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Joseph Ponterotto
Fordham University at Lincoln Center Cam
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throughout this article, I recognize the broad scope of the dimensions of ethnicity, race, gender, language, sexual orientation, age,
disability, education, spiritual or religious orientation, socioeconomic class, education, as well as other cultural dimensions.
PONTEROTTO
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Table 1
Research Paradigms for Multicultural Research
Research paradigm
Postpositivism
Constructivism-Interpretivism
Note. Paradigm characteristics adapted from Guba and Lincoln (1994), Ponterotto (2005b), and Ponterotto & Grieger (2007).
2.
In some qualitative approaches, the researcher and participants are equivalent co-investigators, thus leveling the
power hierarchy common to many quantitative designs.
The empowerment of research participants serves to reduce the chances of marginalizing and stereotyping study
participants (Mohatt & Thomas, 2006; Ponterotto,
2005a).
3.
4.
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Table 2
Specific Benefits of Qualitative Inquiry Procedures
Benefit claim
Supporting citations
Hill, 2005; Nelson & Quintana, 2005; Silverstein, Auerbach, & Levant,
2006.
Morrow, 2007.
ing and supervising multicultural qualitative research to summarize important steps for conceptualizing and conducting multiculturally focused qualitative research.
Decide on Operating Research Paradigm
The first step in conducting a qualitative study is to decide on
the research paradigm anchoring the study. The paradigm will
serve as a roadmap guiding the researcher to an appropriate qualitative inquiry approach, directing the course and methods of the
study, and promoting a careful evaluation of the quality of the
study (Morrow, 2005). Paradigm choices were reviewed earlier in
this article and are summarized in Table 1.
Graduate students and psychologists should understand the
politics of research in their working environment and be prepared to address supervisory resistance to certain paradigms and
research approaches. For example, some PhD programs in psychology dissuade students from conducting a qualitative study
anchored in constructivism or critical theory in favor of quantitative studies or qualitative studies anchored in postpositivism
(see related discussion in Ponterotto, 2005c; Ponterotto &
Grieger, 2007).
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PONTEROTTO
that two analysts working independently with the same data will
achieve the same results (p. 103).
PAR. Participatory action research (PAR) refers to forms of
action research anchored in the belief that the research process
itself serves as a mechanism for social change (Schwandt, 2001).
PAR is clearly the most critical-theory focused inquiry approach of
the three covered in this section. At the core of PAR is empowerment of community participants that leads to emancipation (from
some oppressive condition) and enhanced quality of life (Kemmis
& McTaggart, 2005). Describing the overriding purpose of PAR in
laypersons terms, Kidd and Kral (2005) stated you get people
affected by a problem together, figure out what is going on as a
group, and then do something about it (p. 187). The research
study is the means to gather the necessary knowledge about the
problem and to incite intervention or change directly useful to the
community.
In part, the origins of PAR can be traced to the critical consciousness construct of Freire (1970), who participated in longterm program to increase adult literacy in Brazil. According to
Kemmis and McTaggart (2005), PAR generally involves a spiral
of self-reflection and action as a community problem is addressed.
Participants and researchers establish a collaborative relationship
as they ask critical questions about their current life situation. This
dialogue moves the group from a passive acceptance stance to one
of action as they develop knowledge and further explore the
community problem and how it can be addressed. With enhanced
knowledge and empowerment in hand, the PAR collaborators
begin a stage of social action to incite change. Specific procedures
for change emerge and shift as part of the self-reflective cycles.
Once the initial action plan is implemented, subsequent PAR
phases may involve documenting, evaluating, and replicating the
action plan (Ditrano & Silverstein, 2006).
PAR implies full participation on the part of study participants.
However, as noted by Kidd and Kral (2005),
the creation of such participatory contexts is far from the norm . . .
disempowered groups are seldom given the opportunity and, arguably,
are discouraged from this type of action because many factors, including a lack of respect for the knowledge of stigmatized peoples . . .
Further compounding this problem is the tendency for established
forums (e.g., academia) to claim exclusive ownership of methods of
knowledge gathering and avenues for change. (pp. 187199)
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Table 3
Competencies for Ethical Qualitative Research With Culturally Diverse Communities
The researcher
1. Is well versed in various research paradigms (e.g., constructivism and critical theory) and specific data-gathering tools such as participant
observation, in-depth interviewing, focus group interviewing, document analysis, oral history, and life-story analysis.
2. Plans all phases of research in collaboration with community representatives.
3. Makes all attempts to avoid or limit deception in research.
4. Works diligently to directly benefit the studied community in some way; gives back to the community in a tangible and pragmatic way.
5. Is sensitive to appropriate procedures for accessing the population and has a cultural guide throughout the process.
6. Understands the impact on participants and communities in highly researcher-involved interactions such as participant observation and in-depth
interviews.
7. To the extent possible, fully explores with participants the purpose, procedures, and potential impact of study participation; updates informed
consent procedures as needed.
8. Carefully monitors interviewing procedures and is clear on the distinction between qualitative interviewing and therapy; is careful not to fall into
the therapists role.
9. Is sensitive to the impact of terminating (withdrawing from) the interactive researcher rolefor example the impact on community when in-depth
interviews or participant observation ends. Follows up on participant/community welfare as long as needed.
10. In describing samples in reports, is careful to provide adequate descriptions without compromising the anonymity of participants in small samples.
11. In preparing final reports, takes care to present thick description of procedures and results so that participants voices and worldviews are
accurately represented.
12. Has completed ethical research training (course, workshop) particularly on the topic of qualitative research.
Adapted from Ponterotto and Grieger (2008, Table 4.1) by permission of Sage Publications; see also Ponterotto (2006); Trimble and Fisher (2006).
Conclusions
This article reviewed the current and emerging status of qualitative
research in psychology. Though still representing a minority of the
published research in psychology, qualitative methods anchored in
diverse philosophical paradigms are gaining momentum and scientific
credibility (Hill, 2005). Qualitative approaches anchored in constructivism and critical theory are advocated in the study of multicultural
issues. These paradigms promote meaningful, collaborative, and prolonged contact between researchers and study participants. Such an
epistemology breaks the dualism (researchers and participants are
independent entities) mantra at the heart of positivist and postpositivist anchored research, and therefore promotes participant understanding and empowerment within their cultural contexts. In this way,
qualitative research itself may serve as a tool for social justice and
improving intergroup relations (see Toporek et al., 2006).
The psychology profession has a long way to go before its
members are as competent in qualitative approaches as they are in
quantitative designs. Yet, it is essential that psychologists develop
bimethodological research skills so that they can select inquiry
models most appropriate to the research question at hand and most
consistent with the worldview of the people under study (APA,
2003; Ponterotto & Grieger, 2008). I fear that until applied psychologists develop adequate culturally sensitive qualitative research skills, the research needs of culturally diverse individuals
and communities will not be adequately addressed. Therefore, a
next step for the psychology profession is to commit to an ex-
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