Proposal Title
Intersection of scholarship and social justice in qualitative research: Nurturing emerging scholars
Abstract
Faculty teaching and advising doctoral students in qualitative research are engaged with nurturing novice scholars into their fields. There is a balancing act of challenging them to produce high quality, rigorous research while mentoring them and supporting their ideas and passions. This intersection of challenge and support is tricky to navigate but essential in guiding emerging scholars. Qualitative research is the choice of many doctoral students in the social sciences, yet students may need particular guidance from faculty or advisors due to the plurality of qualitative methods and approaches. Often, doctoral students are drawn to the flexibility and creativity of these methods and yet at times long to know the “right way” to conduct their research. Many doctoral students hope that their research will make a difference, perhaps by centering marginalized voices or by contributing to social justice interventions. Advising students often involves expecting them to adhere to scholarly norms of academia in their dissertations while also making space for their challenges to traditional scholarship or desire to embrace alternative perspectives. A panel of doctoral faculty in the Division of Counseling and Psychology will discuss how they envision this mentoring and holding environment for emerging scholars, speaking about some of the challenges, and responses, within our roles as facilitators of novice scholars’ journeys. We will also discuss our program’s commitment to social justice and inclusion, and how we assist doctoral students employing a critical framework in doing research that matters in the world.
Start Date
27-3-2019 3:00 PM
End Date
27-3-2019 3:50 PM
Room Number
U-Hall 3-101
Presentation Type
Panel
Disciplines
Counseling | Counseling Psychology | Multicultural Psychology | Psychology
Intersection of scholarship and social justice in qualitative research: Nurturing emerging scholars
Faculty teaching and advising doctoral students in qualitative research are engaged with nurturing novice scholars into their fields. There is a balancing act of challenging them to produce high quality, rigorous research while mentoring them and supporting their ideas and passions. This intersection of challenge and support is tricky to navigate but essential in guiding emerging scholars. Qualitative research is the choice of many doctoral students in the social sciences, yet students may need particular guidance from faculty or advisors due to the plurality of qualitative methods and approaches. Often, doctoral students are drawn to the flexibility and creativity of these methods and yet at times long to know the “right way” to conduct their research. Many doctoral students hope that their research will make a difference, perhaps by centering marginalized voices or by contributing to social justice interventions. Advising students often involves expecting them to adhere to scholarly norms of academia in their dissertations while also making space for their challenges to traditional scholarship or desire to embrace alternative perspectives. A panel of doctoral faculty in the Division of Counseling and Psychology will discuss how they envision this mentoring and holding environment for emerging scholars, speaking about some of the challenges, and responses, within our roles as facilitators of novice scholars’ journeys. We will also discuss our program’s commitment to social justice and inclusion, and how we assist doctoral students employing a critical framework in doing research that matters in the world.
