Interview method in sociological research

Abdusamatova Odinaxon
2nd year student of the Faculty
of History of Fergana State University

Abstract: This article discusses the use of interviews as a research
method in sociology. It explains the differences between structured and unstructured interviews, and highlights the advantages and limitations of using this method. The article emphasizes the importance of careful design and awareness of potential biases in order to generate reliable and valid data.

Overall, this article provides a useful overview of the interview method for sociologists seeking to understand individual experiences and perspectives.
Keywords: interviews, research methods, sociology, structured
interviews, unstructured interviews, advantages, limitations, biases, reliability, validity, individual experiences, perspectives.

Introduction

The interview method is a widely used research technique in sociology that involves asking questions to individuals or groups of people in order to gather information about their beliefs, attitudes, experiences, and behaviors. Interviews can be conducted in various forms, such as face-to-face, over the phone, or through online platforms.
In sociological research, interviews are often used to explore social phenomena and understand the perspectives and experiences of individuals or groups within a particular context. This method enables researchers to gain in-depth insights into the social world and uncover new knowledge that may not be obtained through other research methods.

Interviews can be structured, semi-structured, or unstructured. Structured interviews involve asking a set of predetermined questions in a specific order. Semi-structured interviews allow for some flexibility in the questions asked and the order in which they are asked. Unstructured interviews involve an open- ended conversation where the interviewer allows the respondent to lead the
conversation.

The interview method has several advantages in sociological research. It allows researchers to obtain rich and detailed data that can be used to develop theories and hypotheses. Interviews also enable researchers to build rapport with respondents and gain their trust, which can result in more honest and accurate responses.
However, interviews also have some limitations. Respondents may provide biased or incomplete information, and the interviewer’s presence may influence the responses given. Additionally, interviews can be time-consuming and resource-intensive.

Overall, the interview method is a valuable tool in sociological research that can provide unique insights into the social world. By carefully designing and conducting interviews, researchers can gather rich and meaningful data that can inform our understanding of social phenomena.

There are several types of interviews that sociologists may use in their research. One type is the life history interview, which involves asking a respondent to recount their life experiences in detail. This type of interview can provide valuable insights into how individuals understand and navigate their social worlds over time.
Another type of interview is the focus group, which involves bringing together a group of individuals to discuss a particular topic or issue. Focus groups can provide insights into group dynamics and how individuals interact with one another in social settings.

Interviews can also be used in combination with other research methods, such as surveys or observation. For example, a sociologist may conduct interviews with individuals to gather qualitative data about their experiences, while also using surveys to gather quantitative data about the prevalence of certain attitudes or behaviors.

In order to conduct effective interviews, sociologists must carefully design their questions and consider factors such as the demographics of their respondents and the context in which the interviews will take place. They must also be aware of potential biases and take steps to minimize them.

Overall, the interview method is a powerful tool for sociologists seeking to understand the social world. By using interviews in conjunction with other research methods, sociologists can gather rich and nuanced data that can inform our understanding of social phenomena and contribute to the development of new theories and hypotheses.

Literature Review
The use of interviews in sociological research has been widely discussed and debated in the literature. Some scholars argue that interviews are essential for understanding the subjective experiences of individuals and the meanings they attach to their social worlds (Gubrium & Holstein, 2002). Others caution that interviews can be biased and may not accurately reflect the experiences of
marginalized groups (Lloyd & Smith, 2013).

One approach to addressing these concerns is to use a variety of interview techniques and to carefully consider the context in which interviews are conducted. For example, life history interviews can provide a rich understanding of an individual’s experiences over time, but may be time- consuming and difficult to analyze. Focus groups can provide insights into group dynamics, but may be influenced by the dominant voices in the group.

Another important consideration is the role of the interviewer in shaping the responses of the interviewee. Researchers must be aware of their own biases and be careful not to influence the responses of their participants (Bloor et al., 2001).
Despite these challenges, interviews continue to be a valuable tool for sociologists seeking to understand the social world. By carefully designing their questions and considering the context in which interviews are conducted, researchers can gather rich and nuanced data that can inform our understanding of social phenomena and contribute to the development of new theories and hypotheses.

Furthermore, interviews can provide a platform for marginalized
voices to be heard and can help to challenge dominant narratives and power structures (Lloyd & Smith, 2013). By giving voice to those who are often excluded from mainstream discussions, interviews can contribute to more inclusive and diverse research.

