This is a North Central University course (EDR 8204): Week 8 Assignment: Develop a Fictitious Qualitative Data Analysis and Interpretation. It is written in APA format, has been graded by Dr. Kanyongo (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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Student: Orlanda Haynes Date: 05/06/2018
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EDR8204-8
Week 8 Assignment: Develop a
Fictitious Qualitative Data Analysis and
Interpretation
Instructor: Dr. Kanyongo
Faculty Only

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Week 8 Assignment: Develop a Fictitious Qualitative Data Analysis and Interpretation
The purpose of this work is to analyze data from five of the fictitious interview
questions cited in EDR8204-6. When a phenomenon requires an in-depth, descriptive analysis
that cannot be achieved through quantitative data collection methods, researchers usually deploy
triangulation methods including interviews (Curran, Cassidy, McNeil, & Osmond, 2014). There
are different interview methods to choose from: One-on-one or face-to-face, group, also known
as focus groups (usually 10 or fewer persons with knowledge about the subject matter),
telephone, and email (King, & Horrocks, 2010). To structure the interview format, interviewers
could use open or closed-ended questions or a combination of both, formal or informal settings,
and the number of interviews depend primarily on data saturation (Creswell, 2013; Lodico,
Spaulding, & Voegtle, 2010).
Moreover, open, and close-ended questions have identifiable characteristics and
purposes. In that, open-ended questions (OEQ) allow respondents to be descriptive, to show
knowledge, to explain beliefs, or to offer relevant explanations about a phenomenon. In other
words, research teams should devise OEQ that allow for free-flowing of relevant information
(Creswell, 2013). In contrast, research professionals use closed-ended questions to ask for
limited or specific information. For example, what is your age? Or, please select a response
from the list below (e.g., surveys or questionnaires). To ensure the validity of interview data, on
the other hand, most qualitative designs include pilot studies, which allow researchers to further
formulate interview questions (Curran, Cassidy, McNeil, & Osmond, 2014; Lodico, Spaulding,
& Voegtle, 2010).
After researchers collect the raw data, they begin the data analysis process by coding,
categorizing, and creating themes from the data units (Lodico, Spaulding, & Voegtle, 2010).

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Most importantly, researchers should, among other factors,
 ensure that the codes align with each interview question, have relevance, and sematic
validity;
 use simple or common language to create coded categories; and
 create logical ordering of categories that is mutually exclusive (Curran, Cassidy, McNeil,
& Osmond, 2014; King, & Horrocks, 2010).
To make the process easier, researchers could use digital transcription software to turn taped or
recorded interviews into digitally transcribed manuscripts or store the data in other digital
formats (http://www.saturateapp.com). This strategy would allow participants, among other
options, to review, add to, or edit recorded responses. Now, let us turn our focus to the
components of the study beginning with the problem statement.
As noted in EDR8204-6, the problem statement infers that:
Although descendant of African slaves has made significant contributions to American
society primarily in the music, movies and televisions, literature and arts, fashion, and
education industries, most suffer from “post traumatic slave syndrome (PTSS).” The
term refers to behavior manifestations of socially dysfunctional relationships and self-
destructive impulses, which are further complicated by forms of systematic oppression.
(Haynes, 2018, p. 2).
Degruy (2005) found that substantial literature exists about an array of subjects involving
African Americans including causes of stigmatization, but research on PTSS is extremely
limited. The author coined the term “PTSS” to highlight the continuous plight of American
Americans to gain “freedom” as known by Caucasians or people of European descent. Sule et
al. (2017) and Womack (2016) posited that the phenomenon is the result of systemic and

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structural inequality and oppression in not only the United States but the world. Moreover, their
work suggested that (in the United States) lynching, Jim Crow Laws, and mass incarcerations are
primary causes of PTSS, and that the effects of such are generational. In that, outward
manifestation of socially dysfunctional relationships and self-destructive impulses are continuous
even though primary restraints of slavery (e.g., free labor, the buying and selling of humans, laws
that prohibited education to African Americans) have been abolished (Sule et al., 2017;
Womack, 2016).
Five Interview Questions (excerpted from EDR8204-6)
1. What has been your most rewarding socioeconomic experience as a descendant of
African slaves?
2. Since you have experienced some aspects of the American dream, what would you
recommend to other descendant of African slaves who, by all appearances, have given up
on becoming a positive contributor to the American society?
3. From a cultural and professional perspectives, what does it means to be a descendant of
African slaves in the 21st century and living in the United States?
4. What has been two of your most challenging socioeconomic experiences as a descendant
of African slaves?
5. What has been your experience from the context of “post traumatic slave syndrome?” Or,
what does this concept means to you?
Data collection Methods
Although 10 participants enrolled in the study, researchers received interview data, for
this assignment, from five of the subjects. The research staff developed the following criteria: 10
African American professionals should take part in the study as volunteers. Their academic and

