Designing Qualitative Research to Do No Harm

H. Richard Milner IV is Cornelius Vanderbilt Professor of Education, Professor of Sociology, and Professor of Education Policy Studies at Vanderbilt University. Tyrone C. Howard is the Pritzker Family Endowed Chair and professor of education in the School of Education and Information Studies at UCLA.

• ContentsSeries Foreword  xiIntroduction: Commitments to Do No Harm in Qualitative Research  1Areas of Research to Address Harm  3Qualitative Research and Harm Prevention  6Harm in Research Processes  8Positionality: Who Are We? And Why Us and This Book?  10Do No Harm Research Commitments  141.  Framing Phases of Do No Harm Research  21Credibility as Harm Prevention  21Preactive Phase of Research  23Interactive Phase of Research  27Postactive Phase of Research  30Summary and Conclusions  332.  Do No Harm in Interviewing  34What Are Interviews and Why Do They Matter?  34Why Trust Matters in Interviewing  37Remembering Culture in Interviews  38Pláticas as a Form of Interviewing  433.  Do No Harm in Observations  49Culture and Bias in Observation  50Seeing and Not Judging  52Structured Observation  54Field Experiments  57Participant Observation  594.  Do No Harm in Document Analyses  63What Is Document Analysis and Why Does It Matter?  65Benefits of Document Analysis  68Selecting  70Meaning-Making  71Synthesizing Information  735.  Applying Do No Harm in Research Commitments to Scenarios  78Case Study 1: Homework Policy and Outside of School Responsibility  79Case Study 2: Studying a Teacher’s Professional Development Reflections and Her Subsequent Practices  82Case Study 3: Dress Code Reminder, Corridor Interactions, and a Scarf Annalise Loves  83Case Study 4: Math Labeling, Tracking, and Special Education Referral  86Case Study 5: Assumptions About Demond, Basketball, and Family History  87Case Study 6: Evaluating Campus Climate  90Case Study 7: Community Organizations, People, and Advancing Vision  91Summary and Conclusions  93Conclusion: Making Do No Harm Commitments Normalized Practices  97Research as a Form of Punishment  98Moving Beyond Research as a Form of Punishment  99Positionality as Essential to Do No Harm  100Harm-Preventative Research From the Very Start  102Endnotes  107References  109Index  117About the Authors  123