Index
Researching Children and Youth: Methodological Issues, Strategies, and Innovations
ISBN: 978-1-78714-099-8, eISBN: 978-1-78714-098-1
ISSN: 1537-4661
Publication date: 8 March 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Researching Children and Youth: Methodological Issues, Strategies, and Innovations (Sociological Studies of Children and Youth, Vol. 22), Emerald Publishing Limited, Leeds, pp. 389-404. https://doi.org/10.1108/S1537-466120180000022030
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Abuse, 38, 39, 338
child abuse, 73, 76
domestic abuse, 211–212
drug abuse, 75
sexual abuse, 73, 76
substance abuse, 74, 203
Academic engagement, 19, 21
Academic freedom, 13
Adaptability, 4, 60
Adolescents, 77, 105, 106, 108, 253
gender-based victimization, 42
limits and possibilities of research with, 120–122
Adult-dominated society, 228, 230
Adult-youth binary, 228, 229
Adultism, 226, 228, 230, 244
Adultism-racism intersection, 224, 225, 230, 236
Adult(s), 82, 340
continuities and particularities of studying children and, 351–353
gatekeepers, 91
ideological viewpoints, 306–307
perceptions of child privacy, 337–339
power differential between adults and children, 259
relationships in order to build rapport, 87
during research encounters, 231–235
status, 104
U.S. racial system, 234
African-American population, 233
Age-based power imbalances
and accommodating kids’ embodiment, 284
at-home interviewing, 284
audio recorder, 285–286
sharing snacks, 285
Agency, 63, 118, 121, 129–131, 133–137, 142, 150–155, 157, 159, 161, 163, 165–169, 177, 178
function, 49
in research process, 179
staff, 50
“Agency routes” children, 152, 155
Agentic children, 151
America’s racial structure, 304
American Society of Criminology, 48
American Sociological Association (ASA), 168, 257
Anti-LGBTQ bias, 41, 42
ASA. See American Sociological Association (ASA)
Assent(ing)
children, 207–208
form for children, 274
in online and offline research, 335–337
“Audit society”, 2
Autonomous individualism, 134
Behavioral/observational coding/recording instrument, 24, 28
Belmont principles of autonomy, 13–14
Beneath equality rhetoric, visual techniques for, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Blank back page interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
Brent’s experiences
effects in field, 25
IRB concerns and adjustments, 23–25
research topic and initial proposal, 22–23
Bullying, 22–25, 213, 298, 344
among girls, 282
cyberbullying, 241
of LGBTQ students, 45
Business community, 47–48
C&I project. See Children & Internet project (C&I project)
California State University (CSU), 118
Caregivers
consenting, 206–207
contact with, 205–206
gaining perspective outside caregiver’s view, 213–215
non-parental, 206
parental, 206
Certificate of Confidentiality from National Institute of Health, 44
Cherished conceits, 4–5, 129–130
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
Chicago Public Schools (CPS), 107
Child-centered
ethnographies, 307
perspectives, 253
sociological research, 254
techniques, 6
Child-centered methods, 5, 305, 306
celebrities in, 305
“Celebrity Thing”, 318
digital methods, 6
ethnographic study, 304–305
innovative visual method, 310–318
methodological considerations for research
with children, 305–308
whiteness, 308–309
research design, 310
Child(ren), 63–64, 82, 83
abuse, 73, 76
adult perceptions of child privacy, 337–339
agency, 150, 178
and voice, 5
assent form for, 274
bad kids vs. good kids, 94
communication, 353
constructions of separate congregations, 264
drawing of a church building, 265
First Christian Church, 264
from First Christian Church, 266
Kid Church, 266
from routine to ritual, 267–269
cultures, 340
developmental studies, 254–255
framing, 6
gaining and maintaining rapport with teachers and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
methodological considerations for research with, 305
adult ideological viewpoints, 306–307
qualitative research, 305–306
visual research method, 307–308
participants, 5, 130
research with, 258
children’s understanding, 260
establishing rapport with children, 261
power differential between adults and children, 259
researcher roles in participant observation, 83–86
