“It’s a Two-Way Street”: Examining How Trust, Diversity, and Contradiction Influence a Sense of Community

Puig, Victoria I.; Erwin, Elizabeth J.; Evenson, Tara L.; Beresford, Madeleine

doi:10.1080/02568543.2015.1009588

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…One strategy discussed as offering capacity building opportunities and promoting accurate and valid data collection, was inviting participants to attend workshops focused on developing research skills, establishing rapport, asking appropriate follow‐up questions, and validating emerging themes (e.g., Harper, Jamil, & Wilson, ; Levac, ; Puig et al, ; Vaughan, ). In a paper reflecting on the implementation of several related sports‐focused PR projects, Blodgett et al () explained that “the conversational interviews [used in the research] served to empower the Aboriginal co‐researchers to lead the interview process from within a relevant, local worldview” (p. 268).…”

Section: Resultsmentioning

confidence: 99%

“…Industrial/organizational research also engaged participants in recruitment, such as by involving participating workers in hosting workshops (Beardwood et al, 2005) or focus groups (Oades, Law, & Marshall, 2011) for other workers, and using participants to establish contact with other potential participants (Bridges & Meyer, 2007). Similarly, some researchers (e.g., Guishard et al, 2005;Levac, 2013;Maglajlic, 2010;Mooney-Somers et al, 2015;Puig, Erwin, Evenson, & Beresford, 2015;Wershler & Ronis, 2015) described training youth to recruit other youth who then conducted interviews with their peers. In general, working with youth-serving or youth-focused community organizations was a commonly described strategy for recruiting adolescent research participants.…”

Section: Participatory Recruitment and Data Collectionmentioning

confidence: 99%

“…One strategy discussed as offering capacity building opportunities and promoting accurate and valid data collection, was inviting participants to attend workshops focused on developing research skills, establishing rapport, asking appropriate follow-up questions, and validating emerging themes (e.g., Harper, Jamil, & Wilson, 2007;Levac, 2013;Puig et al, 2015;Vaughan, 2014). | 1875 2014a, 2014b; Blodgett et al, 2011a;Blodgett, Schinke, Smith, Peltier, & Pheasant, 2011b;Brown et al, 2011;Smylie et al, 2009) specifically attended to prioritizing community members' interpretations over those of academics, particularly when there were discrepancies between the two perspectives.…”

Section: Participatory Recruitment and Data Collectionmentioning

confidence: 99%

See 2 more Smart Citations

A scoping review: The utility of participatory research approaches in psychology

Levac

Ronis

Cowper-Smith

et al. 2019

Journal Community Psychology

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Consistent with community psychology's focus on addressing societal problems by accurately and comprehensively capturing individuals’ relationships in broader contexts, participatory research approaches aim to incorporate individuals’ voices and knowledge into understanding, and responding to challenges and opportunities facing them and their communities. Although investigators in psychology have engaged in participatory research, overall, these approaches have been underutilized. The purpose of this review was to examine areas of research focus that have included participatory research methods and, in turn, highlight the strengths and ways that such methods could be better used by researchers. Nearly 750 articles about research with Indigenous Peoples, children/adolescents, forensic populations, people with HIV/AIDS, older adults, and in the area of industrial‐organizational psychology were coded for their use of participatory research principles across all research stages (i.e., research design, participant recruitment and data collection, analysis and interpretation of results, and dissemination). Although we found few examples of studies that were fully committed to participatory approaches to research, and notable challenges with applying and reporting on this type of work, many investigators have developed creative ways to engage respectfully and reciprocally with participants. Based on our findings, recommendations and suggestions for researchers are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Participatory Recruitment and Data Collectionmentioning

confidence: 99%

“…One strategy discussed as offering capacity building opportunities and promoting accurate and valid data collection, was inviting participants to attend workshops focused on developing research skills, establishing rapport, asking appropriate follow-up questions, and validating emerging themes (e.g., Harper, Jamil, & Wilson, 2007;Levac, 2013;Puig et al, 2015;Vaughan, 2014). | 1875 2014a, 2014b; Blodgett et al, 2011a;Blodgett, Schinke, Smith, Peltier, & Pheasant, 2011b;Brown et al, 2011;Smylie et al, 2009) specifically attended to prioritizing community members' interpretations over those of academics, particularly when there were discrepancies between the two perspectives.…”

