DOI 10.1007/s11135-006-9000-3
Quality & Quantity (2007) 41:233–249 © Springer 2006
Validity and Qualitative Research: An
Oxymoron?
ANTHONY J. ONWUEGBUZIE
1,∗
and NANCY L. LEECH
2
1
Department of Educational Measurement and Research, University of South Florida, College
of Education, Tampa, FL, USA;
2
Division of Educational Psychology, School of Education
and Human Development, University of Colorado at Denver and Health Sciences Center,
Denver, CO, USA
Abstract. Although the importance of validity has long been accepted among quantitative
researchers, this concept has been an issue of contention among qualitative researchers.
Thus, the first purpose of the present paper is to introduce the Qualitative Legitimation
Model, which attempts to integrate many of the types of validity identified by qualita-
tive researchers. The second purpose of this article is to describe 24 methods for assessing
the truth value of qualitative research. Utilizing and documenting such techniques should
prevent validity and qualitative research from being seen as an oxymoron.
Key words: qualitative research, legitimation, validity, criteria, standards, rigor, accountability
1. Framework for Establishing Design-Specific Legitimacy in Qualitative
Research
Validity in qualitative research has been operationalized in a myriad of
ways. To date, no one definition of validity represents a hegemony in quali-
tative research. In fact, it appears that all the conceptualizations of validity
are appropriate at least for some qualitative research designs. As such, each
of these existing models appear to have merit. This provides support for Ei-
senhart and Howe’s (1992) contention of a unitary concept of validity with
different design-specific conditions.
Surmising that there are threats to internal and external validity at
the three major stages of the research process (i.e., research design/data
collection, data analysis, and data interpretation), Onwuegbuzie (2003a)
developed a model to expand Campbell and Stanley’s (Campbell, 1957,
1963a, 1963b; Campbell and Stanley, 1963) threats to internal and external
validity. However, in any particular quantitative research study, the research
∗
Author for correspondence: Department of Educational Measurement and Research,
College of Education, University of South Florida, 4204 East Fowler Street, EDU 162,
Tampa, FL 33620-7750, USA. E-Mail: tonyonwuegbuzie@aol.com.
@Phil_Robichaud
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