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Qualitative research methods have long set an example of rich description, in which data and researchers' hermeneutics work together to inform readers of findings in specific contexts. Among published works, insight into the analytical process is most often represented in the form of methodological propositions or research results. This paper presents a third type of qualitative report, one in which the researcher's process of coding, finding themes, and arriving at findings is the focus. Grounded theory analysis methods were applied to the interpretation of a single interview. The resulting document provides a narrative of the process one researcher followed when attempting to apply recommended methodological procedures to a single interview, providing a peek inside the black box of analysis often left unopened in final reports.

Robust literatures separately estimate school effects and neighborhood effects on children's educational, economic, health, and other outcomes that measure well-being. A growing body of research acknowledges that both contexts matter and considers neighborhoods and schools jointly. In this review, we synthesize the array of results that emerge from these studies and critique the tendency for researchers to evaluate which matters more, neighborhoods versus schools. We propose a reorientation of this scholarship that incorporates research on neighborhood and school selection and segregation processes. We argue that contextual effects research would be enriched by considering local neighborhood–school structures: the ways that families choose neighborhoods and schools and that neighborhoods and schools mutually and cyclically constitute one another. We conclude with recommendations for bringing neighborhood–school structures to bear on both outcomes-oriented studies of neighborhood and school effects as well as studies of contextual selection and segregation.

The status exchange hypothesis suggests that partners in black/white marriages in the United States trade racial for educational status, indicating strong hierarchical barriers between racial groups. The authors examine trends in status exchange in black/white marriages and cohabitations between 1980 and 2010, a period during which these unions increased from 0.3 percent to 1.5 percent of all young couples. The authors find that status exchange between black men and white women did not decline among either marriages or cohabitations, even as interracial unions became more prevalent. The authors also distinguish two factors driving exchange: (1) the growing probability of marrying a white person as educational attainment increases for both blacks and whites (educational boundaries) and (2) a direct trade of race-by-education between partners (dyadic exchange). Although the theoretical interpretation of exchange has focused on the latter factor, the authors show that status exchange largely emerges from the former.

Millions of people have their driver's licenses suspended each year when they do not pay traffic fines or appear in court, with significant and compounding consequences for their lives. The increased use of fines and fees has been likened to a predatory system that exploits the most vulnerable groups to fill state and local budget gaps. States have begun limiting suspensions for unpaid traffic tickets out of economic and racial equity concerns, but many still sanction drivers for failing to appear in court or comply with other regulations. Merging the full universe of New York Department of Motor Vehicles suspension records in 2017 with the American Community Survey at the zip code level, we find that Black, Hispanic, and economically disadvantaged communities were disproportionately impacted by both nonpayment and noncompliance suspensions. Predictive models suggest that reforms ending suspensions for both the failure to appear in traffic court and the failure to pay traffic tickets could substantially reduce these disparities.

Qualitativ Forschende haben ihre Verfahren kontinuierlich weiterentwickelt, häufig infolge technologischer Neuerungen, die ihnen erlaubten, ihre Daten in verbesserter Weise zu erheben, zu analysieren und zu präsentieren bzw. die Perspektiven der Forschungsteilnehmer/innen authentischer in die Forschung und in deren Reflexion einzubeziehen. Ausgehend von historischen Situationen, in denen sich methodischer Wandel vollzogen hat, versuchen wir zu zeigen, dass sich derzeit ein neuer Wandel abzeichnet, der besonders die Transkription von Audio- und Videodaten betrifft. Wir plädieren in diesem Zusammenhang für die Nutzung der Vorzüge neuer Technologien, die erlauben, multimediale Daten zu sammeln, zu untersuchen und in Forschungsberichte einzubinden, um so dem mit Transkriptionen verbundenen Bias und Bedeutungsverlust entgegenzuwirken. Mit Originaldaten in einem multimedialen Format (Audio oder Video) zu arbeiten, statt diese Daten zu transkribieren, erlaubt verlässlichere und genauere Ergebnisse, dichtere Beschreibungen und informativere Veröffentlichungen. Wir diskutieren auch die Herausforderungen, die derzeit noch mit einem solchen Ansatz verbunden sind und geben einige Hinweise für künftige Methodenentwicklung.