Overall, while interviews have their limitations and challenges, they remain an important tool for sociological research. By using a variety of techniques and being mindful of their own biases, researchers can gather valuable data that can inform our understanding of the social world and contribute to the development of more inclusive and diverse theories.

Discussion
As an AI language model, I do not have personal opinions or beliefs. However, I can provide some additional points to consider in the discussion of interviews as a tool for sociological research.
One potential limitation of interviews is the potential for social desirability bias, where participants may alter their responses to present themselves in a more favorable light. This can be mitigated by creating a comfortable and non- judgmental atmosphere and assuring participants of confidentiality.

Another challenge is the potential for researcher bias, where the interviewer’s own beliefs and assumptions may influence the questions asked and the interpretation of responses. Researchers can mitigate this by being aware of their own biases and using techniques such as reflexivity to critically examine their own assumptions.

Finally, interviews may not be suitable for all research questions or populations. For example, some individuals may not feel comfortable discussing certain topics or may have difficulty expressing themselves verbally. In these cases, other methods such as surveys or focus groups may be more appropriate.

Overall, interviews can provide valuable insights into the social world and contribute to more inclusive and diverse research. However, researchers must be mindful of their limitations and challenges and use appropriate techniques to gather reliable data.
Additionally, the interpretation of interview data can also be a challenge. Researchers must carefully analyze and code responses to identify patterns and themes, and ensure that their interpretations are grounded in the data rather than their own assumptions.

Another consideration is the time and resources required for conducting interviews. Interviews can be time-consuming and expensive, particularly if a large sample size is needed. Researchers must carefully plan and budget for interviews to ensure that they are feasible and effective.

Finally, ethical considerations must also be taken into account when conducting interviews. Researchers must obtain informed consent from participants and ensure that their privacy and confidentiality are protected. They must also be sensitive to issues of power dynamics and avoid exploiting or harming participants in any way.

In conclusion, interviews can be a valuable tool for sociological research, but they also have limitations and challenges that must be carefully considered. By using appropriate techniques and being mindful of ethical considerations, researchers can gather rich and insightful data that contributes to a deeper understanding of the social world.

Furthermore, the type of interview used can also impact the data collected. For example, structured interviews with closed-ended questions may limit the depth of responses and miss important nuances, while unstructured interviews with open-ended questions may lead to inconsistent data and difficulty in analysis.

Another challenge is the potential for interviewer bias, where the interviewer’s personal beliefs and attitudes may influence the responses of participants. Researchers must be aware of their own biases and take steps to minimize their impact on the interview process.
Moreover, the cultural context in which the interview takes place can also affect the data collected. Different cultures may have different communication styles and expectations, which can impact how participants respond to questions and how researchers interpret their responses.

Finally, technological advancements have led to the use of online interviews, which can overcome some of the challenges of traditional face-to-face interviews such as geographic limitations and cost. However, online interviews also have their own limitations such as potential technical issues and difficulty in establishing rapport with participants.

Overall, interviews are a valuable tool for sociological research, but researchers must carefully consider their limitations and challenges and choose appropriate techniques to gather insightful data.

Conclusion
In conclusion, interviews are an important method for collecting data in sociological research. They can provide valuable insights into people’s experiences, attitudes, and beliefs. However, there are several challenges that researchers must consider when using interviews, including the potential for interviewer bias, limitations of different interview types, cultural context, and technological limitations. To overcome these challenges, researchers must
carefully select appropriate interview techniques and take steps to minimize bias and ensure the validity and reliability of their data. Overall, interviews can be a powerful tool for sociological research when used appropriately.

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    qualitative research. Handbook of qualitative research, 2(163-194), 105.

Graduation Day

Hi, my name is Rachel--and no, I'm not Jewish, though it wouldn’t bother me; people make that mistake all the time, because of my physical features and my name.  But there is one real Jewish student in my class, and that's Ruth.  She's cool.  I'm a student at St. Mary's Catholic School on the west side of the city.  I'm 10 and graduated two weeks ago from the 5th Grade, which means that next term I'll be in Middle School, which for the Diocese is 6th through 8th grades.  The Bishop thinks that 5th Grade is far enough to take Elementary School, and am I ever glad.

