Heuristic Understanding as a Component of Collaborative, Interdisciplinary, Social Justice Advocacy Research

Abstract

This article describes the experiences of three university colleagues with a common interest in, and commitment to, the retention of students from traditionally underserved populations including those who are racial/ethnic minorities or first-generation college. Using Moustaka’s (1990) phases of heuristic understanding as an organizational framework, we discuss our use of autoethnography to arrive at new understandings of ourselves as researchers and our area of inquiry. Consistent with social justice advocacy research, this research collaboration has the potential to inform efforts to empower traditionally underserved college students and to facilitate transformational change in an institution of higher education.

Creating Homeplace for Black Male Counselor Educators: A Heuristic Inquiry

“…During the illumination phase, the data analysis team gathered and compiled autoethnographic accounts and reviewed the data for commonalities and themes (Bauman et al, 2012;Moustakas, 1990). Through rigorous exploration of the coresearchers' experiences with and toward homeplace, five themes became evident: (a) community and connection; (b) productivity; (c) I am valued, we are valued; (d) feeds my soul; and (e) challenges.…”

“…For discussion, heuristic inquiry invokes the process of explication, which includes the clarification of insights from the homeplace experience of the participants (Bauman et al, 2012;Mihalache, 2019). Explication allows for further discussion of the predominant themes that emerged because of this qualitative investigation.…”

“…Sultan (2017) described the initial engagement as the encounter of a person's internal world with the external world concerning a given phenomenon. The phenomenon was the writing retreat where each coresearcher had passionate engagement and personal interest in the experience as homeplace (Bauman et al, 2012). This qualitative exploration used purposive sampling because the study is based on individuals being knowledgeable and familiar with the construct of homeplace (Sultan, 2017).…”

Creating Homeplace for Black Male Counselor Educators: A Heuristic Inquiry

“…During the illumination phase, the data analysis team gathered and compiled autoethnographic accounts and reviewed the data for commonalities and themes (Bauman et al, 2012;Moustakas, 1990). Through rigorous exploration of the coresearchers' experiences with and toward homeplace, five themes became evident: (a) community and connection; (b) productivity; (c) I am valued, we are valued; (d) feeds my soul; and (e) challenges.…”

“…For discussion, heuristic inquiry invokes the process of explication, which includes the clarification of insights from the homeplace experience of the participants (Bauman et al, 2012;Mihalache, 2019). Explication allows for further discussion of the predominant themes that emerged because of this qualitative investigation.…”

“…Sultan (2017) described the initial engagement as the encounter of a person's internal world with the external world concerning a given phenomenon. The phenomenon was the writing retreat where each coresearcher had passionate engagement and personal interest in the experience as homeplace (Bauman et al, 2012). This qualitative exploration used purposive sampling because the study is based on individuals being knowledgeable and familiar with the construct of homeplace (Sultan, 2017).…”

Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students

“…Over a 3‐year observation period, this method raised intervention‐treated African American students’ grade‐point averages and self‐reports of well‐being relative to control groups. Although additional research is needed, it is possible that telling stories about one's college experience may in and of itself empower historically underserved students and contribute to their well‐being (Bauman, Acker‐Hocevar, & Talbot, ).…”

“…Stephens et al () persuasively argued that institutions of higher education reproduce inequity when their unwritten norms, ideas, and practices align with middle‐ and upper‐class cultural norms. Hearing student stories may provide the insight necessary to broaden the narrative into a more expansive story of “us” and create a more inclusive and equitable environment conducive to diverse students’ college attendance and success (Bauman et al, ).…”

Creating Homeplace for Black Male Counselor Educators: A Heuristic Inquiry

“…During the illumination phase, the data analysis team gathered and compiled autoethnographic accounts and reviewed the data for commonalities and themes (Bauman et al, 2012;Moustakas, 1990). Through rigorous exploration of the coresearchers' experiences with and toward homeplace, five themes became evident: (a) community and connection; (b) productivity; (c) I am valued, we are valued; (d) feeds my soul; and (e) challenges.…”

“…For discussion, heuristic inquiry invokes the process of explication, which includes the clarification of insights from the homeplace experience of the participants (Bauman et al, 2012;Mihalache, 2019). Explication allows for further discussion of the predominant themes that emerged because of this qualitative investigation.…”

“…Sultan (2017) described the initial engagement as the encounter of a person's internal world with the external world concerning a given phenomenon. The phenomenon was the writing retreat where each coresearcher had passionate engagement and personal interest in the experience as homeplace (Bauman et al, 2012). This qualitative exploration used purposive sampling because the study is based on individuals being knowledgeable and familiar with the construct of homeplace (Sultan, 2017).…”

Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students

“…Over a 3‐year observation period, this method raised intervention‐treated African American students’ grade‐point averages and self‐reports of well‐being relative to control groups. Although additional research is needed, it is possible that telling stories about one's college experience may in and of itself empower historically underserved students and contribute to their well‐being (Bauman, Acker‐Hocevar, & Talbot, ).…”

“…Stephens et al () persuasively argued that institutions of higher education reproduce inequity when their unwritten norms, ideas, and practices align with middle‐ and upper‐class cultural norms. Hearing student stories may provide the insight necessary to broaden the narrative into a more expansive story of “us” and create a more inclusive and equitable environment conducive to diverse students’ college attendance and success (Bauman et al, ).…”

Creating Homeplace for Black Male Counselor Educators: A Heuristic Inquiry

“…During the illumination phase, the data analysis team gathered and compiled autoethnographic accounts and reviewed the data for commonalities and themes (Bauman et al, 2012;Moustakas, 1990). Through rigorous exploration of the coresearchers' experiences with and toward homeplace, five themes became evident: (a) community and connection; (b) productivity; (c) I am valued, we are valued; (d) feeds my soul; and (e) challenges.…”

“…For discussion, heuristic inquiry invokes the process of explication, which includes the clarification of insights from the homeplace experience of the participants (Bauman et al, 2012;Mihalache, 2019). Explication allows for further discussion of the predominant themes that emerged because of this qualitative investigation.…”

“…Sultan (2017) described the initial engagement as the encounter of a person's internal world with the external world concerning a given phenomenon. The phenomenon was the writing retreat where each coresearcher had passionate engagement and personal interest in the experience as homeplace (Bauman et al, 2012). This qualitative exploration used purposive sampling because the study is based on individuals being knowledgeable and familiar with the construct of homeplace (Sultan, 2017).…”

Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students

“…Over a 3‐year observation period, this method raised intervention‐treated African American students’ grade‐point averages and self‐reports of well‐being relative to control groups. Although additional research is needed, it is possible that telling stories about one's college experience may in and of itself empower historically underserved students and contribute to their well‐being (Bauman, Acker‐Hocevar, & Talbot, ).…”

“…Stephens et al () persuasively argued that institutions of higher education reproduce inequity when their unwritten norms, ideas, and practices align with middle‐ and upper‐class cultural norms. Hearing student stories may provide the insight necessary to broaden the narrative into a more expansive story of “us” and create a more inclusive and equitable environment conducive to diverse students’ college attendance and success (Bauman et al, ).…”