Navigating the hazards of orthodoxy: Introducing a graduate course on qualitative methods into the psychology curriculum.

Abstract

A recent survey of qualitative researchers in Canada by Rennie et al. (2000) found that few academic psychologists engage in qualitative research. This article begins with a description of the author's decision to develop a graduate course on qualitative research methods and then goes on to explore resistance and receptivity to qualitative research in three areas: the impact of the course on students; the reactions of faculty to attempts by students to introduce qualitative methods into their work; and the curriculum revision process. Based on the author's experience of teaching the course over several years, strategies are suggested for surviving (and perhaps thriving) in academic environments that are somewhat inhospitable to qualitative approaches.

Integrating qualitative research requirements into professional psychology training programs in North America: rationale and curriculum model

“…Supporting McCracken's developmental perspective have been my own observations of initially trained quantitative researchers who, over time, adopted a qualitative or mixedmethod emphasis in their research programs. By reading the published personal reflections of some of these scholars (e.g., Bamberg, 2003;Marecek et al ., 2001;Ponterotto, 2002;Ponterotto and Grieger, 1999;Rennie, 1996;Stabb, 1999;Stoppard, 2002) I now hypothesize a developmental process consisting of three stages.…”

“…At present, few faculty do (McMullen, 2002;Rennie et al ., 2000;Stoppard, 2002;Walsh-Bowers, 2002). There are at least three avenues for establishing qualitative research competence in faculty: targeted recruitment, interdisciplinary collaboration, and faculty development.…”

Paradigms, Purpose, and the Role of the Literature

“…There have been numerous calls for expanded methodological diversity (see Ponterotto, 2005b, for a summary), but the appearance of qualitative research has met with resistance and confusion on the part of some traditionally trained psychologists (McMullen, 2002). Stoppard (2002) contended that many psychologists find it difficult to think outside the "taken-for-granted character of positivist assumptions" (p. 145) and that the quantitative and qualitative traditions have become "two solitudes" (p. 151) within our discipline.One of our primary concerns in the present article is to begin building a bridge between those two solitudes. Toward that end, our goals in the present work are to help researchers develop and clarify their rationale for conducting qualitative research projects or, as readers of qualitative manuscripts, to understand an author's goals and conclusions.…”

“…There have been numerous calls for expanded methodological diversity (see Ponterotto, 2005b, for a summary), but the appearance of qualitative research has met with resistance and confusion on the part of some traditionally trained psychologists (McMullen, 2002). Stoppard (2002) contended that many psychologists find it difficult to think outside the "taken-for-granted character of positivist assumptions" (p. 145) and that the quantitative and qualitative traditions have become "two solitudes" (p. 151) within our discipline.…”

The rise of qualitative research in psychology.

“…Nevertheless, a path has been cleared for it in part by the postmodern critique of the modern quest for objective knowledge. More fundamentally, perhaps, Canadian Psychology/Psychologic canadienne, 43:3 the appeal of qualitative research is so great for some investigators that they are engaging in it despite the resistance to it (McMullen, 2002;Stoppard, 2002).…”