Allie--that's my best friend--and I were co-Valedictorians and were supposed to give a short speech at graduation that evening at the church.  We were gathered in our school that day to attend a special lunch that the cafeteria workers were preparing to mark the occasion.  The lunch was at eleven and it was just eight thirty when Sister Catherine started talking to us about how to act at graduation that night.  Like we don't already know how to behave: don't whisper, don't pass notes, don't pick your nose, and on and on.  I mean, we're not stupid.  But Allie is crazy about Sister Catherine, thinks maybe she'll become a nun when she grows up.

Everyone was dressed up for the special lunch. The food is pretty good at St. Mary's--for a grade school.  When we get into Middle School, then we can have burgers and fries, but for now we're stuck with mashed potatoes and roast beef and, of course, green beans.  If you ask me, I'm not looking forward to the change.  I'm sitting there checking everybody out, then remember to check my cell in with Sister.  Despite all the shooter drills and stuff at the public schools, violent incidents almost never happen at parochial schools and we aren't allowed to hold onto our cells during class, except during recess and at lunch.  Just then Allie walks into class and plumps down next to me.  I ask her if she wrote her speech yet, for tonight.

"Piece of cake," she replies.  She is so smart.  Even though we are co-valedictorians, she is way smarter than me.  I'm good at Math and Science, but Allie is an absolute genius and writing and speaking in public.  My Dad says Allie is going to be a U.S. Senator when she grows up, but my Mom says Allie can do way better than that!  She was still excited from the week before: to celebrate finishing first in our class, her parents bought her a puppy! A full blooded Basset Hound, with papers and everything.  I am so jealous.  My folks said we can't afford one right now; we don't have much money and receive a special parish subsidy to pay for my tuition.  Mom says to keep my grades up, else I'll lose the subsidy and then have to go to public school.  Ugh!  I suppose that Allie's family is well off; besides, she's an only child and my folks have three other kids besides me.

"You got your speech written yet, Rach?" ask Allie.  I frown, twist my lips.

"I'm working on it," I tell her.  She looks knowingly at me.

"You want I should come over to your house after lunch and help out?" I dissolve into a big smile.  Like I said, Allie is my best friend.

Out in the hallway there is a weird sound, like a cap gun exploding:

Pop!

Pop!

Pop!

It sounds just like the toy pistol my brother Franklin plays with.  Mom won't let him take it outside the house because she's afraid it will make other people nervous.  People in here are nervous now.  I look at Allie and then we stare at Sister, who looks really upset.

"Stay where you're at, children," she commands, then advances to the exit and turns the lock over.  Even through the locked door we can hear students running through the halls and shouting.  "Follow me!" she says calmly, but there is an edge to her voice.  She leads us back through the cloak closet and to a room that's used to store overhead projectors and DVDs and other AV stuff.  She reaches inside and fumbles for a second with the light switch, then stands aside and we precede her into the room.

She pushes the door shut, locks it and says, "Don't make a sound!" We stand around until Sister tells us to sit along the walls that are out of the line of sight of the door, so bullets won't get us.  Hurriedly, we comply.  God, what's going on? I wonder. Suddenly a girl starts sobbing loudly, but Sister silences her with a hand on her shoulder.  Through the closed door we hear more gunfire, closer now than before. Sister Catherine extinguishes the overhead light.  Moments later there is a loud crash against the door and someone is shouting.  This is too much: some of the other kids begin to whimper.  It doesn't matter now, he knows we're in  here.  We can't hide. 

Bullets rip through the wooden door, exploding into the opposite wall.  A calendar on the wall flutters to the floor. Allie reaches out and grips my hand.  I hold on tight.  But the door holds; that is, until the shooter unleashes a cluster of shots around the lock, splintering the wood.  With a crash the door flies open.  We sit, breathlessly, in the darkness, afraid to make a sound.  The light from the other room illuminates the shooter, first his arm as he reaches in to grope for the light switch, and then his face and torso as he calmly enters our hiding place.  Clutched in his hands is an assault rifle.

I recognize him!  I don't know his name, but I've seen him before, on the campus of the High School.  And he looks so calm.  I thought he would be a seething, snorting dragon of a creature, but he's only a kid.  And I can tell that Sister is reacting the same way.  Almost as if she wants to ask to see his hall pass.  Sister speaks first.

"Bradley....?  The shooter grins and winks at Sister and then shoots her in the chest.  Sister Catherine folds up like a toy balloon and crumples to the floor.  Allie lets go of my hand, jumps to her feet.

