Chapter 13: Second Cycle Grounded Theory Coding Methods

Focused coding

Guadalupe-Diaz, X. L., & Jasinski, J. (2017). “I wasn’t a priority, I wasn’t a victim”: Challenges in help seeking for transgender survivors of intimate partner violence. Violence Against Women, 23(6), 772–792. 

Meyer, H. K., & Zempter, C. (online first, 2018). Staying true to the mission: How C-SPAN translated espoused into lived values to pull off a ‘boring’ social media strategy. Journalism. 

Axial coding

Cranmer, G. A., Anzur, C. K., & Sollitto, M. (2017). Memorable messages of social support that former high school athletes received from their head coaches. Communication & Sport, 5(5), 604–621. 

Kangas, S. E. N., & Cook, M. (online first, 2020). Academic tracking of English learners with disabilities in middle school. American Educational Research Journal. 

Theoretical coding

Cayir, E., Spencer, M., Billings, D., Messias, D. K. H., Robillard, A., & Cunningham, T. (online first, 2020). “The only way we’ll be successful”: Organizational factors that influence psychosocial well-being and self-care among advocates working to address gender-based violence. Journal of Interpersonal Violence. 

Further reading

Shepp, V., O’Callaghan, E., Kirkner, A., Lorenz, K., & Ullman, S. (2020). Sexual assault survivors who exchange sex: Identity, stigma, and informal responses from support providers. Affilia, 35(1), 105-128. 

Pavlakis, A. E., Conry, J. M., & del Rosal, K. (online first, 2019). Virtual and physical interactions in school-based spaces: Latinx parent engagement in a high-tech urban elementary school. Urban Education.