing,
and merging programs

Data management

Graphics

Financial Management (Spreadsheet)

Examples: StarSeries

PFS Family

AppléWbrks

When using integrated software packages, the user is usually
required to learn only one program. The procedures and conmands for
different programs ‘within the package are usually similar, or the
same. In addition, the programs can ”speak to each other" and read
data from one program into another within the same package. Thus, the
researcher should be able to perform several different analysis
functions on the same data set *without entering it into the
microcomputer more than one time.

Initial data management and reduction procedures may lead to
additional analysis requirements as the project progresses. Care to
select software packages that are powerful enough to perform all the
functions that may be required for the complete research project is
essential.

Some manufacturers produce software packages in several versions
suitable for different microcomputer systems. Procedures for using
various versions of the same software packages are often similar or

identical. Thus, the researcher can apply the methods used on one

139

system to another system with a minimum number of problems. The
advantage of selecting a multi-version software package is that new
methodology may not have to be re-learned if different microcomputer

systems are used for data analysis processes.

Microcomputer Procedures
Marking Key‘Words
After the identification of a theoretical framework for use in
data analysis, developing conceptual definitions from the theoretical
framework, and creating key words based on the theoretical framework
and the natural language contained in the qualitative data are
necessary to begin the data reduction and analyses processes. As the
data set is searched for all examples of each key word, they are
identified and marked in the interviews contained on the computer
diskettes. Marking the key words on the disks serves the purpose of
high lighting them for easy identification on subsequent searches.
Creating Indexes
Researchers need to ascertain whether their software package

contains an index program. Indexes are useful in showing key words on
different levels of abstraction. They provide the researcher ‘with
ready access to the page on which specific terms occur. When sorting
through many pages of qualitative data, the index capability is an
effective time saver. Initial patterns of behavior occurring within
the data may be identified through studying the indexes. Indexes are
also helpful in identifying key words on the hard COpy versions of

qualitative data.

140

Sorting and Analyses Processes

Between each microcomputer sorting process, hand analysis of the
identified data is required. This serves three purposes: 1. It
permits the researcher to study small slices of data at one time. 2.
It allows the researcher to identify the next steps in the data
analysis process. 3. It helps the researcher to determine what
directions to give to the microcomputer to perform the next layer of
data reduction.

The processes of microcomputer sorting and hand analysis of data
should be repeated for each level of analysis. It is at this point
that microcomputer methods for data management using data processing
software should be developed. They would assist researchers in making
comparisions between the slices of data, thus eliminating much of the
tedious hand work that is required without the assistance of the

microcomputer.

Data collection

A single interview can provide researchers with a glimpse of the
phenomena being studied. The findings from one interview need to be
confirmed by analyzing subsequent interviews *with the same
participants or by analyzing interviews from a larger sample of
participants. Analysis procedures for all interviews should to be
consistent.

Following the analysis of the first interview, it would be
desireable to return to the participants within one month for the
purposes of providing feedback to them, and to have them validate the

findings. Subsequent research procedures can be developed as a result

141

of analysis of initial interviews. Future interviews can be
developed to elicit more information from participants on the same
phenomena. Validation from larger numbers of participants would be
required before any generalizations about the participants could be

node.

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