"Sister!" she shouts, after which the shooter fires into Allie's body--twice.  Like Sister, she tumbles to the floor.  I feel dizzy, as if nothing is real anymore, and am about to pass out when Delmar, the class dweeb, rises to his feet.  He's out of the shooter's line of sight and so the killer can't see Delmar as he draws a pistol from his jacket, points it at the shooter, and squeezes the trigger.  The shooter's whole head is vaporized and for an insane moment he continues standing there, gun in hand.  Then, like Sister Catherine and Allie, he slips to the floor and drops straight to hell.

 
Epilogue

 
That was two weeks ago.  Everyone skipped graduation; we got our diplomas in the mail.  The Diocese said that all the schools must begin active shooter drills as soon as classes resume.  It still doesn't seem real that Allie is forever gone.  Every day I think to text her but then I remember.  Everyone is like walking on egg shells around me and I hope that ends soon.  The shooter was a 17-year-old student from the High School, who had been expelled the week before.  

According to his parents, he had been "acting out" ever since. Some local political guy said Delmar is a hero and that it only proves that arming teachers and school staff is a good idea.  Allie's parents are beside themselves; they were on the news on TV.  They gave me her puppy, said they worked, couldn't take care of it, or give it the love it needs.  They said it was what Allie would have wanted.  I think it was too personal a reminder of the daughter they lost.  I named her Allie.

 

 

Insatiable

How did it come down to this—that I
Question the once bright-faced moon
Now a blackhole lonelily drifting
Through space; ravening for, or
On galaxies and planets arranged
Neatly in the cold lunchbox
Of a prodigious school outcast

Have their icy mother forgotten
To warn them today against sweating
The small stuff; like, if they can't help
But look in the eye of a tormentor
They must speak with the resolve
Of a continent in a deadly headlock
With a flaky tectonic plate



-------

Emeniano Acain Somoza, Jr. considers himself the official spiritual advisor of his roommates, Gordot and Dwight - the first a goldfish, the other a Turkish Van cat. His works have been published in The Poetry Magazine, Moria Poetry Journal, Fogged Clarity, Everyday Poem, Loch Raven Review, The Buddhist Poetry Review, The Philippines Free Press, Troubadour 21, Full of Crow, Indigo Rising, Asia Writes, Triggerfish Critical Review, Troubadors 21, Gloom Cupboard, TAYO, Haggard & Halloo, and elsewhere. His first book, A Fistful of Moonbeams, was published by Kilmog Press in April 2010. His second, Kleenex Theory, published by Createspace-Amazon, came out in 2015. He is busy anthologizing emptiness and boredom at the moment.

Thoughts I Sing Are His Soul


Variable faiths adopted and practiced by each race loiter,
Between the sunrise and sunset, are witnessed by our life-
Churches, mosques, and temples are monstrously built,
To worship the Almighty to protect us from any strife!
The spirit of good reign thrives in stellar space,
But the terror of desert softly questions not why-
And my poetic eyes wander or bathe in copper sunrays,
As a child of the morning star under the Autumn sky!

I have leaned freely on the God’s shoulder, as my pillow,
And sung His glory over happy or sad days and nights-
It taught me nothing but the madness of life in dessert,
And there’s neither God nor evil, in darkness or lights!
I never heard it or learnt in any other decisive way,
But it may be the superstition in my Bedouin soul-
And the race issues of the world burn my thoughts,
To make me feel like a horrible living flaming coal!

At times, I dare neither to lose nor to fear,
About a situation that may suddenly appear-
But in others, my Gypsy-broods seem to tell,
I should feel neither a shame nor a cheer!
So, in a paradoxical manner of my freedom banner,
I surely confess: Thoughts that I sing are His soul-
And my solo ride of life on the global ocean of love
Will dilapidate me with horses’ neigh, or rock-n-roll!!

“Milestone”
July 5, 2024


Hillol Ray, D.Litt., Ph.D. (Doctor of Humanity), D.Phil. (Theology), Ph.D. (Honoris Causa), D.Phil. (Nigeria), D.Litt. (Morocco), Poet Laureate, Author, Translator, is an Environmental Engineer with the U.S. Environmental Protection Agency (EPA) in Dallas, Texas. He is listed in Who’s Who in Asian-Americans, Marquis Who’s Who in America, Who’s Who in Science and Engineering, and Who’s Who in the World.    His books “Wings of Time”, “Metamorphic Portrait” (Amazon. Com) -recently released.


