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Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis

University of Miami, School of Education, Department of Teaching and Learning, Room 312, P.O. Box 248065, Coral Gables, FL 33124-2040; bebeharry{at}aol.com. Her areas of special interest include disproportionate representation of minorities in special education and issues facing the families of culturally/linguistically diverse students

Keith M. Sturges, Research Analyst

Texas Center for Educational Research, 7703 North Lamar, P.O. Box 679002, Austin, TX 78767-9002; keith.sturges{at}tasb.org. His areas of special interest include school reform, ethnographic and mixed method research and evaluation, and cultural studies of education

Janette K. Klingner, Associate Professor

University of Colorado, School of Education, Department of Special Education, 249 Education Building, Boulder, CO 80309-0249; janette.klingner{at}colorado.edu. Her areas of special interest include disproportionate representation of minorities in special education and reading comprehension strategy instruction for diverse populations

This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate how they applied grounded theory to this complex and sensitive topic. Emphasizing the social nature of decision making in special education, the authors point to the appropriateness of qualitative methods to the investigation of such issues.

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