understanding of researcher’s role, 90
notebook, 92
reactive observer, 91
young children, 93–94
voices, 13
and youth, 5, 17–18, 306, 321
Childhood, 228, 278
ethnographers, 83
material culture, 284
paradigm, 351, 353
researchers, 37–38
scholars, 340–341
Children & Internet project (C&I project), 356, 358, 366, 368
Children’s digital practices at home
continuities and particularities of studying children and adults, 351–353
from general guidelines to particular research fields, 350–351
“giving voice” to children, 353–356
home settings and gatekeepers, 367–369
technology at home and gendered uses among children, 359
photograph of favorite objects, 363, 364
photograph of portable game console, 364
photograph of room, 361–362
screenshots, 365–367
visual and ethnographic methodologies in domestic setting, 356–359
Children’s participation in parent interviews
defiant acts, 153
covert defiance, 155–156
overt defiance, 154
quiet defiance, 155
in high-structure setting of parent interviews, 150
interviews with parents, 152–153
motivations for interview participation, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
pragmatic actors, 151
relationships between children and parents, 151
Classrooms, teachers mediating researcher’s role in, 86–90
Collaborative Institutional Training Initiative (CITI), 50
Collaborative partnerships, 51
Collaborative relationships, 47–48
Collaborative research teams, 49
Collective memory, 17
College coaches, 104, 105
negotiating ethical dilemmas, 117–120
College-for-all era, institutional agents in, 105–106
College-for-all norm, 111–113
Colorblind
context, 315
racism, 309
rhetoric, 281, 288, 292
Colorblindness, 281
Common Rule, 333
regulations, 14, 15–16
Community
agencies, 45, 46–47, 48
services, 46
centers, 44–45
organizations, 48, 49, 51–52
services, 47
outreach organizations, 41
partners, 41, 46
Complementary methodological shift, 278
Confidentiality, 73, 211–212
Consent, 335–337
consenting caregivers, 206–207
Contemporary childhood, 326
Contemporary society, 354
Corrective participation, 158–160
Counter-storytelling, prioritizing youth’s, 235–236
Covert defiance, 155–156
CPS. See Chicago Public Schools (CPS)
CR theory. See Critical Race theory (CR theory)
Creativity, layer of, 179
Criminological projects, 40
Criminologists, 40
Criminology, 36
Critical Race theory (CR theory), 224–225, 229
Critical-participatory paradigm, 354
CSU. See California State University (CSU)
Cultural assumptions, 27
Data, 86
analysis, 263, 282–284
collection, 46
principles, 49
process, 179, 279–280
Decision-making process, 14, 15
Defiant acts, children’s participation in parent interviews, 153
covert defiance, 155–156
overt defiance, 154
quiet defiance, 155
Developmental studies of children and religion, 254–255
Digital ethnography, 327–328, 329, 365
contemporary childhood, 326
ethical dilemmas, 332–342
in practice, 330–332
research activity, 329–330
social interaction, 328–329
and youth culture, 327, 328
Dilemmas, 104
during conversations with educators, 115–117
See also Ethical dilemmas
Diplomacy, 60
Doing research with children process (DRC process), 224, 225, 230
“Doing research with youth of color” approach, 225, 231
Drawings, 132, 156, 177, 180–184, 193, 254, 260, 262–263, 263, 265–267, 269–270, 289–291, 293–295, 307–308
Educators, 106
dilemmas during conversations with, 115–117
Embedded process, 70
Emotional sensitivity, 209–210
English as a second language (ESL), 18–19
Ethical dilemmas, 111, 332
adult perceptions of child privacy, 337–339
as college coach and researcher, negotiating, 117–120
consent, assent, and challenges in online and offline research, 335–337
IRBs, 332, 333–335
negotiating power and insider/outsider identity, 340–342
Ethical motivations, 50–51
Ethical responsibilities, 73–74
Ethical standard of mandated reporter, 73
“Ethics chill”, 13
Ethnicity and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Ethnographers, 67, 106–107
Ethnographic/ethnography, 77, 84, 308–309, 375, 377–379
methods, 67, 305, 307
in domestic setting, 356
photography, 357–359
observations, 22–23
project, 19
studies, 60
“Everyday social reality”, 2
Expressive participation, 162–165
Expulsion, 62
