what is biography research

• Message from SIG Chair
• News & Announcements
• Meetings & Other Events
• Key Initiatives
• Professional Development Opportunities
• Research Connections
• Biographical and Documentary Research (SIG #13)

Biography Research Report

Report generator.

Compare “He died at his birthplace” with “He spent the remainder of his days in the place where he took his first gasp of air.” Which of those sentences does poetic justice on the life of our John Doe? A good biography report paints a person’s life with the same brio and vibrancy, a facsimile of how the person lived.

A biography research report requires extensive research on the person and a writer’s creative touch to put to life an otherwise mere list of facts. Even if the information is presented in a digestible format, the entire narrative does not abandon accurate data. The essay will usually put the spotlight on the pivotal instances of the person’s life that makes him or her noteworthy.

Things To Remember

Unlike autobiography, you are writing about someone else. That isn’t an assignment that you take lightly. As scribes that document a person’s time on Earth, you should put life into the biography. A person’s time is limited, but a biography immortalizes him or her.

Do your research

With its birth during the 5th century BCE , a biography is first a historical account of a person’s life before an entertaining read. Poets and scribes wrote praises for the lives of famous personalities in the Ancient World. Today, extensive research is necessary before drafting a biographical essay . Authors should avoid misrepresenting facts for a good story.

Illustrate, don’t state

Speak of your subject in a titillating soiree of information that engages your readers’ senses. The news of the death of the subject’s greatest love should be as if frost started to spread inside your readers’ chest during the warmest afternoon of May, that every breath makes them wince as if they were breathing broken glass.

Don’t alienate the readers

You should write with your audience in mind. A wordsmith should avoid employing ostentatious and magniloquent words for the mere satiety of one’s fancy. If the words do nothing to augment the anecdote of a person’s life and only exist to bloat the author’s ego on his presumed astuteness, they do not belong in the narrative .

7+ Biography Research Report Examples

The following are biography report examples that you may find useful in your assignment.

1. Biography Report Template

• Google Docs

2. Biography Book Research Report Example

Size: 110 KB

3. Biography Research Project Report Example

Size: 554 KB

4. Sample Biography Research Report Example

Size: 25 KB

5. Author Biography Research Report Example

6. Basic Biography Research Report Example

Size: 482 KB

7. Cereal Box Biography Research Reports Example

Size: 61 KB

8. Formal Biography Research Report Example

Size: 590 KB

9. Standard Biography of Research Report Example

Size: 650 KB

Preparing Your Report

Whether you are in middle school, high school, college, or you have already graduated, at some point in your life, you will be asked to write a biography about someone important to you or the community. Writing non-fictional essays can be challenging, especially since it needs prior research about the subject. You would have to be knowledgeable about a topic to expound on it.

Before anything, you have to draft an outline . Outlines are like task maps that get you from point A to point B. They don’t contain all the specifics of the topic, but they provide a reliable framework on what you need to do. Hence, they can be called a rough sketch. You can start with the biography research questions which you can generate ideas from later on. You can also identify important phases in the life of your John or Jane Doe and work his or her biography with those dates.

2. Introduction

Normally, writers will start from the moment the subject is born. A common mistake the new writers make after conducting their research about the subject is just avalanching facts and figures into the reader’s way. Instead of saying that he or she was born on April 24, 1997, you can start by describing what the town or city would have been like on that day. Then you lead the readers to the home of our little John or Jane. Try making the audience feel involved in the story, rather than just being spectators.

Remember, biographies are factual historical accounts. When writers are writing about someone famous, they tend to pour in praises about his or her life. Instead of dressing the subject as a saint, make the audience see that this personality is also like them. Don’t immortalize someone as a god who could do no wrong. Show that despite the human side of our John or Jane Doe, he or she made choices that landed him or her this biography that you’re preparing.

4. Conclusion

In our lives, death can mean the end. But that doesn’t have to be the case for our biography. Instead of cutting the narrative at the point when he or she died, speak about the ripples the subject has made in his or her life that affected the people around him or her. Show how he or she has touched the lives of others. Make the conclusion memorable for your audience.

