Focus groups and the collective construction of meaning: Listening to minority women

Kook, Rebecca; Harel-Shalev, Ayelet; Yuval, Fany

doi:10.1016/j.wsif.2018.12.004

Cited by 33 publications

(24 citation statements)

References 26 publications

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“…We believe that to produce a deeper understanding of the experiences of frontline workers, whoever they may be, we should listen to them attentively [ 47 ]. Thus, the Listening Guide methodology provides a tool that can capture subconscious expressions through investigation of voices that are not usually otherwise revealed.…”

Section: Discussionmentioning

confidence: 99%

Listening to Hospital Personnel’s Narratives during the COVID-19 Outbreak

Daphna–Tekoah

Brikman

Scheier

et al. 2020

IJERPH

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Healthcare workers (HCWs) facing the COVID-19 pandemic are required to deal with unexpectedly traumatic situations, concern about contamination, and mounting patient deaths. As a means to address the changing needs of our hospital’s HCWs, we conducted a narrative analysis study in the early stages of the covid-19 outbreak. A focus group of medical experts, conducted as the initial step, recommended that a bottom-up research tool be used for exploring HCWs’ traumatic experiences and needs. We therefore conducted 450 semi-structured in-depth interviews with hospital personnel. The interviews were based on Maslow’s Pyramid of Needs model, and the narratives were analyzed by applying the Listening Guide methodology. The interviewees expressed a need for physical and psychological security in the battle against Covid-19, in addition to the need for attachment and meaning. Importantly, we also found that the interview itself may serve as a therapeutic tool. In light of our findings, we recommended changes in hospital practices, which were subsequently implemented. Further research on HCWs’ traumatic experiences and needs will provide evidence-based knowledge and may enable novel approaches in the battle against Covid-19. To conclude, the knowledge generated by listening to HCWs’ narratives may provide suitable support programs for professionals.

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Section: Discussionmentioning

confidence: 99%

Listening to Hospital Personnel’s Narratives during the COVID-19 Outbreak

Daphna–Tekoah

Brikman

Scheier

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…This is a particularly important benefit in situations where relatively little is previously known about the research topic. Second, focus groups shift the balance of power from the researcher to the participants (Farquhar & Das, 1999; Kook, Harel‐Shalev, & Yuval, 2019; Wilkinson, 1999). Given that the first author was an older White woman who was interviewing recent graduates about their experiences as racial and ethnic minorities, we wanted to maximize the comfort and empowerment of the participants during the discussion.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Conscripted curriculum: The experiences of minority genetic counseling students

Carmichael

Redlinger‐Grosse

Birnbaum

2020

Journal of Genetic Counseling

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While the lack of racial and ethnic diversity in the genetic counseling profession has been discussed for decades, little attention has been paid to the training experiences of under‐represented minorities. Under‐represented minority graduate students in other disciplines have been reported to experience microaggressions and feelings of isolation during training, and they are often informally enlisted to educate classmates about issues related to race. In 2019, sociologist Lauren Olsen coined the term conscripted curriculum to describe the utilization of minority medical students to elucidate issues of race or ethnicity for their classmates. The conscripted curriculum arises when these topics are taught in a small‐group discussion format that relies on students sharing their individual experiences to educate their classmates. In classrooms with limited diversity, the expectation to contribute falls disproportionately on students from non‐majority groups. In this qualitative study, we conducted videoconference focus groups with 32 recent graduates of genetic counseling training programs who identified as racial or ethnic minorities. We present the results of two thematic categories that emerged from that study: the participants' perspectives on the cultural competency curriculum in their training programs and the participants' feelings of being pressed into service as spokespeople for their cultural groups. Participants described the cultural competency training as occurring primarily in a small‐group discussion format in which students were expected to share their personal experiences. During these discussions, minority students, especially those in less‐diverse class cohorts, felt obliged to contribute their perspectives in order to educate non‐minority classmates about issues of race and ethnicity, leading to feelings of frustration and exhaustion. The results reflect a conscripted curriculum as described by Olsen (2019). Journal of Health and Social Behavior, 60(1), 55–68, in which minority students bear the burden of educating their classmates about the social basis of race. Genetic counseling training programs should critically examine their cultural competency curriculum to create a more equitable training environment.

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“…Our primary methods of data collection included the documentation of group discussions in the form of CARES focus groups and LT sessions. Focus groups, as a form of data collection, allow for an interactive level of analysis and can be instructive in addressing critical issues where both silence and voice are central to meaning making and where acts of resistance can be cultivated (Kook et al 2019). Additionally, social context is often essential to how minoritized group make sense of their experiences.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics

et al. 2021

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This paper reports on a curriculum designed for Black students whose school teachers and administrators sought to address concerns about students’ academic underachievement and behavioral challenges. In order to design the curriculum, we examined Black students’ reactions to race- and academic-related stress as a result of their interactions with mostly White teachers and peers in an increasingly diversifying predominantly White, middle-class community. Grounded in principles of Racial Encounter Coping Appraisal and Socialization Theory (RECAST), a paradigm for understanding the racial coping strategies utilized by individuals to contend with racial stress and well-being, the study sought to elucidate racial tensions found in schooling relationships that foster racial disparities in classrooms. Specifically, our team conducted focus group sessions with Black parents and students which were guided by our use of the Cultural and Racial Experiences of Socialization Survey (CARES), a racial and ethnic socialization measure that elicits responses from students about the kinds of messages students receive about race and ethnicity from people parents and teachers. Data from the sessions subsequently informed the design of Let’s Talk? (LT), a racial conflict resolution curriculum for Black adolescents. In this paper, we share what we learned about students’ school experiences and coping mechanism through their participation in LT.

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Focus groups and the collective construction of meaning: Listening to minority women

Cited by 33 publications

References 26 publications

Listening to Hospital Personnel’s Narratives during the COVID-19 Outbreak

Listening to Hospital Personnel’s Narratives during the COVID-19 Outbreak

Conscripted curriculum: The experiences of minority genetic counseling students

Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics

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