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socioeconomic achievements should include advanced higher education degrees, employment in
upper managerial positions, and positive family lifestyles and home environments. The data
collection procedural process included pseudonym names for participants, open coding, and
bracketing. The analysis of textual content refers to open coding (e.g., labeling concepts,
developing categories). (Saldaña, 2012). Bracketing, on the other hand, allows researchers to
control for, among others, bias, preconceptions, assumptions, and prior research findings or
theories. All of which could negatively affect the research process and outcome (Tufford, &
Newman, 2012).
The following chart displays the participants demographic data.
Table 1
Participant Demographic Data
pseudonym Career Age Single/Married/Divorced Resident
City/State
Degree
Michael Professor 52 Married Berkeley,
CA
Ph. D
Paul CEO 43 Married Seattle,
WA
MA
Steve Director of
Student
Affairs
36 Married Portland,
OR
Ph. D
Charles Engineer 26 Married Memphis,
TN
MA
Cynthia High
School
Principle
35 Divorced New
Orleans,
LA
Ed. D
Data Analysis Results: Interview Questions
1. What has been your most rewarding socioeconomic experiences as a descendant of
African slaves? This question served as a reflective tool that helped participants
recapture their past experiences (e.g. people, places, and situations), connect them to the

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present, and then share emotional and perceptual aspects of such in their own words.
(For readability purpose [dialog], participants’ pseudonym names are “bold faced”).
Charles: “Wow! Where do I start? As a junior in college and even high school, I
realized that I had to work harder to show my values to teachers, peers, and to
myself because it was obvious that most Southern teachers and students had
stereotypical ideology about African Americans, and, at that time, I suffered from
negative perceived perception regarding my ability to succeed in both academia
and workplace environments. So, I studied longer, accepted tutoring from
classmates and school counselors, and enrolled in summer classes to get a better
understanding of complex subjects matters. When I received my first degree, an
associate, and got my first job—it felt like—winning the lottery. From that
moment onward, I knew that I could make my ancestors and myself proud.
Cynthia: “Thanks Charles, I feel inspired already. As a high-school principle
living and growing-up in the south, I have adapted to overcoming ethnocentric
behaviors combined with racial barriers strategically implemented in
socioeconomic and education policies. My most rewarding experiences from the
perspective of being a descendant of African slaves is the opportunity to help my
students succeed, to be a positive role model, and to help parents improve their
parenting skills. The gratitude and joy from these experiences are priceless!”
Michael: “My engagement with students and my appreciation to our ancestors,
who endured far worse than what many of us are forced to deal with, is like
Cynthia’s comments. When I became an educator, it was one of the most
rewarding life experiences thus far.”

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Paul: “Hello, everyone! Oftentimes, it saddens me to hear about or to read
statistical data that highlight how African Americans receive lower wages than
their counterparts do—even in jobs at restaurants like McDonald. But imagine,
for a moment, what it must have been like for our ancestors who worked even
harder jobs for free. My current job affords me opportunities to reward talented
African Americans according to their skills, dedication to their perspective roles,
and their ability and willingness to overcome academic, career, and family
barriers and challenges.”
Steve: “My position, as Director of Students’ Affairs, affords opportunities to
engage with students at many levels; however, the ones that I love most is being a
role model and a good listener.”
2. Since you have experienced some aspects of the American dream, what would you
recommend to other descendant of African slaves who, by all appearances, have given up
on becoming a positive contributor to the American society? This question helped
participants with overviewing their current progress and with framing such in ways that
could benefit others.
All respondents gave similar responses (e.g., be asserted, work hard, allow
sufficient time to complete family and work responsibilities, believe in one’s self,
and do not forget the strengths of your ancestors). Charles stated that,”
Education is the key to fulfilling most of your dreams, especially financial ones.”
Cynthia added that,” Drugs and alcohol abuse facilitate a downward sparrow by
stripping one of all that is good about one-self.” She went on to say that, “the
actions of some of her students simply breaks her heart.” Paul noted that,

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“Learning how to overcome negative factors such self-doubt, low self-esteem, and
education and career barriers are the keys to success in most aspects of life.”
3. From a cultural and professional perspectives, what does it means to be a descendant of
African slaves in the 21st century and living in the United States? Most participants
became emotional while giving their responses. The question facilitated in-depth,
descriptive, and perceptual responses that were based on the cultural and historical
perspectives of a small subset of successful African Americans.
Charles stated that,” Just imagine the strength, the perseverance, and will-power
that it must have taken to endure such hardships. Remember! Most American
Indian tribes were either too weak or too prone to diseases to withstand the
Europeans’ aggressive behaviors. Therefore, to be descendants of such a race of
people makes me immensely proud and eager to address any inequality
problems.” Cynthia said,” When I complete transactions at check-out counters,
surprisingly, most Caucasians position the change (currency) as not to touch my
hands; and some even change isles when they see Blacks approaching. The
behaviors break my heart, but when I reflect on the hardships of my ancestors—
my attitude quickly changes to positiveness with a smile, for I know that I am
from a unique race.” Michael agreed with Cynthia. He went on to say that
similar experiences have happen to him at other check-out counters and that the
behaviors must be nationwide because he lives in Berkeley, California and
Cynthia lives in New Orleans, Louisiana. Paul asserted,” An important take-
away here is that during slavery, African Americans were prohibited from
learning. Today, although racial barriers exist in most areas of daily living,

