Greetings fellow PCPers,

I am working on my dissertation and plan to elicit individual bipolar
constructs in a group setting. The elements would be the self and two other
elements in the role "college student" for a grid total of three elements. I
plan to use the difference method and the single triad (the total number in
the grid is three) to ask students to identify how two are alike (to
generate the similarity construct) and how the third is different (to
generate the opposite pole of similarity construct) Then I plan to ask them
to indicate with an x how the self is construed on the similarity/difference
continuum.

I then plan to qualitatively analyze the individually elicited constructs to
generate aggregated/super-ordinate constructs that apply to the group as a
whole. I have questions about this approach and would love to engage with
someone to discuss:

1) Dyadic vs. triadic implications (use of only one triad, is this valid?)
2) Point out a better administration/elicitation script
3) The feasibility (and validity) of creating aggregated constructs from a
qualitative analysis of individually elicited constructs.

The paragraph below is an abstract of my research interest and approach.
Please respond if you are interested in working with me on this; I am also
seeking a visiting scholar for my committee!
Best Regards,
Maggie

ABSTRACT
The relationship of lower socio-economic status (SES) - defined as
enrollment in a free or reduced lunch program, parent(s) occupation, and
parent(s) education level - and social class - defined as attending a public
secondary school with a high percentage of students on free or reduced
lunch, a low percentage of graduates continuing on to college, and a high
drop-out rate - and the decision to participate in higher education is
investigated. The research hypothesis is that lower SES students hold
specific perceptions of persons self-identified as college material and that
these perceptions - or constructs - differ from the students' personal
self-concept. Personal construct theory and the repertory grid (Kelly) is
used to elicit and collect individual constructs. Qualitative analysis of
individual constructs identifies super-ordinate themes applicable to the
students as a LSES group. Administration of an appropriate survey as
indicated from the construct analysis provides corroboration of the initial
data collection method.








Maggie C. Case, MPA, Ph.D. candidate
Adjunct Faculty
College of Graduate Business & Management
College of Business
University of Phoenix
Jacksonville, FL
904 - 347 - 1365




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