Integration or Assimilation? Locating Qualitative Research in Psychology

Abstract

Though the debate over the validity of qualitative research and its existence within the field of psychology has somewhat diminished over the years, negotiations over its location and form continue. This article examines the pressure on qualitative researchers to acculturate and adapt in order to gain legitimacy and acceptance in a field dominated by quantitative research. We treat the emergence of qualitative methods as a form of contact between differing (research) cultures, with the concomitant adjustments and accommodations, and we utilize Berry's (1980Berry's ( , 2005 typology of acculturation as a lens through which to examine these intercultural interactions. We examine, in particular detail, the experiences of qualitative researchers within counseling psychology, as that is the subdiscipline which has most explicitly defined itself as welcoming qualitative research. It is our view that qualitative researchers, within psychology in general, have adopted an acculturation strategy of assimilation rather than integration as defined by Berry (1980). We discuss the implications of this stance for the diversification of research methodologies in psychology.

A brief measure of attitudes towards qualitative research in psychology

“…The dominance of quantitative research within the field is evidenced by publications in psychology journals, funding and research training, and by current teaching models (Bhati et al, 2013;Walsh-Bowers, 2002). Reflecting international trends, most psychologists in Australia are socialised within the dominant culture of positivism and quantitative research methods (Bhati et al, 2013;Breen & Darlaston-Jones, 2010).…”

“…Despite these promising developments, psychology is still dominated by the deeply entrenched quantitative scientific paradigm (Bhati, Hoyt, & Huffman, 2013). The dominance of quantitative research within the field is evidenced by publications in psychology journals, funding and research training, and by current teaching models (Bhati et al, 2013;Walsh-Bowers, 2002).…”

A brief measure of attitudes toward mixed methods research in psychology

“…Psychology students continue to be socialized within the dominant culture of positivism and quantitative research methods (Breen and Darlaston-Jones, 2010; Bhati et al, 2013). Compounding this, the ‘paradigm wars’ (Gage, 1989) has juxtaposed quantitative and qualitative methods as binary opposites arising from incompatible world views and therefore not suitable for mixing (Wiggins, 2011).…”

Qualitative research in psychology: Attitudes of psychology students and academic staff

“…Initially associated with critical research approaches outside of mainstream psychology, over the past three decades psychology has begun to broaden and revise its methods of inquiry to incorporate previously silenced and marginalised qualitative methods (Wertz, ), as evidenced by the increase in qualitative journal articles (Rennie, Watson, & Monteiro, ) and special issues of ‘mainstream’ psychology journals devoted to qualitative methods (Willig & Stainton‐Rogers, ). The rise of qualitative research is also reflected in the increase in qualitative textbooks and training materials, scientific associations, conferences and workshops, university courses (Wertz, ), and the teaching of qualitative methods (Harper, ), although quantitative research remains the ‘reigning epistemological ethos’ (Bhati, Hoyt, & Huffman, ), dominating publications, funding, and teaching in psychology (Walsh‐Bowers, ).…”

“…‘Qualitative research’ is an umbrella term that encompasses a range of theoretical approaches and methods. Drawing on language as a semiotic resource for understanding meaning making (Much, ), qualitative research can contribute to psychology through providing in‐depth contextualised understandings of human behaviour and accounts of personal experience and meaning that may not be possible with quantitative methods (Bhati et al., ; Kidd, ). Further, qualitative research can be used to generate and elaborate theory within psychology (Kidd, ).…”