Personal and impersonal methods of recruitment for social research

Winett, Richard A.; Fuchs, William L.; Moffatt, Sarah A.

doi:10.1002/1520-6629(197410)2:4<376::aid-jcop2290020411>3.0.co;2-6

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…Identification of any group as problematic is, itself, problematic, particularly since lack of success may stem from the way in which science treats this group. For example, one explanation for the lack of diversity in samples is that historical abuses of minorities in research studies has resulted in a high level of distrust of science amongst non-White potential participants, leading to lower levels of participation ( Winett et al, 1974 ; Swanson and Ward, 1995 ). There is evidence that trust influences the likelihood of participation.…”

Section: Discussionmentioning

confidence: 99%

Recruitment strategies should not be randomly selected: empirically improving recruitment success and diversity in developmental psychology research

Sugden

Moulson

2015

Front. Psychol.

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Psychological and developmental research have been critiqued for the lack of diversity of research samples. Because differences in culture, race, and ethnicity can influence participant behavior, limited diversity limits the generalizability of the findings. These differences may also impact how participants behave in response to recruitment attempts, which suggests that recruitment itself may be leveraged to increase sample diversity. The goal of the current study was to determine what factors, within a recruitment interaction, could be leveraged to increase success and diversity when recruiting families with children for developmental research. Study 1 found three factors influenced success: (1) recruitment was more successful when other potential participants were also interested (i.e., recruiters were busy), (2) recruiters of particular races were more successful than recruiters of other races, and (3) differences in success were related to what the recruiter said to engage the potential participant (i.e., the script). The latter two factors interacted, suggesting some recruiters were using less optimal scripts. To improve success rates, study 2 randomly assigned scripts to recruiters and encouraged them to recruit more vigorously during busy periods. Study 2 found that two factors influenced success: (1) some scripts were more successful than others and (2) we were more successful at recruiting non-White potential participants than White participants. These two interacted, with some scripts being more successful with White and other scripts being more successful with non-White families. This intervention significantly increased recruitment success rate by 8.1% and the overall number of families recruited by 15.3%. These findings reveal that empirically evaluating and tailoring recruitment efforts based on the most successful strategies is effective in boosting diversity through increased participation of children from non-White families.

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Section: Discussionmentioning

confidence: 99%

Recruitment strategies should not be randomly selected: empirically improving recruitment success and diversity in developmental psychology research

Sugden

Moulson

2015

Front. Psychol.

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“…Winett, Fuchs, and Moffatt (1974) have reported that an impersonal recruitment procedure, a newspaper story, was equally effective in recruiting families for a child care study as compared to various personal procedures which included speeches to local civic and religious groups, recruitment in waiting rooms of medical clinics, and recruitment by local clergy and child care staff.…”

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confidence: 99%

The Recruitment Process

Edleson¹,

Witkin²,

Rose³

1979

Journal of Social Service Research

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Reaching client populations is a difficult task that most practitioners and social service researchers must face. This poper reports and compares six procedures used t o recruit couples who would participate in a group training program as part of a comparative research study. Recruitment methods included newspaper and radio announcements, a newspaper featwe article, informative posters, mass mailing, and referrals from local agencies. The various procedures are compared in light of the reported findings and directions o f future inquiries are suggested. ~sumalof Social Service Iie-h. VOI. 2Ml. ~ummer 1878 01979 by The Haworth h s s . All%htsresenred. 405 Downloaded by [University of Arizona] at 22:37 04 February 2015

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A cross-sectional study of children and their families in different child care environments: Some data and conclusions

Winett

Fuchs

Moffatt

et al. 1977

J. Community Psychol.

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This study compared children and families involved in four child care environments—all day center care (n = 35), all day sitter (family) care (n = 15), partial center/sitter‐home (mixed) care (n = 31), and exclusive at home care (n = 43). These 124 two‐parent families were predominately white and middle class. Measures included the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, a preschool test, a social developmental scale, indices of parent‐child interactions, parental engagement in child care tasks and household chores, leisure time activity, behavior management style, quality of center care, and length of time in care outside the home. Demographic differences (SES, race, age of child, birth order, number of children in the family, wife's age, and wife working) that existed between the groups were seen as representing particularly important, naturally occurring social patterns, and therefore were separately analyzed and presented. The results indicated that the mixed group tended to score higher than the other groups on measures of intellectual ability, but it was nuclear whether these differences reflected the higher SES of this group or the partial child care situation. The day care and at‐home groups were well matched and did not differ significantly on child measures. Greater paternal involvement in child and home care was associated with the use of child care outside the home and maternal employment. Lower SES was significantly related to lower Peabody scores, a more punitive discipline style, and more time spent in child care outside the home. Number of children in the family showed a curvilinear relationship (high scores = two children) with some ITPA scales; and a pattern of low ITPA scores for only children emerged. The results were discussed in terms of developing methodologies to examine the interrelationships of family patterns and child care modalities, the design and evaluation of day care centers, and some social policy implications of the effects of SES on child development.

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Personal and impersonal methods of recruitment for social research

Cited by 5 publications

References 5 publications

Recruitment strategies should not be randomly selected: empirically improving recruitment success and diversity in developmental psychology research

Recruitment strategies should not be randomly selected: empirically improving recruitment success and diversity in developmental psychology research

The Recruitment Process

A cross-sectional study of children and their families in different child care environments: Some data and conclusions

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