Facebook, 205, 241, 330–331
Familiarity, lack of, 28
Familiarizing tasks, 53
Federal guidelines, 38–39, 43–44
Federal Policy for Protection of Human Subjects, 14, 333
Field
interactions and observations in, 113–115
researcher in, 109–111
First Christian Church, 264, 266, 269
First Communion, 256
Flaws, 16–17
Flexibility, 4, 6, 30, 60
Focus group interviews, 261
advantages of, 261–262
Alexander’s drawing of train and party car, 260
assent form for children, 274
child-centered perspectives, 253
child-centered sociological research, 254
child-targeted approaches, 252
children’s constructions of separate congregations, 264
drawing of a church building, 265
First Christian Church, 264
from First Christian Church, 266
Kid Church, 266
from routine to ritual, 267–269
data analysis, 263
developmental studies of children and religion, 254–255
interpretive sociological child religious studies, 255–256
interview protocol, 275–276
“listening” to pictures, 262–263
methodological and ethical considerations, 256–258
research with children, 258
children’s understanding, 260
establishing rapport with children, 261
power differential between adults and children, 259
social science literature, 253–254
See also Follow-up interviews
Focused coding, 263
Follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
Foucault’s concept of governmentality, 130
Fragile Families and Child Wellbeing Study, 202–203
Frankel’s framework, 193–194
Free/Reduced Price Meal program (FRPM program), 108
Friend role, 82, 83
Friend-like position, 107
FRPM program. See Free/Reduced Price Meal program (FRPM program)
Gatekeepers, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368
home settings and, 367–369
institutional, 121, 305
negotiating access with IRB gatekeepers, 18, 21
Gatekeeping, 13, 18, 106
Gender swap question, 293–295
Gender-based victimization, 42
Gender/sexuality studies, 36
Gendered jobs card sort exercise, 296–297
Gendered-White peer cultures, 225–226
Girl power, 295–296
Global Child Rights Online Research Toolkit, 339
Goffman’s framework, 326
Greenville Cities, 231, 232, 239
Grounded theory, 28, 63, 263
Group interviews, 25
Harmful experiences, 39
Heterosexism, 226
Heterotopia, 179–180, 190–191
Hillside’s counseling system, 111–113
“Hispanic” students, 19
Home settings and gatekeepers, 367–369
Human subjects training, 50
Hybridized research procedure, 42–43
Hyper-protection and surveillance of youth, 2–3
Iconographic language, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males, 21–22
In control model, 135
In-depth interviews, 43–44, 120, 181, 201, 261, 309
“Independent learners”, 50
Individual board members, 16, 17
Inductive approach use, 28
Information and communications technology (ICTs), 354–355
Informative participation, 157–158
Inner-city elementary school, 60
Innovative research methods, 2
Innovative visual method, 310
photographs of celebrities, 310–311
quality data, 317–318
questions about race, 314–316
shifting power dynamics, 311–314
“Insider researcher”, 27
Insider/outsider identity, 340–342
Institutional agents, 104–106
Institutional gatekeepers, 121, 305
Institutional Review Boards (IRBs), 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval, 42, 43–44
Belmont principles of autonomy, 13–14
comparing experiences, 25–28
differing researcher experiences with, 18–25
funding agencies, 50
negotiating access with IRB gatekeepers, 18
practice, 14–18
requirements, 52
Instructive participation, 160–161
Internet
-based research, 3074
and technology, 6
Interpretive sociological child religious studies, 255–256
Interventions, 24, 44, 45, 107, 334, 341
Interview participation, motivations for, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
Interviewees, 52
Interviewer positionality, 208–209
Interviewing children, strategies for, 208
confidentiality, 211–212
incorporating emotional sensitivity, 209–210
interviewer positionality, 208–209
See also Focus group interviews
Interviews, 70
with children, 204–205
interview-based study, 282
protocol, 275–276
qualitative, 279
sensitive topics, 73–77
strategies, 278–279
truth dilemma and performative construction of student narratives, 70–72
