Coverage and treatment of qualitative inquiry in general research methods textbooks.

Abstract

In contrast to an often-repeated and reductive story about the establishment of psychological research practices, the narrative of the field’s methodological development is unfolding, contentious, and situated within a wide range of historical developments. Such dynamism is evident in the recent ascension of qualitative inquiry. A new generation of researchers, scholars, and instructors are embracing methodological pluralism and qualitative inquiry, but their expectations may be incompatible with existing curricular materials that are rooted in the historical legacy of the standard storyline. To assess the extent to which (and how) qualitative research was presented to readers, we conducted a summative content analysis of nine best-selling U.S.-based introductory research methods in psychology textbooks. We found that the coverage and treatment of qualitative research is varied, spotty, dependent on a problematic and pejorative framing, and incommensurate with contemporary methodological thinking and learning standards. The perpetuation of misleading and/or incoherent epistemic narratives and the minimal and/or absent presentation of qualitative inquiry are significant obstacles for the next generation of research methods instructors. The dearth of sufficiently inclusive methodological training materials poses a challenge for new teachers who recognize the need for a more sophisticated approach to science education—specifically within the field of psychology.

Actualizing transformative promises of qualitative inquiry: Early career retrospective.

“…We raise concerns about the current state of psychological research which may disproportionately value a natural science paradigm. Psychology’s overreliance on a natural science paradigm has been demonstrated in psychology research methods textbooks in psychology and their coverage of the scientific method (J. C. Head et al, 2023).…”

“…For example, not all qualitative studies are limited by a small sample size or by researchers’ biases, so it is sometimes inappropriate to report these as limitations (Levitt, Ipekci, et al, 2021). Additional metamethod and discursive work may examine how language is being used in methodological reporting and to represent qualitative paradigms (J. C. Head et al, 2023), especially given the lack of epistemological reporting observed by Rizo (2023).…”

“…When I was searching for graduate programs to apply to, I was interested in working with researchers who reflected the care of rigorous qualitative research as a way to scientifically study human subjectivity, and who were interested in exploring the complexities of psychotherapy by centering qualitative approaches. As an advanced graduate student in a clinical psychology PhD program, I have been able to engage with qualitative research in a much more substantive way, including some of the studies cited within this retrospective article (J. C. Head et al, 2023; Rizo, 2023).…”

Reflecting back and imagining forward: Qualitative inquiry in psychology at the dawn of a new era.

“…Notably, in 2018, the journal published a special issue titled “Teaching and Learning Qualitative Inquiry in Psychology at the Undergraduate Level,” which contained articles focused on topics such as curricula (McMullen & Winston-Proctor, 2018), pedagogy (Winston-Proctor, 2018), and apprenticeship (Neal Kimball & Turner, 2018). The journal also published a special section focused on award-winning qualitative dissertations (Josselson, 2020), as well as a special report focused on curricular resources for general methods courses (Head et al, 2023). Certainly, the journal is an invaluable resource for educators wishing to improve and expand the training of future qualitative researchers.…”

“…The articulation of this promising vision occurred during a fortuitous period in which qualitative inquiry has been ascending within psychology (Head et al, 2023). This rise is evident in a variety of indicators: the availability of qualitative instructional materials has risen sharply in recent years (e.g., the 2021 book series tiled Essentials of Qualitative Methods ); the use of qualitative approaches and the publication of qualitative studies has increased (Hays et al, 2016; Levitt et al, 2018); publication and regulatory standards have become more inclusive of qualitative research (American Psychological Association [APA], 2015, 2016; Riley et al, 2019); psychology programs offering qualitative courses have increased (Levitt et al, 2018; Rubin et al, 2018); and programs have developed designated pathways for training in qualitative inquiry (Head & Daiute, 2021).…”