A Special Issue in Honor of Anselm Strauss

Qualitative Family Research

A Newsletter of the Qualitative Family Research Network
National Council on Family Relations

Volume 11, Numbers 1 & 2 November 1997

"Do not foreclose on the data!"

Memories of Anselm Strauss
By Ellen Olshansky
Duquesne University, Pittsburgh, PA

I have had the privilege and opportunity to teach grounded theory methodology to graduate
students for the past 12 years, both at the University of Washington School of Nursing in Seattle,
Washington, and now at Duquesne University in Pittsburgh, Pennsylvania. My approach to
teaching this kind of research process is founded on the work of Drs. Anselm Strauss and Leonard
Schatzman.

As a doctoral student at the University of California, San Francisco School of Nursing, I

was extremely fortunate to have studied with these two exceptional teachers and mentors. In fact, I
cannot write about my memories of Anselm without remembering Lenny, who continues to be my
friend, colleague and mentor and with whom I communicate regularly as I face the continued
challenges of teaching, learning and doing grounded theory research.

Prerequisite: Sense of Humor

I began my doctoral studies in 1981. During my first quarter of my first year I enrolled in a
field research course taught by Dr. Schatzman. The first day in the course knew that I was in the
right place, as Lenny said, "The most important prerequisite to talking this course is having a sense
of humor!" I stayed in the course, having, I hope, met that prerequisite, and the course, co-taught
by Dr. Juanita Wood, continued over two quarters. I knew that I was in the right place and that this
kind of research was for me!

At that time, Dr. Strauss was not on campus much, as he was in frail health. Those of us
just beginning our doctoral program did not know if we would even have the opportunity to take a
course from Anselm, let alone even meet him, and it was clear that his colleagues were concerned
about his health. Miraculously, however, Anselm returned to teaching the following year and I,
with several students in my cohort, enrolled in a Grounded Theory seminar taught by Anselm.

There were seven doctoral students in the seminar, including one who was pursuing her
doctorate in medical sociology and, in addition, Dr. Juliet Corbin, a recent graduate of UCSF's
doctoral program in nursing, attended the seminar, as she and Anselm were collaborating on
writing a book (Basics of Grounded Theory, which was published in 1990). After the first quarter
of this seminar, Anselm told us that he was really enjoying this seminar and that he would like to
continue teaching us. We, of course, were overjoyed and ended up taking two more quarters of

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seminar with him.

Doing Grounded Theory

During these three seminars, we learned grounded theory methodology in several ways.
One way was that each of us had the opportunity to bring in our own data from our own research,
sharing the data with the seminar group so that we could analyze it together, learning the process of
analysis as well as getting important feedback for our own research. Another way was that each of
us had the opportunity to engage in analysis of data brought in by our colleagues. A third way, and
the most memorable, was that we, as a group, decided to study hearing loss because Anselm had
hearing loss and he was willing to be our research informant. I will describe this third method, as it
provided an excellent strategy for learning.

Anselm strongly believed that the best way for us to learn how to actually do grounded
theory research was, in fact, to do it! Therefore, we thought that it would be a wonderful
experience for us, as a group, to conduct a grounded theory research study with Anselm's
supervision. We came upon the idea of studying hearing loss because Anselm, who had hearing
loss, agreed to be interviewed by us and then to assist us with analysis of the data collected from
the interviews.

Process More Important than Topic

The specific topic of study really was not as important as the process of doing the study, so
the topic of hearing loss was chosen based on availability of Anselm as both research
participant/informant and as mentor! It was a unique opportunity for us. As a group, we
interviewed Anselm several times and tape recorded the interviews One person was chosen as the
transcriber and then the transcripts served as our data, which we analyzed in seminar with
Anselm's supervision. Obviously, many limitations can be observed in doing a study this way, but
it was truly a heuristic exercise, which more than served that purpose! I, for one, feel that I gained
greater confidence in doing grounded theory research and I will always be grateful for this unique
experience.

My Strongest Memory

My strongest memory, from one of these heuristic sessions is when I said that I had an
analytic interpretation of the data, and Anselm put his hand gently on my arm and said softly but
determinedly and with a supportive smile, "Don't foreclose on the data!" I realized then that we had
not yet "fractured" the data enough to be able to put it back together. I also truly learned something
at that moment that I will never forget. In fact, I often tell my students not to "foreclose on the
data," and as I do, I always remember Anselm in that seminar session.

"Ans" and "Len"

I remember a dinner that Lenny had at his house for us students who were pursuing study
of grounded theory. Anselm came to that dinner and it was a great chance to be with Anselm and
Lenny in an informal setting. Lenny's wife, Sylvia, made a delicious dinner (I think it was lasagna)
and we all sat around eating, talking, laughing and generally having a wonderful time. Lenny
always referred to Anselm as "Ans," and Anselm referred to Lenny as "Len."

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 I have a memory of coming up with an "aha" experience in analyzing my own data for my
doctoral dissertation while sitting at Lenny's kitchen table one Sunday afternoon, while Lenny was
on the phone talking with one of his relatives and his wife, Sylvia, was in the living room. I
strongly believe that it was the informality in the environment, even within the walls of the
university, created by both Anselm and Lenny, that encouraged our learning. My own approach to
teaching and learning has been profoundly influenced by their approach.

Those of us who knew Anselm and who studied with him will continue to have wonderful
memories of him as a gentle person and mentor who provided unforgettable experiences of
learning grounded theory. My own hope is that I can assist others as they learn this method and
that I can continue to learn froom these memories as well as from Lenny's wealth of knowledge
and inspiration as he pursues his own ideas that have so influenced so many of us. The experience
of learning from and studying with Anselm and Lenny is something that I will always cherish.

Ellen Olshansky, D.N.Sc., RN.C., C.R.N.P. is Associate Professor, Duquesne University School of
Nursing, Pittsburgh, PA 82282, (412) 396-6537.

About This Publication

Qualitative Family Research was a newsletter of the Qualitative Family Research Network,
National Council on Family Relations, Minneapolis, Minnesota, USA. It ceased publication
several years by the end of the 1990s. Jane F. Gilgun, Ph.D., was editor from 1990-1995 and
then periodically afterward.

This article by Ohlshansky is part of a special issue in honor of Anselm Strauss that Professor
Gilgun edited. Professor Gilgun is making the articles from the Qualitative Family Research
available because she believes that the information is important and hard to find.

Jane F. Gilgun, Ph.D., LICSW, is a professor, School of Social Work, University of Minnesota,
Twin Cities, USA. Her articles, books, and children’s stories are available on
scribd.com/professorjane, Amazon Kindle, and stores.lulu.com/jgilgun

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