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educational opportunities are available. To succeed in competitive markets not
only in the United States but also in the world, we must encourage our youths and
adults to climb the educational ladder. Then and then only will we as descendants
of African slaves be capable of supporting and protecting ourselves against
ethnocentric ideology and racist policies. Other participants agreed with Cynthia,
Michael, and Paul’s assessment of the issues. They also noted that there is still
much work needed to normalized race relations, but that progress is certainly
apparent.
4. What has been two of your most challenging socioeconomic experiences as a descendant
of African slaves? This question served as a tool to help participants evaluate and discuss
their socioeconomic strengths and weakness and to share what strategies they used.
All participants agreed that their greatest challenges involved overcoming career
and academic challenges that occur as the result of, among others, racial
inequality, ethnocentric ideology, and stereotypes.
5. What has been your experience from the context of “post traumatic slave syndrome?” Or,
what does this concept means to you? This question allowed participants to discuss their
perceptions of “PTSS” and their beliefs about its causes.
Paul believes that PTSS is a rational concept primarily because socially
dysfunctional relationships and self-destructive behaviors are more prevalent
among African Americans than other ethnic groups—who have suffered similar
racial aggression from Europeans. He attributes the ongoing or generational
problems, in part, to mass media companies who produce, for unknown reasons,
television shows that depicts African Americans as inferior to other races (e.g.,

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Good Times, Sanford & Sons, The Wire, The Corner, and Homicide: Life on the
Streets). Cynthia stated that, “Although I have not personally experienced the
affects of PTSS, I have relationships with co-workers, friends, students, and their
parents who have and are currently struggling with aspects of the phenomenon. I
believe research findings about the phenomenon.” The remaining participants
agreed that the cause of PTSS is related to systemic and structural inequality and
oppression in not only the United States but the world. They went on to agree
that PTSS is a generational problem that serves as their motivation to succeed in
as many aspects of life as possible, and that they will use their resources to
communicate this message to African Americans, especially youths.
Data Analysis: Results
Common themes among all participants were that (a) they believe education is the
primary key to career and socioeconomic success, that (b) overcoming social and economic
barriers are possible, regardless of current or future negative race relations, that (c) PTTS is
caused, in part, by factors such as systematic racial inequality, ethnocentric ideology, and
stereotyping, and that (d) being descendants of African Americans slaves are an immense honor
as well as the highest motivation factor for success that they could ever hope to receive, despite
the horrific history of slavery.
Data Themes
 Barriers to social, economic, and career goals
 Concepts of PTTS as factors for motivation and success
 Overcoming negative perceived perceptions, stigmas, stereotypes, racial inequality, and
ethnocentrism

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 Cultural identity
 Education plays an essential role in socioeconomic success
 Strategies for success
Implications of the Study and Recommendations
Researchers deployed open-coding to analyze the data. Doing so facilitated the research
process including identification of themes and generation of data that could be used to inform
education communities, add to current literature on the subject matter, encourage further
research, motivate youths and adults alike to begin or complete college degree programs. A fact
of interest is that research on the subject of “post traumatic slave syndrome” is extremely limited.
As such the author highly recommend further research.
Limitations
Primary factors that limited the study include: (a) The sample size was small (five
professional adults); (b) participants in the study were all African Americans; and (c) only
participants who were college educated, held higher education degrees, and had worked or were
currently working in professional jobs were invited to take-part in the study.
and often in people’s homes or workplaces.
Delimitation
The study did not include racial or gender diversity.
Conclusion
This paper includes an analyze of five of the fictitious interview questions cited in
EDR8204-6, an overview of the data collection strategy, a brief discussion about the research
problem, purpose, implications and recommendation, and limitations. Researcher deployed a
critical narrative design to explore and analyze intercultural experiences of being descendant of

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African slaves in the 21st century. The aim was to understand how some professionals succeeded
in creating functional family lives and thriving careers—despite cultural barriers. The design, in
part, enabled researchers to gain in-depth insights about the participants’ perceptions of their
experiences and how they created meanings.

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Haynes, O. (2018). EDR8204-6. Unpublished manuscript, North Central University.
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