The document introduces deductive qualitative analysis (DQA) as a theory-guided approach to qualitative research, emphasizing the importance of using existing theories and sensitizing concepts from the outset. It outlines the advantages of DQA for graduate students, including its efficiency in research and clear focus, along with processes for theory testing, data collection, analysis, and dissemination. Ethical considerations and the role of reflexivity in the research process are also highlighted.

1. An Introduction
to Deductive Qualitative Analysis
Jane F. Gilgun, Ph.D., LICSW
Professor, School of Social Work
University of Minnesota, Twin Cities, USA
Social Work Day
International Congress on Qualitative Inquiry
24 May 2014

2. Topics
 DQA Defined
 Advantages of DQA to Graduate Students
 Crafting a Preliminary Focus
 Components of the Conceptual Framework
 Methods for Testing Hypotheses
 Data Collection & Analysis
 Ethical Issues
 Dissemination
 References

3. Definition
of Deductive Qualitative Analysis
 A way of using theory from the beginning of
research projects
– As hypotheses to test and/or
– Sensitizing concepts
Theory-guided research
 Increasing numbers of researcher use theory
upfront in qualitative research but there is no
name for this

4. Definition
of Deductive Qualitative Analysis
As Theory Testing
Theory is developed and tested
systematically so as to include a wide variety of
cases that show patterns & not one dominant
theme
Product is a pattern theory that has been
tested and revised multiple times

5. Definition
of Deductive Qualitative Analysis
As Theory-Guided Research
Existing research and theory gives focus to a study
– Researchers start with a focus that sensitizing concepts
give
Sensitizing concepts help researchers see what they
might not otherwise have noticed
Researchers seek to add dimensions to sensitizing
concepts or, if evidence warrants, discard them in favor
of new concepts that fit the emerging analysis

6. Source of the Theory to be Tested
 Previous research & theory
 Professional experience
 Personal experience
 Knowledge of persons and situations that are
the focus of theory
 Values and ethics
 Sensitizing concepts from same sources

7. General Procedures
of Deductive Qualitative Analysis
 Begin with preliminary theories and/or
concepts only
 Test
– the theories
– The viability of concepts
 Revise
– the theories
– Dimensions of the concepts; may discard in favor
of others

8. Advantages
 Efficient way to do qualitative research
– Great for disserations
 Your professors want to know what you
intend to do
 Funders do, too
 Writes-up facilitated

9. Preliminary Focus
 A topic that interests you
 Write out your own ideas
 Preliminary interviews
 Read related research and theory

10. Write a Reflexivity Statement
Topic: your preliminary ideas about it
Write whatever comes to mind
Cover the following areas
– Your personal experience with the topic
– Your professional experience with the
topic

11. Write a Reflexivity Statement Cont’d
– Why the topic interests you
– Who would you interview or observe
– What issues arise when you chose to do research
on these particular persons and settings
How do you see informants
How do informants see you?
– Your sense of cultural beliefs and practices
– Whatever else fits
– What you want to use the research for

12. Principles of Data Collection
and Analysis
 Sources of Codes
– From conceptual framework/sensitizing concepts
– From the act of coding transcripts/documents
 Coding--
– Open
– Axial
– Selective
– Or other
 Importance of Multiple Coders/Points of View

13. Negative Case Analysis
 Recommended: First select similar cases
 Then seek cases that differ from those
already research to maximize variations
– Purpose is
to describe patterns
For some researchers, also to interpret and make
theoretical statements about the patterns

14. Basics of Interpretations
 “Thick Description” is first
 Your interpretations follow
 Then, write about how your findings fit with,
add to, or undermine existing research and
theory

15. Dissemination
 State how you will let others know about the
research
– Create programs
– Write articles: journal & internet publishing
– Suggest policy
– Create performances/songs/poetry
– Do workshops
– Have websites
– Present conference papers

16. Summary
 Understanding is key
 Find a focus
 Engage your whole self (reflexivity)
 Description is the foundation
 Then interpret, connect to existing
knowledge, theorize
 Awareness of ethical issues
 Know what you want to do with findings

17. References
Angell, Robert A. The family encounters the depression. New
York: Scribner.
Becker, Howard (l953). Becoming a marihuana user. American
Journal of Sociology, 59, 235-242.
Becker, Howard (1999). The Chicago School, so-called.
Qualitative Sociology, 22(1), 3-12.
Gilgun, Jane F. (2014). Chicago School traditions: Deductive
qualitative analysis & grounded theory. Amazon.
Gilgun, Jane F. (2013). Coding in deductive qualitative
analysis. Amazon.

18. References
Gilgun, Jane F. (2012). Enduring themes in qualitative family
research. Journal of Family Theory and Review, 4, 80-95.
Gilgun, Jane F. (2005). Qualitative research and family
psychology. Journal of Family Psychology,19(1), 40-50.
Gilgun, Jane F. (2014). Writing up qualitative research. In
Patricia Leavy (Ed.). The Oxford handbook of qualitative research
methods. New York: Oxford University Press.
Gilgun, Jane F. (in press). Social work-specific research and
theory building. In William Nichols (Ed.), Encyclopedia of Social
and Behavioral Sciences (2nd ed). New York: Elselvier.