The first draft should not be your final draft. Review what you prepared and check for possible revisions. There might be errors you missed the first time. You can have your friends or colleagues check your biography report. Go over the entire thing several times to make sure that the report’s quality is ready for submission.

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

HIS 414: Life-writing and History: Diaries, Memoirs and Autobiographies

• Where to Begin

Recent Works from the Library's Collection

• Finding Autobiographies in the Library
• Finding and Retrieving Memoirs in Special Collections
• Finding Life Writing Online

• << Previous: Where to Begin
• Next: Finding Autobiographies in the Library >>
• Last Updated: Dec 15, 2023 4:16 PM
• URL: https://libguides.princeton.edu/HIS414

How to Write a Good Academic Biography (Part 1)

When your journal article gets accepted or you are preparing for a public presentation, you will often be asked for a short academic biography. For many people, these academic bios are more difficult to write than a dissertation. How do you sum up yourself and your work in 3-5 sentences? What do you need to include? What should you leave out?

What You Should Do

• Start with your full name followed by your current position, your general interests, and your current project, keeping them all very brief.
• If you are within a year of receiving a prestigious award, mention that as well.
• Finally, finish with a sentence that’s personal: add a hobby, a pet’s name, the city you live in—whatever you are comfortable with that is personal but not too private.

What You Should Avoid

• Avoid speaking in the first person, i.e., don’t use “I.”
• Don’t divulge details beyond your current position.
• In a longer bio of multiple paragraphs, you may add more awards and information about your master’s and bachelor’s degrees, but not in a short bio. Moreover, don’t add anything that happened before grad school—including your place of birth. For example:

Hi! My name is Scott. I was originally born in Vermont and now I’m a professor at North Yankee University in Fargone, New York (in upstate New York). I study antelopes’ migration patterns and their impact of native grain growth. My interest in antelopes began as a teenager when I first saw one in the wild. I did my undergrad degree in biology at SUNY and my masters and UCLA and my PhD in Forestry at Hunter College.

Related: Finished drafting your academic biography and heading for an international conference? Check out this post now!

The above example is far too casual and Scott’s work and current position are overshadowed by all the other random details. This can be written in a much better way:

Scott Sampson is a professor of Wildlife Biology at North Yankee University. His work focuses specifically on the migration patterns of antelope and their impact on the growth of native grain. His favorite place to do research in his backyard, which opens to the Akron National Forest.

This improvised version is concise, relevant, and makes Scott’s bio appear professional while giving a short description of his personal details.

Longer Bios

For longer bios, follow the same basic rules, but go into a bit more depth about your work, your education, and your future projects or interests. You may also consider adding a line about your immediate family. But as always, leave the personal details for a short and friendly mention at the end of the bio.

Mostly, your bio will be used by someone to introduce you at a conference or public event so if you write your bio using these tips, you will help them give a smooth and accurate introduction. Remember that the bio is the first thing that people know about you so pack it full of the most important things about yourself!

If you would like to know more about different formats of academic biography, read the next article in this series!

Appreciating the dedication you put into your blog and detailed information you provide. It’s good to come across a blog every once in a while that isn’t the same out of date rehashed material. Fantastic read! I’ve bookmarked your site and I’m including your RSS feeds to my Google account.

Greeting from Enago Academy! Thank you for your positive comment. We are glad to know that you found our resources useful. Your feedback is very valuable to us. Happy reading!

Super helpful! Thank you for writing about this.

wow great article. I got lots of new ideas from this post. Thanks a lot.

Thank you! Really a short and precise description of how to write short biographic sentence.

Excellent! Just what I needed; thank you.

Thanks for sharing this post, It is a very helpful article.