Section: Participatory Recruitment and Data Collectionmentioning

confidence: 99%

See 1 more Smart Citation

A scoping review: The utility of participatory research approaches in psychology

Levac

Ronis

Cowper-Smith

et al. 2019

Journal Community Psychology

View full text Add to dashboard Cite

show abstract

“…Esto viabiliza el reconocimiento de la diversidad cultural en los grupos de aprendizaje (Poort et al, 2022). Por ende, la confianza posibilita que todos los integrantes de una comunidad educativa participen en diálogos abiertos en los que expresan y manifiestan de manera espontánea y sin restricciones su diversidad (Puig et al, 2015). A partir de los planteamientos anteriores se formula la hipótesis siguiente: H2: La confianza media la relación entre escucha empática del profesor y la diversidad del aula de clase.…”

Section: El Rol Mediador De La Confianza En La Relación Entre Escucha...unclassified

Caminos para la acreditación del profesorado universitario: escucha empática, confianza y diversidad

Giraldo

González

Osorio-Londoño

2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Este estudio evalúa la influencia de la escucha empática de los profesores y la diversidad en el aula de clase con el rol mediador de la confianza. El propósito responde a la escasez de estudios sobre estas relaciones en el contexto educativo universitario, especialmente en lo que tiene que ver con la acreditación profesoral y el uso de estas variables en las aulas de clase latinoamericanas. Así, hipótesis sobre la influencia directa de la escucha empática en la diversidad y sobre la mediación de la confianza en esta relación fueron evaluadas a través de un Modelo de Ecuaciones Estructurales mediante la técnica de los Mínimos Cuadrados Parciales, en una muestra de 107 profesores colombianos de educación superior. Los resultados de este estudio indican que la escucha empática influye de manera positiva y significativa en la diversidad y, además, señalan que la confianza es un mecanismo que media de manera parcial, pero significativa, la relación entre ambas variables. Estos resultados implican que la diversidad en el aula se fomenta cuando los profesores mejoran su capacidad para escuchar a los estudiantes de manera empática. Asimismo, advierten que esta escucha conduce a la generación de confianza entre profesores y estudiantes, lo que facilita la expresión de la diversidad en el aula de clase. Si los profesores acreditan competencias en estas tres variables se hace visible el aprendizaje significativo en los estudiantes.

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“…Cultural differences further complicate and reinforce negative stereotypes as immigrant and refugee families may have mismatched expectations of what parent and teacher roles should be in schools (Isik‐Ercan, 2012). Refugee and immigrant parents can find it difficult to share their knowledge and to connect with teachers and staff (Gregg et al., 2012; Isik‐Ercan, 2010, Reynolds & Bacon, 2018), which is important for establishing relationships of trust and a sense of belonging that can help strengthen family‐school partnerships (Georgis et al., 2014; Puig Erwin et al., 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Countering educational inequities in refugee and immigrant communities: Family navigational strategies in educational settings

Vigil

Lopez

2020

New Drctns Hghr Edu

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Although immigrant and refugee youth are entering higher education at increasing rates, they complete high school and college at dramatically lower rates than their native‐born counterparts. Literature in the K‐12 educational sector examines a host of challenges that immigrant and refugee children encounter in US schools which further contributes to the ever present educational gap between them and their peers. In this article, the authors examine challenges immigrant and refugee families encounter and the navigational strategies they employ in their pursuit to access quality education for their children. The authors draw upon funds of knowledge (FoK) and transformational resistance as guiding frameworks to critically unpack how these navigational strategies are leveraged by families to counter oppressive schooling structures, functioning as strategic resistance. School choice, strategic relationship building, and advocacy are only a few of the diverse ways families mobilize their FoK to subvert inequitable educational systems.

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“It’s a Two-Way Street”: Examining How Trust, Diversity, and Contradiction Influence a Sense of Community

Cited by 6 publications

References 10 publications

A scoping review: The utility of participatory research approaches in psychology

A scoping review: The utility of participatory research approaches in psychology

Caminos para la acreditación del profesorado universitario: escucha empática, confianza y diversidad

Countering educational inequities in refugee and immigrant communities: Family navigational strategies in educational settings

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