Online Focus Groups

Stewart, David W.; Shamdasani, Prem

doi:10.1080/00913367.2016.1252288

Cited by 227 publications

(232 citation statements)

References 44 publications

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“…Focus groups were conducted via Zoom.us videoconferencing to enable recruitment of participants throughout the United States (Matthews, Baird, & Duchesne, 2018; Rupert, Poehlman, Hayes, Ray, & Moultrie, 2017). Each group was capped at four participants in order to minimize any potential impact from slow internet speeds and to maximize opportunities for each participant to speak (Abrams, Wang, Song, & Galindo‐Gonzalez, 2015; Rosenthal, 2016; Stewart & Shamdasani, 2017).…”

Section: Methodsmentioning

confidence: 99%

Conscripted curriculum: The experiences of minority genetic counseling students

Carmichael

Redlinger‐Grosse

Birnbaum

2020

Journal of Genetic Counseling

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While the lack of racial and ethnic diversity in the genetic counseling profession has been discussed for decades, little attention has been paid to the training experiences of under‐represented minorities. Under‐represented minority graduate students in other disciplines have been reported to experience microaggressions and feelings of isolation during training, and they are often informally enlisted to educate classmates about issues related to race. In 2019, sociologist Lauren Olsen coined the term conscripted curriculum to describe the utilization of minority medical students to elucidate issues of race or ethnicity for their classmates. The conscripted curriculum arises when these topics are taught in a small‐group discussion format that relies on students sharing their individual experiences to educate their classmates. In classrooms with limited diversity, the expectation to contribute falls disproportionately on students from non‐majority groups. In this qualitative study, we conducted videoconference focus groups with 32 recent graduates of genetic counseling training programs who identified as racial or ethnic minorities. We present the results of two thematic categories that emerged from that study: the participants' perspectives on the cultural competency curriculum in their training programs and the participants' feelings of being pressed into service as spokespeople for their cultural groups. Participants described the cultural competency training as occurring primarily in a small‐group discussion format in which students were expected to share their personal experiences. During these discussions, minority students, especially those in less‐diverse class cohorts, felt obliged to contribute their perspectives in order to educate non‐minority classmates about issues of race and ethnicity, leading to feelings of frustration and exhaustion. The results reflect a conscripted curriculum as described by Olsen (2019). Journal of Health and Social Behavior, 60(1), 55–68, in which minority students bear the burden of educating their classmates about the social basis of race. Genetic counseling training programs should critically examine their cultural competency curriculum to create a more equitable training environment.

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Section: Methodsmentioning

confidence: 99%

Conscripted curriculum: The experiences of minority genetic counseling students

Carmichael

Redlinger‐Grosse

Birnbaum

2020

Journal of Genetic Counseling

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“…Quantitative data gathered using household questionnaires were analyzed using IBM Statistical Package for Social Sciences (SPSS), version 20.0. The first step in the analysis of quantitative data was preparation of variables followed by coding the responses in a code book and analysis of different variables (Stewart & Shamdasani, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Qualitative data, which involved those obtained using FGDs and semi-structured interviews, were analyzed using the content analysis approach (GAO, 1989;Stewart & Shamdasani, 2017). Under the content analysis, materials to be analyzed were first determined.…”

Section: Discussionmentioning

confidence: 99%

The Extent and Drivers of Deforestation and Forest Degradation in Masito-Ugalla Ecosystem, Kigoma Region, Tanzania

Makunga¹,

Misana²

2017

OJF

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Deforestation and forest degradation has been observed to be rampant in Masito-Ugalla ecosystem, Kigoma Region, western part of Tanzania. This paper therefore, intended to assess the extent of deforestation and forest degradation in the area, and to determine their causes. A total of 101 respondents were considered as the sample size for this study. The methods used for data collection were household questionnaire interviews, in-depth interviews, focus group discussions, analysis of satellite images and direct observation. The findings indicated that deforestation was occurring in the study area. Satellite data revealed diminished closed woodland, bushed grassland, forest and thickets between 1990 and 2014. On the contrary, settlement area, cultivated land and open woodland had increased during the same time frame. Proximate factors causing deforestation and forest degradation included agricultural expansion, wood extraction and expansion of settlement area. Underlying factors included population growth, poverty, poor levels of education, lack of employment, corruption and embezzlement of public funds by politicians and senior government officials; and high demand for fuel-wood. Biophysical drivers like incidences of unplanned wildfires and socio trigger events notably civil strife were also important. In order to minimize the problem and based on the factors augmenting deforestation and forest degradation in the MasitoUgalla ecosystem and their coupled negative consequences, effective environmental conservation education, increased patrols, effective law enforcement and provision of alternative energy sources are necessary.

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“…In many cases, commercial WC tools (particularly, social media tools) enable the use of pseudonyms or "anonymous pen names" (Hiltz, Turoff, & Johnson, 1989), by permitting users to choose nonidentifying names to attach to their contributions. The pseudonym can be deliberately chosen by the user to either clearly identify themselves, or to obscure their real identity as it offers an important form of anonymity (Stewart & Shamdasani, 2017).…”

Section: Prior Research On Participation Equalitymentioning

confidence: 99%

“…One of the often cited advantages of CMC is that it enables the use of anonymity in the group decision process. The opportunity for virtual group members to submit comments and information anonymously can reduce group process losses such as evaluation apprehension and dominance (Dennis & Garfield, 2003;Reinig & Mejias, 2014;Stewart & Shamdasani, 2017). The use of anonymous CMC has been found to lead to greater participation equality than identified-CMC (Hiltz et al, 1986;Nunamaker et al, 1991;Tyran, Dennis, Vogel, & Nunamaker, 1992;Weisband et al, 1995;Straus, 1997;Mejias, 2007).…”

Section: Effects Of Cmc Use On Participation Equalitymentioning

confidence: 99%

Observation versus Perception in the Conceptualization and Measurement of Participation Equality in Computer‐Mediated Communication

et al. 2017

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Participation equality, a prominent construct that has received much attention in group decision‐making research, has been studied with both perceptual and objective measures. Yet, research findings regarding participation equality have been inconsistent and equivocal. We argue that one reason for this inconsistency is how participation equality has been conceptualized and measured. In some studies, researchers have theorized and measured participation equality using observed behavior. In other studies, researchers have theorized and measured participation equality using perceptual measures. We conducted an experiment to investigate the similarities and differences between these two measures. Our results indicate that (1) perceived participation equality (PPE) and observed participation equality (OPE) are theoretically separate and distinct constructs that (2) affect and are affected by other constructs in different ways within their nomological network. OPE and PPE were more different than they were similar, sharing only 10.8% of their variance. In other words, perceptions of participation equality were predominantly influenced by factors other than observed behaviors related to participation equality. We believe that these results call for more theory and research regarding the differences between observed behavior and perceptions of behavior in group decision making. As we move into new computer‐mediated communication technologies such as Web Conferencing, Virtual Reality, and Enterprise Social Media that enable new forms of participation, we need to consider what constitutes participation and how new forms of participation should be measured and evaluated. In the large group environments of Enterprise Social Media, the differences between OPE and PPE are likely to become more pronounced.

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Online Focus Groups

Cited by 227 publications

References 44 publications

Conscripted curriculum: The experiences of minority genetic counseling students

Conscripted curriculum: The experiences of minority genetic counseling students

The Extent and Drivers of Deforestation and Forest Degradation in Masito-Ugalla Ecosystem, Kigoma Region, Tanzania

Observation versus Perception in the Conceptualization and Measurement of Participation Equality in Computer‐Mediated Communication

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