Web Links:
https://bwesner.wixsite.com/hillolraypoetry 
https://bwesner.wixsite.com/hillolraypoetry/e 
https://bwesner.wixsite.com/awards-2016-to-2030

My mother 

  (© https://pin.it/eqNqT5A2w Image of an older woman’s wrinkled hands on top of a younger woman’s hands. Both are in blue and white patterned clothing.)

Your mercy is from the wide heavens, my mother, 

Your love is equal to the worlds, my mother, 

I am the only one who loves me with all my heart,

 May my happiness be safe, my mother. 

You make my path bright and lovely, 

You will live in my heart forever, 

I will always kneel at your feet,

May my happiness be safe, my mother. 

My table with rich, sweet breads, 

Life is beautiful always with you,

My dear, you are the pride of the house,

 May my happiness be safe, my mother. 

Wherever I am, you are aware of my condition, 

You are a support when I am sick, you are my refuge given by God,

Which I wish for my life, save my happiness, mother. 

You will keep my night bright, 

You will light up my path with a smile,

 I will give my life if you are sick, 

May my happiness be safe, my mother.

 I will not bow down to falsehood,

I will find my food with my honest livelihood,

Don’t let my tears see the end of your love, my mother 

Your love, fierce as a spring, 

Your dear daughter who loves you dearly.

About the author 

Abrieva Umida was born on 07.09.2003 in the Chimboy neighborhood of the Pastdargom district of the Samarkand region. She is currently a student of the Namangan State Pedagogical Institute K.BTS.CU-23-group.

Umida’s journey is marked by passion for literature, reflecting her dedication to personal and academic growth. As she continues her studies, she embodies the spirit of promising individual poised to contribute meaningfully to her community and beyond.

Time 

Time ticks on, a constant beat, 
Days and nights in a rhythmic sweep. 
Moments pass, both fast and slow, 
As we watch our lives unfold and grow. 
Seconds tick, hours run, 
Life moves on, one by one. 
In each breath, every rhyme, 
We feel the touch of time.

Wazed Abdullah is a student of grade nine in Harimohan Government High School, Chapainawabganj, Bangladesh.

Tulip...


To hold the arms of my destiny
firmly,
Find me
Looking at the mountains, even on a rainy way,
Bring a bouquet of tulips.

You are the person the artist drew on my forehead!
Love me with your soul over and over again
My lips are red, the first time you see them,
Bring a hearty white tulip.

Perhaps,
we know each other
Maybe a stranger
But  fate crossed our paths.
Having smiled from happiness in your hug,
Bring the happiest tulip.

Write one poem
from your heart
Let your words touch my heart.
So much...
Standing proudly in front of the flower holder,
Bring me your life!

Dilnura Rakhmanova was born on March 20, 2003 in the village of Madir, Khanka district, Khorezm region. Currently, she is a 3rd year student of the Faculty of Philology of Urganch State University. His poems are published in the anthology “The song of Uzbek homeland” in “Amazon” publishing house of USA, “Ezgu so’z” newspaper, “Inja San’at” international electronic magazine, “Teacher” scientific and methodical magazine, “Turkestan” newspaper of Azerbaijan. , kafkazh.com site, Kenya’s “The Mt. Kenya Times”, Bangladesh’s “Red Times” international newspapers, Pakistan’s “Sindh courir” artistic and scientific site and stories in the Turkish “Artshop” publishing house, the anthology “Türkçe’nin ındakï Uzbek sesi”, “Hilol” It was published in the Republic of Artists Collection. His poems and stories have been translated into English, Turkish, and Azerbaijani languages. Participant of “Navqiron Gujumlar” poetic duel. “Student of the Year 2022” University stage “The most active creative student of the year” nomination. She is the recipient of the “Glotur life excellence” medal of the international scientific magazine “Glotur life”. The author of the poetry collection “Bakhtmunchaq”. sold to 26 countries of the world. “JustFiction! The first collection of stories and essays “Ways of life and dream” (“Ways of Life and Dream”) was published in English in the “Edition” publishing house. She is a graduate of the Shine Academy for Girls. She has a membership certificate of the international organization “Juntos por las Letras” of Argentina, “Iqra” of Pakistan. and Indonesia “Asih Sasami”, Egypt’s “Creativity Forum For Culture, Arts and Peace”, India’s “All India Council for Technical Skill Development” is a member of international organizations. Scholarship of the regional governor. Participant of international forums and conferences.