Excellent information…

Comparing to my introduction and yours, there is a huge difference and mine is like grade R?. Thank you so much for developing such content and helping disadvantaged students like me, hence holding Honours. Once again thank you

it is good, i learnt something new

Your articles are so much meaningful and informative.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• Manuscripts & Grants
• Reporting Research

How to Write a Good Academic Biography (Part 2)

Writing an academic biography is part of many academic activities. Whether your paper is accepted…

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

• Industry News
• Publishing Research
• AI in Academia
• Promoting Research
• Career Corner
• Diversity and Inclusion
• Infographics
• Expert Video Library
• Other Resources
• Enago Learn
• Upcoming & On-Demand Webinars
• Open Access Week 2024
• Peer Review Week 2024
• Publication Integrity Week 2024
• Conference Videos
• Enago Report
• Journal Finder
• Enago Plagiarism & AI Grammar Check
• Editing Services
• Publication Support Services
• Research Impact
• Translation Services
• Publication solutions
• AI-Based Solutions
• Thought Leadership
• Call for Articles
• Call for Speakers
• Author Training
• Edit Profile

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

Which among these would you prefer the most for improving research integrity?

Biographical Resources: A Research Guide: Introduction

Introduction.

• National and International Biographies
• Biographical Indexes
• K. G. Saur Indexes & Microfiche
• Subject Biographies
• Dissertations and Theses
• Research Help

We purchase access to new online versions of major biographical reference sources as they become available. Many important biographical resources are available in print and on microfilm. This guide combines online titles with the selected microform and print biography titles in the Olin and Africana reference collections. Online databases are available to Cornell users only.

Biography is a branch of the study of history. The reliability of biographical sources varies widely and is subject to the usual vagaries of historical studies: lack of accurate information, too much or conflicting information, too little information, psychological theorizing, etc. But a well-written biographical article in a reliable reference book or database can be a source of both pleasure and enlightenment. Enjoy!

For further information or to locate titles not listed here, always feel free to consult with the reference staff .

Reference Help

Permissions Information

If you wish to use or adapt any or all of the content of this Guide go to Cornell Library's Research Guides Use Conditions to review our use permissions and our Creative Commons license.

• Next: National and International Biographies >>
• Last Updated: Oct 25, 2024 4:25 PM
• URL: https://guides.library.cornell.edu/biographyresearch

No internet connection.

All search filters on the page have been cleared., your search has been saved..

• Sign in to my profile My Profile

Reader's guide

Entries a-z, subject index.

• Edited by: Lisa M. Given
• In: The SAGE Encyclopedia of Qualitative Research Methods
• Chapter DOI: https:// doi. org/10.4135/9781412963909.n35
• Subject: Anthropology , Business and Management , Criminology and Criminal Justice , Communication and Media Studies , Counseling and Psychotherapy , Economics , Education , Geography , Health , History , Marketing , Nursing , Political Science and International Relations , Psychology , Social Policy and Public Policy , Social Work , Sociology
• Show page numbers Hide page numbers

Biography, as a genre, and biographical methods, as distinctive aspects of qualitative research, are influenced by a number of disciplinary strands, including history, literature, anthropology, sociology, psychology, and education. These disciplinary influences have created methodological and conceptual variations of biography, including life story, life history, life writing, narrative, oral history, memoir, fictionalized biography, and forms of autobiography that attend to intersubjectivity and blurred boundaries between self and other that influence any representation of a life.

Biography, as both genre and research method, involves not only gathering data about a specific individual, either living or deceased, but also interpreting these data in order to create a representation or portrayal of particular aspects of the subject's life and times. As well, biography and biographical methods currently are subject to questions that frame debates in a variety of disciplines regarding the possibility or impossibility of any one truthful retelling of any individual's life; the influence of the researcher's historically and socially situated autobiographical contexts, discourses, and perspectives on constructions and depictions of the biographical subject; memory and its shifting contextual influences; and the role of the reader. Although this entry focuses on qualitative research methods typically associated with biographical research, it concurrently gestures toward current and contentious issues that characterize this genre of inquiry.

Typical Methods Utilized in Biographic Research

Whether one is interested in researching and representing the biography of a deceased individual or one who is living, qualitative researchers typically first must attend to ways and reasons why they have chosen particular persons as subjects for biographical research. Researchers also must locate and decide on which pertinent archival or repository materials might be further researched and analyzed, whom they might wish to interview in relation to the subject, and in what document analyses, beyond formally archived materials—including, for example, newspapers, letters, diaries, journals, video- and audiorecordings of the subject—they might need to engage further. Also, researchers might wish to involve themselves in some form of participant observation or nonparticipant observation (the researcher observes, but is not an active participant) to research places and contexts in which their subjects live(d) and work(ed).

