Rachel is an assistant professor in Early Childhood Education, studying parenting and home life practices of Latinx families related to child literacy. Rachel’s research design for her current project includes home visits, interviews and surveys with parents and other live-in adults.
In the early stages of her study, several parents begin commenting that the focus of the inquiry and the information being prioritized is misguided and does not address core issues with child literacy. Rachel’s graduate research assistants compile these concerns and bring them to Rachel’s attention. As a team, Rachel and her assistants deliberate about what to do with the information presented, and whether and how to honor the parents’ concerns.
Rachel’s initial reaction is disappointment and stress. She vocalizes her concerns about timeline, costs and the connection of this study with other lines of inquiry. Rachel’s graduate assistants continue to challenge that the efficacy of the study in its current design is not strong and that a course correction is needed. Rachel agrees, and the team decides to create a gathering for participants to come together and share greater detail about their concerns. The research team commits to listening openly with vulnerability and a willingness to potentially shift their research questions and protocol.
- The Issue: Rachel receives feedback from her research participants that her questions and protocol are misaligned and suggest revision to the study design.
- The Deliberation: Rachel is initially resistant to the critique but decides to convene her team for deliberation about potential redesign, and subsequently the research participants, too.
- The Growth: Rachel is able to move past her feelings of disappointment and urgency to design a feedback process that is vulnerable and open to change.