This is a North Central University course (EDR 8205) assignment: Ethnographic Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

1. Ethnographic Research
What was the overall qualitative design?
Prins (2008) used an ethnographic research framework (predominantly qualitative).
Characteristics of this design include
 observational approaches;
 descriptive data collection methods; an
 participatory practices (Murphy, & Dingwall, 2002; Neyland, 2008; Tedlock,
2000).
The primary aim of this design is to gain in-depth insights (e.g., perceptions, views,
ideologies, cultural norms, and traditions) from naturalistic settings. Often, researchers
live within the environments they study. As Prins informed us, ” I lived in Colima with
the family of Tatiana, a literacy facilitator, Tatiana, her family and the nine women and
two men who regularly attended her class became my friends and guides to village life”
(p. 6).
As far as research foundation, Prins’s team based their study on Rowlands (1997) and
Stromquist (1995) conceptual models of empowerment. Basics of these models originate
in gender and development literature (Mosedale, 2005; Rowlands, 1997; Stromquist,
1995).
Although there are numerous definitions of empowerment, in this context, a common
thread is that gender is considered a sociological construct that is used to highlight gender
inequality among women and men, especially in developing countries. Stromquist’s
model has four components: cognitive, psychological, political and economic. In
essence, he believed that the equality of gender relation occurs through the acquisition of
new knowledge and the dismantling of stereotypical perceptions and beliefs.
Comparatively, Rowlands (1997) emphasized the relevance of social work and education,
as far as collective bargaining, to achieve empowerment. She used three dimensions to
create her model of women’s empowerment: personal, close relationships, and collective.
Rowlands explained that ”there is broad agreement . . . That empowerment is a process;
that it involves some degree of personal development, but that this is not sufficient; and
that it involves moving from insight to action” ( p. 15).
1. Why was this type of qualitative design selectedfor this study?
Ethnographic researchers seek to understand through “meaning” which is thought to
occur as a result of cultural norms, Morales, and traditions. Therefore, they conduct
studies in naturalistic environments (Lodico, Spaulding, & Voegtle, 2010; Neyland,
2008). As Prins informed us,” I employed ethnographic research methods to understand
how the literacy programme fitted into men's and women's everyday lives in this
sociocultural setting” (p. 6).

2. 2. What was the problem statement?
The nature of the inquiry was twofold. In that, (a) researchers wanted to know what
effect would participation in a Freirean literacy programme have on a small group of
Campesinos people—as far as fostering or limiting women’s and men’s personal,
interpersonal and collective empowerment. And (b), what effect would the educational
experience (e.g., attending classes) have on the group as a whole because the majority of
participants had little or no formal education (Prims, 2008, p. 6).
3. What was the purpose of the study and what were the research questions (if stated)?
As Prins (2008) stated,” this study examines both socioeconomic and gender inequalities
because male and female research participants were campesinos (peasants, rural people)
with scarce material resources and political power; women and girls experienced gender
subordination; and both men's and women's views and actions shape gender hierarchies”
(p. 4).
Although Prins’s research team did not site a research question directly, the nature of the
inquiry was to, “. . . examine how participating in a Freirean inspired literacy programme
fostered and/or limited women's and men's personal, interpersonal and collective
empowerment” (p. 6).
4. What was the sample and sampling technique used?
Researchers used participants from two Salvadoran villages, Colima and Rosario de
Mora. They recruited ten volunteers (four women and six men) to serve as facilitators;
all participants had had some formal education (high school or less), and they received
eight to ten hours of training. The research team formed ten literacy groups, which of
their accord, divided themselves into groups by gender (27 women and 26 men, ages
ranged from 13 to 66 years). The groups attended classes for four months (two to three
times weekly).
5. What data collection techniques were employed?
Prins’s research team used a Freirean inspired curriculum design that included
 generative themes and discussions;
 observations;
 field notes (research activities);
 Interviews;
 participatory methods (e.g., drawings, maps, words and symbols, practice
exercises, ranking matrices, audio recordings, and skits); and
 document analysis (p. 6).
6. What ethical issues might exist with this study? Why?

3. Ethnographers, including the American Anthropological Association (AAA), the Society
for Applied Anthropology (SFAA), and institutional review boards (IRB).
These governing bodies highly emphasize the integrity of research findings, the relevance
of participants’ confidentiality, participants' safety and the right to privacy, as well as the
importance of informed consent (Lodico, Spaulding, & Voegtle, 2010; Merriam, &
Tisdell, 2016). As indicated, Prins’ research team adhered to these guidelines and
policies.
References
Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory
to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley &Sons.
Merriam, S. B., Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). San Francisco: Jossey-Bass.
Mosedale, S. (2005). Assessing women's empowerment: towards a conceptual
framework. Journal of international development, 17(2), 243-257.
Murphy, E., & Dingwall, R. (2002). The ethics of ethnography. In P. Atkinson, A. Coffey, S.
Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 339-351). London:
Sage.
Neyland, D. (2008). Organizational ethnography. London: Sage
Rowlands J. (1997). Questioning empowerment: Working with women in Honduras. Oxfam:
Oxford.
Stromquist NP. (1995). The theoretical and practical bases for empowerment in women,
education and empowerment: Pathways towards autonomy, Medel-Anonuevo C (ed.). UNESCO
Institute for Education: Hamburg.
Tedlock, B. (2000). Ethnography and ethnographic representation. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (pp. 455-486). Thousand Oaks, CA: Sage
.