ERIC Number: EJ1080156
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 37
From Microscope to Mirror: Doctoral Students' Evolving Positionalities through Engagement with Culturally Sensitive Research
Roegman, Rachel; Knight, Michelle G.; Taylor, Ashley M.; Watson, Vaughn W. M.
International Journal of Qualitative Studies in Education (QSE), v29 n1 p44-65 2016
This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students' conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman's framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations.
Descriptors: Graduate Students, Doctoral Programs, Immigrants, Race, Educational Experience, Cultural Awareness, Assignments, Qualitative Research, Student Attitudes, Guidelines, Case Studies, Seminars, African Culture, Semi Structured Interviews, Citizenship, Conference Papers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New York