Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses

Autor/in	Jordan, Lorien S.
Titel	Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses
Quelle	In: Teaching of Psychology, 50 (2023) 2, S.112-118 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Lorien S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211056886
Schlagwörter	Psychology; Qualitative Research; Research Methodology; Critical Race Theory; Whites; Racism; Experiential Learning; Learning Activities; Skill Development; Observation; Photography; Coding; Graduate Study + Suchen Sie Ihr Suchwort? Psychologie; Qualitative Forschung; Research method; Forschungsmethode; White; Weißer; Rassismus; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Beobachtung; Fotografie; Codierung; Programmierung; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Introduction: This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem: In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as critical whiteness, are deemphasized. Similarly, methods courses rarely integrate qualitative inquiry and critical theory. Literature Review: First, I briefly review the relevant literature on the state of qualitative research in psychology. I then discuss critical whiteness, contextualizing the idea of whiteness, before moving into a review of the current research on whiteness in psychology. Teaching Implications: I present three experiential learning activities that further students' skill development in qualitative methods while learning about three specific aspects of whiteness. Practicing observations, photovoice, and qualitative coding, students can reflect on the pervasiveness of white culture, colorblind racism, and racial microaggressions. Conclusion: The activities described in this article provide instructors one avenue to engage various aspects of whiteness and qualitative methods, phenomena routinely overlooked in graduate training. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01