The Biographer's Relation to the Subject

Biographers traditionally have chosen exemplary or well-known individuals as subjects of their inquiry. However, recent theorizing in the disciplines of history, sociology, anthropology, literature, education, and psychology as well as within women's studies and ethnicity studies, for example, have highlighted a need to attend to historically underrepresented individuals. Such emphases also highlight the necessity of attending to ways in which these potential biographical subjects both have constructed themselves and have been constructed by particular historical and social-cultural circumstances, power relations, and prevailing discourses.

Therefore, qualitative researchers, no matter what their subject choices, must attend to their reasons for [Page 62] selecting the particular subject of their biographical inquiry. Researchers initially should spend some time examining motivations for their choices, including their degree of attachment or nonattachment to their intended subjects as well as the ways in which their own autobiographic positions and social, historical, or cultural contexts will influence their data interpretations and representations. Such self-reflexive work, further including attention to which details the researcher chooses to discuss or not discuss in the final account, is crucial in order that the contemporary biographer not appear either as omniscient or as absent in the portrayal of an individual's life and work.

Archival Materials

Qualitative researchers may well choose subjects whose work and personal lives are catalogued within special collection repositories or archives, most often housed in public as well as college and university libraries. These repositories or archives hold government, business, or organization materials and records deemed to have permanent historical value. Repositories, in particular, have collection goals that often include documentation of the lives of less well-knownindividuals as well as famous persons. In the United States, the National Archives and Records Service maintains the archives of the federal government. Other reference tools that will help researchers identify appropriate repositories include the National Union Catalog of Manuscripts Collections, produced by the Library of Congress and available online; the On Line Union Catalog, which is updated daily and chronicles records at member libraries around the world as well as the Library of Congress; and the Research Libraries Information Network, which contains descriptions of nonbook materials held in and outside the United States.

Researchers must familiarize themselves with various institutions’ specific requirements for access to archival and repository materials and should establish primary contact with institutions’ reference staffs. Qualitative researchers, most often concerned with in-depth examination of all materials and interactions associated with their subjects’ lives over time, perhaps will need to make multiple visits to any one site and will want to write ahead to institutions to inform them of their visits, noting date of arrival, major research focus, and length of stay. The Archival Code of Ethics of the Society of American Archivists prevents archivists from describing to others, without permission, any details of a researcher's work.

Another method utilized by most biographers is the in-depth interview, either of the living subject as well as associated individuals whose perspectives and interactions can inform the biographer's interpretations or of individuals who, in various ways, have insights about a subject of historical interest.

Again, issues of access are pertinent here. Biographers cast a wide net in terms of identifying appropriate individuals to interview and usually plan on a series of extended and multiple interviews, if possible. One of the primary tasks facing the biographer is contacting and making arrangements for face-to-face interviews; phone interviews are a secondary possibility, but should be avoided if at all possible because of the importance of nonverbal cues and interactions between researcher and participant.

Contemporary qualitative researchers are aware of the interview itself not only as a means of gathering data from another individual, but also as an active, participatory, and often unpredictable event in which both interviewer and participant are constructing versions of what can get told within the contexts of their interactions as well as representations of self and other. Thus, even within the framing provided by structured or semi-structured interviews, in which the researcher constructs a list or series of questions, with appropriate probes, or follow-up questions, qualitative researchers must attend to ways in which their own perspectives, assumptions, expectations, and biases are influencing both the direction and tenor of the interview, per se. Researchers also need to attend to ways in which participants are simultaneously guiding and setting the tone of the interview in interaction with the researcher, especially in terms of how much participants may choose to withhold or reveal, how they position themselves in relation to questions posed, and how meanings may shift over time and within various historical and social contexts for both participant and researcher.

