A Book Review of Marilyn Lichtman’s Qualitative Research in Education: A User’s Guide

Abstract

This review offers you a blend of two perspectives on Marilyn Lichtman’s book Qualitative Research in Education: A User’s Guide published in 2006 by Sage Publications; that of a graduate student beginning PhD studies along with that of a dissertation supervisor, teacher, and editor. At times our voices converge and at other times we speak individually. Sally: I read this book for the purposes of writing a review and invited Karen to read it as an entree into doctoral research studies. Karen: I read this book from a beginner’s perspective. Overwhelmed by the literature about qualitative research, the invitation to read and review Lichtman’s work was a gift; it offered a starting place to clarify my own understanding of the traditions, influences, and new advances that will impact my own choices as a qualitative researcher. Qualitative Research in Education: A User’s Guide does exactly what it sets out to do. The back cover says that the book “Provides those new to the field with a blend of practical and theoretical information on conducting qualitative research in education.” Lichtman writes with a welcoming, confidence-building style that gives permission to be curious and open to the possibilities that qualitative research offers. Each chapter ends with examples of the exercises and activities that Professor Lichtman assigns her own students, allowing insight into the step-by-step competency building that is required to hone researching skills. In the preface Lichtman invites us to make meaning of her writing and to own our interpretation. “You will need to decide what is important and what you accept. Since qualitative research has no right answers, this puts you in a state of flux” (p. xvi). Aware of the complexity that beginning qualitative researchers face as they make decisions about their own research designs, Lichtman opens Chapter 1 with the anonymous quote, “Anyone who isn’t confused here doesn’t really understand what’s going on” (p. 3). Karen: Permission to be confused was exactly what I needed to dive in. Part 1 of the book focuses on traditions and influences in qualitative research. Chapters 1 through 4 offer an introduction and overview of the field, insights from the past, and a chapter titled, “Learning How to be a Qualitative Researcher.” There are comparisons and contrasts between quantitative and qualitative methodologies, and the