Qualitative inquiry with adolescents: How to foster rich meaning making in group interviews
Location
1049
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Qualitative inquiry with adolescents is challenging, especially in the field of educational research in which adults are often the gatekeepers of “right” and “wrong” answers. To help diminish power dynamics, focus groups or group interviews are a common methodology for inquiry into the experiences and perspectives of adolescents. However, the intense desire to fit in with a group of peers (Erickson, 1980) can influence how adolescents respond in a group setting. In this paper, I first summarize common obstacles to group interviews with adolescents (experienced in the field as well as grounded in literature) followed by strategies qualitative researchers can employ to foster richer meaning making among adolescent participants. Suggestions include incorporating introductory activities that increase group cohesion, necessary skills for successful facilitation of group discussions, and combining oral responses with written reflections. These strategies can help a qualitative researcher create a space suitable for discussion of personal or sensitive topics (Yalom, 2005; Norris et al., 2013) and capture the shared meaning making that can happen as a result of the group’s social interaction in the group interview (Morgan, 2012). I conclude with implications for how to best teach these strategies to novice researchers.
Keywords
adolescents, group interviews, group strategies
Qualitative inquiry with adolescents: How to foster rich meaning making in group interviews
1049
Qualitative inquiry with adolescents is challenging, especially in the field of educational research in which adults are often the gatekeepers of “right” and “wrong” answers. To help diminish power dynamics, focus groups or group interviews are a common methodology for inquiry into the experiences and perspectives of adolescents. However, the intense desire to fit in with a group of peers (Erickson, 1980) can influence how adolescents respond in a group setting. In this paper, I first summarize common obstacles to group interviews with adolescents (experienced in the field as well as grounded in literature) followed by strategies qualitative researchers can employ to foster richer meaning making among adolescent participants. Suggestions include incorporating introductory activities that increase group cohesion, necessary skills for successful facilitation of group discussions, and combining oral responses with written reflections. These strategies can help a qualitative researcher create a space suitable for discussion of personal or sensitive topics (Yalom, 2005; Norris et al., 2013) and capture the shared meaning making that can happen as a result of the group’s social interaction in the group interview (Morgan, 2012). I conclude with implications for how to best teach these strategies to novice researchers.
Comments
Breakout Session C