Recreating a Life

Data analysis typically is the second stage of the interview process, as in any ethnographically oriented qualitative research method. However, to a biographer, the materials gathered are considered less as data and more as substances that may contribute to the recreation of a life. Although an ethnographer engages in coding data, biographers listen to interview tapes and [Page 63] focus on overall content, for example, as one means of developing or enlarging their interpretive lenses. Although the mechanics of coding data receive major attention from many qualitative research methods texts, and biographers may want to familiarize themselves with various coding techniques prescribed initially to construct major themes from data, biographers tend to focus on relating those particular themes to larger interpretations about the subject's life and times.

Thus, biographers must attend to questions raised by current debates across the disciplines most closely associated with biographical research to consider in what ways data gained not only from interviews, but also from a variety of ethnographically as well as historically oriented research methods may contain not only facts about the subject at hand, but also evidence of the complexities, uniqueness, ambiguity, and indeterminateness of any lived life.

Biography as Personal Inquiry

Biographers need to decide, in both their interpretive and writing processes, what emphases they will place on their own interpretive influences, which may include but are not limited to their disciplinary preparation, theoretical and epistemological orientations, and social, historical, cultural, and autobiographical positions and situations. Such decisions are imperative within the processes of data gathering from interviews, participant or nonparticipant observations, and document, archival, and repository research as well as within the processes of the writing of the biography, per se. One of the most current challenges and simultaneous paradoxes of doing biographical research involves the necessary self-reflexive work of biographers in relation to their constructions of themselves as well as of their biographical subjects. Given the continuing grappling with the crisis of representation in qualitative research, writ large, this challenge and accompanying paradox promise much in terms of researchers working to create new and fresh biographical methods and forms of inquiry.

