Objectives The Marshallese population suffers from disproportionate rates of type 2 diabetes. This study identifies the underlying beliefs and perceptions that affect diabetes self-management behavior among the US Marshallese population living in Arkansas. Methods The study uses qualitative focus groups with a semi-structured interview guide developed using a community-based participatory research (CBPR) approach and the Health Belief Model. Data was collected from a total of N = 41 participants and bilingual community co-investigators provided translation as needed. Results The results show high-perceived threat, with most participants describing diabetes as inevitable and a death sentence. Participants are generally unaware of the benefits of diabetes self-management behaviors, and the Marshallese population faces significant policy, environmental, and systems barriers to diabetes self-management. The primary cue to action is a diagnosis of diabetes, and there are varying levels of self-efficacy. Conclusions The research grounded in the Health Belief Model provides important contributions that can help advance diabetes self-management efforts within Pacific Islander communities.

This article explores how we recruited and retained a diverse group of community researchers from groups who faced barriers to engaging with research. All were mothers of preschool or primary age children, and fitted one or more of the following criteria: single parent, English as an additional language, first-generation migrant, inner-city resident. We explore the process of recruitment, and making the project accessible, as well as describing the factors that allowed researchers to remain engaged with the project over the course of a year. A dedicated community support worker played a crucial role in resolving barriers to participation, and supporting researchers’ well-being and personal development once they were in the group. The article identifies five key challenges encountered across the lifetime of the project, and the strategies we used to address them. We hope our reflections and practical suggestions will make a contribution to the understanding of how people with multiple accessibility challenges can be supported to take part in, and make an essential contribution to, community–university research projects.