Chapter Six - Just Good Developmental Science: Trust, Identity, and Responsibility in Ethnic Minority Recruitment and Retention
Section snippets
Principles, Ethics, and Values
As with all research, the conduct of developmental science implies particular principles, ethics, and values that guide decisions and practices. Researchers are very familiar with those key ethical aspects of research which are most explicitly addressed during the stage at which a university's internal (human subjects) review board assesses the research design and protocol of a given project. Following from The Belmont Report (1979), researchers typically must consider and adhere to the
Trust in Research and Researchers
One important goal researchers might pose for their team is that of fostering and maintaining trust by youth, family, and community members. This is no small feat when there is a history of mistrust brought about by prior encounters with researchers who are perceived as not being motivated to support interests of ethnic minority communities (cf. Yancey et al., 2006). But mistrust may also arise due to families’ and communities’ lack of familiarity with the enterprise of social scientific
Researcher Identity and Insider/Outsider Status
Unless a target community is comprised entirely of individuals with the same intersection of ethnic, racial, gender, and/or socioeconomic identities and lived experiences as the researcher, she can be considered an outsider at some level (Knight et al., 2009). Analysis of a researcher's insiderness/outsiderness may be complicated by the multiple identities and personal histories of both the researcher and the target group(s). As Witherspoon elaborated:
I was coming into a community that had
Project Development
Researchers’ sense of responsibility for accurately capturing participants’ experiences will support the development of trustworthy research. A primary issue in research design is the cultural relevance of research questions and topics (Hernández et al., 2013, Knight et al., 2009). The way a research question is developed is informed by the culture and experiences of a researcher as well as previous research and theory. For underrepresented ethnic/racial minority youth, participants’ subjective
Conclusion
Throughout this chapter, we have highlighted work by developmental scientists as well as in related fields to think about ways of increasing the participation of underrepresented ethnic/racial minority youth in developmental research. We recognize that developmental scientists’ engagement with issues related to trust, identity, and responsibility in their research program(s) will vary. For some, the chapter might begin a conversation about how trust factors into their work with underrepresented
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2023, Contemporary Clinical TrialsIncreasing diversity in developmental cognitive neuroscience: A roadmap for increasing representation in pediatric neuroimaging research
2022, Developmental Cognitive NeuroscienceCitation Excerpt :Trust within a research context relies on the belief that researchers and research institutions are responsible, competent, and will act in the best interest of participants and their communities, while also preventing harm to the individual and their community (Cubelli, 2020). Unfortunately, trust is difficult to establish and easy to lose, particularly among communities with a history of being marginalized and/or deceived (Best et al., 2021; Hernández et al., 2013; Rivas-Drake et al., 2016; Scharff et al., 2010; Yancey et al., 2006). Mistrust of governmental entities and related agencies—particularly of those disseminating health information, the provision of services, and those overseeing and regulating healthcare practices and/or research—is common within communities that have been historically marginalized (Jaiswal and Halkitis, 2019; Oakley et al., 2019; Williamson et al., 2020).
Approaching Retention within the ABCD Study
2018, Developmental Cognitive NeuroscienceCitation Excerpt :The ABCD study staff are thus encouraged to utilize a number of tools to engage and retain reticent families (detailed below), with an open line of communication with families around their sense of inclusion, comfort, safety, and protection. A recent review on recruitment and retention of racial/ethnic minority populations for developmental science studies found three important themes: the role of trust, researcher identity and insider/outsider status, and responsibility (Rivas-Drake et al., 2016). Since one major difference of special populations is culture, a culturally appropriate and sensitive retention plan is key to successful retention in longitudinal studies, such as ABCD.
Mixed-Status Immigrant Families in the United States: The Role of Social Justice in Intervention Research
2016, Advances in Child Development and BehaviorCitation Excerpt :One of the most straightforward and effective ways to do this is to involve participants and members of the unauthorized immigrant community in the process of research at each step. In other words, interventionists can engage in research with—instead of research on—mixed-status families (Hernández, Nguyen, Casanova, Suárez-Orozco, & Saetermoe, 2013; Rivas-Drake, Camacho, & Guillaume, 2016). Community-based participatory research (CBPR), sometimes also referred to as PAR, grew out of a blending of two research traditions: participatory research in the global South and action research in the global North (Ferreira & Gendron, 2011).
Ethnic-racial identity content and the development of depressive symptoms among Latino adolescents
2018, Development and Psychopathology