• Document Analysis
• Life Stories
• Oral History
• Reflexivity

Further Readings

• A/r/tography
• Action Research
• Advocacy Research
• Applied Research
• Appreciative Inquiry
• Artifact Analysis
• Arts-Based Research
• Arts-Informed Research
• Autobiography
• Autoethnography
• Basic Research
• Clinical Research
• Collaborative Research
• Community-Based Research
• Comparative Research
• Content Analysis
• Conversation Analysis
• Covert Research
• Critical Action Research
• Critical Arts-Based Inquiry
• Critical Discourse Analysis
• Critical Ethnography
• Critical Hermeneutics
• Critical Research
• Cross-Cultural Research
• Discourse Analysis
• Duoethnography
• Ecological Research
• Emergent Design
• Empirical Research
• Empowerment Evaluation
• Ethnography
• Ethnomethodology
• Evaluation Research
• Evidence-Based Practice
• Explanatory Research
• Exploratory Data Analysis
• Feminist Research
• Field Research
• Foucauldian Discourse Analysis
• Genealogical Approach
• Grounded Theory
• Hermeneutics
• Heuristic Inquiry
• Historical Discourse Analysis
• Historical Research
• Historiography
• Indigenous Research
• Institutional Ethnography
• Institutional Research
• Interdisciplinary Research
• Internet in Qualitative Research
• Interpretive Inquiry
• Interpretive Phenomenology
• Interpretive Research
• Market Research
• Meta-Analysis
• Meta-Ethnography
• Meta-Synthesis
• Methodological Holism Versus Individualism
• Methodology
• Mixed Methods Research
• Multicultural Research
• Narrative Analysis
• Narrative Genre Analysis
• Narrative Inquiry
• Naturalistic Inquiry
• Observational Research
• Orientational Perspective
• Para-Ethnography
• Participatory Action Research (PAR)
• Performance Ethnography
• Phenomenography
• Phenomenology
• Place/Space in Qualitative Research
• Playbuilding
• Portraiture
• Program Evaluation
• Q Methodology
• Readers Theater
• Social Justice
• Social Network Analysis
• Survey Research
• Systemic Inquiry
• Theatre of the Oppressed
• Transformational Methods
• Unobtrusive Research
• Value-Free Inquiry
• Virtual Ethnography
• Virtual Research
• Visual Ethnography
• Visual Narrative Inquiry
• Bricolage and Bricoleur
• Connoisseurship
• Dance in Qualitative Research
• Ethnopoetics
• Fictional Writing
• Film and Video in Qualitative Research
• Literature in Qualitative Research
• Multimedia in Qualitative Research
• Music in Qualitative Research
• Photographs in Qualitative Research
• Photonovella and Photovoice
• Poetry in Qualitative Research
• Researcher as Artist
• Storytelling
• Visual Research
• Association for Qualitative Research (AQR)
• Center for Interpretive and Qualitative Research
• International Association of Qualitative Inquiry
• International Institute for Qualitative Methodology
• ResearchTalk, Inc.
• ATLAS.ti"(Software)
• Computer-Assisted Data Analysis
• Diction (Software)
• Ethnograph (Software)
• Framework (Software)
• HyperRESEARCH (Software)
• MAXqda (Software)
• NVivo (Software)
• Qualrus (Software)
• SuperHyperQual (Software)
• TextQuest (Software)
• Transana (Software)
• Analytic Induction
• ATLAS.ti" (Software)
• Audience Analysis
• Axial Coding
• Categorization
• Co-Constructed Narrative
• Codes and Coding
• Coding Frame
• Comparative Analysis
• Concept Mapping
• Conceptual Ordering
• Constant Comparison
• Context and Contextuality
• Context-Centered Knowledge
• Core Category
• Counternarrative
• Creative Writing
• Cultural Context
• Data Analysis
• Data Management
• Data Saturation
• Descriptive Statistics
• Discursive Practice
• Diversity Issues
• Embodied Knowledge
• Emergent Themes
• Emic/Etic Distinction
• Emotions in Qualitative Research
• Ethnographic Content Analysis
• Ethnostatistics
• Evaluation Criteria
• Everyday Life
• Experiential Knowledge
• Explanation
• Gender Issues
• Heteroglossia
• Historical Context
• Horizonalization
• Imagination in Qualitative Research
• In Vivo Coding
• Indexicality
• Interpretation
• Intertextuality
• Liminal Perspective
• Literature Review
• Lived Experience
• Marginalization
• Membership Categorization Device Analysis (MCDA)
• Memos and Memoing
• Meta-Narrative
• Negative Case Analysis
• Nonverbal Communication
• Open Coding
• Peer Review
• Psychological Generalization
• Rapid Assessment Process
• Reconstructive Analysis
• Recursivity
• Research Diaries and Journals
• Research Literature
• Researcher as Instrument
• Researcher Sensitivity
• Response Groups
• Rhythmanalysis
• Rigor in Qualitative Research
• Secondary Analysis
• Selective Coding
• Situatedness
• Social Context
• Systematic Sociological Introspection
• Tacit Knowledge
• Textual Analysis
• Thematic Coding and Analysis
• Theoretical Memoing
• Theoretical Saturation
• Thick Description
• Transcription
• Typological Analysis
• Understanding
• Video Intervention/Prevention Assessment
• Visual Data
• Visual Data Displays
• Writing Process
• Active Listening
• Audiorecording
• Captive Population
• Closed Question
• Cognitive Interview
• Convenience Sample
• Convergent Interviewing
• Conversational Interviewing
• Covert Observation
• Critical Incident Technique
• Data Archive
• Data Collection
• Data Generation
• Data Security
• Data Storage
• Diaries and Journals
• Email Interview
• Focus Groups
• Free Association Narrative Interview
• In-Depth Interview
• In-Person Interview
• Interactive Focus Groups
• Interactive Interview
• Interview Guide
• Interviewing
• Leaving the Field
• Narrative Interview
• Narrative Texts
• Natural Setting
• Naturalistic Data
• Naturalistic Observation
• Negotiating Exit
• Neutral Question
• Neutrality in Qualitative Research
• Nonparticipant Observation
• Nonprobability Sampling
• Observation Schedule
• Open-Ended Question
• Participant Observation
• Peer Debriefing
• Pilot Study
• Probes and Probing
• Projective Techniques
• Prolonged Engagement
• Psychoanalytically Informed Observation
• Purposive Sampling
• Quota Sampling
• Random Sampling
• Recruiting Participants
• Research Problem
• Research Question
• Research Setting
• Research Team
• Researcher Roles
• Researcher Safety
• Sample Size
• Sampling Frame
• Secondary Data
• Semi-Structured Interview
• Sensitizing Concepts
• Serendipity
• Snowball Sampling
• Stratified Sampling
• Structured Interview
• Structured Observation
• Subjectivity Statement
• Telephone Interview
• Theoretical Sampling
• Triangulation
• Unstructured Interview
• Unstructured Observation
• Videorecording
• Virtual Interview
• Ethnography (Journal)
• Field Methods (Journal)
• Forum: Qualitative Social Research (Journal)
• International Journal of Qualitative Methods
• Journal of Contemporary Ethnography
• Journal of Mixed Methods Research
• Narrative Inquiry (Journal)
• Oral History Review (Journal)
• Qualitative Health Research (Journal)
• Qualitative Inquiry (Journal)
• Qualitative Report, The (Journal)
• Qualitative Research (Journal)
• Advances in Qualitative Methods Conference
• Ethnographic and Qualitative Research Conference
• First-Person Voice
• Interdisciplinary Qualitative Studies Conference
• International Congress of Qualitative Inquiry
• International Human Science Research Conference
• Publishing and Publication
• Qualitative Health Research Conference
• Representational Forms of Dissemination
• Research Proposal
• Education, Qualitative Research in
• Evolution of Qualitative Research
• Health Sciences, Qualitative Research in
• Humanities, Qualitative Research in
• Politics of Qualitative Research
• Qualitative Research, History of
• Social Sciences, Qualitative Research in
• Confidentiality
• Conflict of Interest
• Disengagement
• Disinterestedness
• Empowerment
• Informed Consent
• Insider/Outsider Status
• Intersubjectivity
• Key Informant
• Marginalized Populations
• Member Check
• Over-Rapport
• Participant
• Participants as Co-Researchers
• Reciprocity
• Researcher–Participant Relationships
• Secondary Participants
• Virtual Community
• Vulnerability
• Generalizability
• Objectivity
• Probability Sampling
• Quantitative Research
• Reductionism
• Reliability
• Replication
• Ethics Review Process
• Project Management
• Qualitative Research Summer Intensive
• Research Design
• Research Justification
• Theoretical Frameworks
• Thinking Qualitatively Workshop Conference
• Accountability
• Authenticity
• Ethics and New Media
• Ethics Codes
• Institutional Review Boards
• Integrity in Qualitative Research
• Relational Ethics
• Sensitive Topics
• Audit Trail
• Confirmability
• Credibility
• Dependability
• Inter- and Intracoder Reliability
• Observer Bias
• Subjectivity
• Transferability
• Translatability
• Transparency
• Trustworthiness
• Verification
• Discursive Psychology
• Chaos and Complexity Theories
• Constructivism
• Critical Humanism
• Critical Pragmatism
• Critical Race Theory
• Critical Realism
• Critical Theory
• Deconstruction
• Epistemology
• Essentialism
• Existentialism
• Feminist Epistemology
• Grand Narrative
• Grand Theory
• Nonessentialism
• Objectivism
• Postcolonialism
• Postmodernism
• Postpositivism
• Postrepresentation
• Poststructuralism
• Queer Theory
• Reality and Multiple Realities
• Representation
• Social Constructionism
• Structuralism
• Subjectivism
• Symbolic Interactionism

Sign in to access this content

Get a 30 day free trial, more like this, sage recommends.

We found other relevant content for you on other Sage platforms.

Have you created a personal profile? Login or create a profile so that you can save clips, playlists and searches

• Sign in/register

Navigating away from this page will delete your results

Please save your results to "My Self-Assessments" in your profile before navigating away from this page.

Sign in to my profile

Please sign into your institution before accessing your profile

Sign up for a free trial and experience all Sage Learning Resources have to offer.

You must have a valid academic email address to sign up.

Get off-campus access

• View or download all content my institution has access to.

Sign up for a free trial and experience all Sage Learning Resources has to offer.

• view my profile
• view my lists