Investigative participation, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study, 201, 203, 208–209, 211
interviews with children, 204–205
study design, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Abuse
, 38, 39, 338
child abuse
, 73, 76
domestic abuse
, 211–212
drug abuse
, 75
sexual abuse
, 73, 76
substance abuse
, 74, 203
Academic engagement
, 19, 21
Academic freedom
, 13
Adaptability
, 4, 60
Adolescents
, 77, 105, 106, 108, 253
gender-based victimization
, 42
limits and possibilities of research with
, 120–122
Adult-dominated society
, 228, 230
Adult-youth binary
, 228, 229
Adultism
, 226, 228, 230, 244
Adultism-racism intersection
, 224, 225, 230, 236
Adult(s)
, 82, 340
continuities and particularities of studying children and
, 351–353
gatekeepers
, 91
ideological viewpoints
, 306–307
perceptions of child privacy
, 337–339
power differential between adults and children
, 259
relationships in order to build rapport
, 87
during research encounters
, 231–235
status
, 104
U.S. racial system
, 234
African-American population
, 233
Age-based power imbalances
and accommodating kids’ embodiment
, 284
at-home interviewing
, 284
audio recorder
, 285–286
sharing snacks
, 285
Agency
, 63, 118, 121, 129–131, 133–137, 142, 150–155, 157, 159, 161, 163, 165–169, 177, 178
function
, 49
in research process
, 179
staff
, 50
“Agency routes” children
, 152, 155
Agentic children
, 151
America’s racial structure
, 304
American Society of Criminology
, 48
American Sociological Association (ASA)
, 168, 257
Anti-LGBTQ bias
, 41, 42
ASA. See American Sociological Association (ASA)
Assent(ing)
children
, 207–208
form for children
, 274
in online and offline research
, 335–337
“Audit society”
, 2
Autonomous individualism
, 134
Behavioral/observational coding/recording instrument
, 24, 28
Belmont principles of autonomy
, 13–14
Beneath equality rhetoric, visual techniques for
, 286
gender swap question
, 293–295
gendered jobs card sort exercise
, 296–297
girl power and popular music icon pictures
, 295–296
list generation strategy
, 286–289
mapping technique
, 289–291
race swap question
, 291–293
Blank back page interviews
, 182
deliberate risk
, 190
differences in individual vs. group interviews
, 189
during interview
, 186–187
subversive drawings and lists
, 184
use of child-friendly research techniques
, 183
Brent’s experiences
effects in field
, 25
IRB concerns and adjustments
, 23–25
research topic and initial proposal
, 22–23
Bullying
, 22–25, 213, 298, 344
among girls
, 282
cyberbullying
, 241
of LGBTQ students
, 45
Business community
, 47–48
C&I project. See Children & Internet project (C&I project)
California State University (CSU), 118
Caregivers
consenting, 206–207
contact with, 205–206
gaining perspective outside caregiver’s view, 213–215
non-parental, 206
parental, 206
Certificate of Confidentiality from National Institute of Health, 44
Cherished conceits, 4–5, 129–130
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
Chicago Public Schools (CPS), 107
Child-centered
ethnographies, 307
perspectives, 253
sociological research, 254
techniques, 6
Child-centered methods, 5, 305, 306
celebrities in, 305
“Celebrity Thing”, 318
digital methods, 6
ethnographic study, 304–305
innovative visual method, 310–318
methodological considerations for research
with children, 305–308
whiteness, 308–309
research design, 310
Child(ren), 63–64, 82, 83
abuse, 73, 76
adult perceptions of child privacy, 337–339
agency, 150, 178
and voice, 5
assent form for, 274
bad kids vs. good kids, 94
communication, 353
constructions of separate congregations, 264
drawing of a church building, 265
First Christian Church, 264
from First Christian Church, 266
Kid Church, 266
from routine to ritual, 267–269
cultures, 340
developmental studies, 254–255
framing, 6
gaining and maintaining rapport with teachers and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
methodological considerations for research with, 305
adult ideological viewpoints, 306–307
qualitative research, 305–306
visual research method, 307–308
participants, 5, 130
research with, 258
children’s understanding, 260
establishing rapport with children, 261
power differential between adults and children, 259
researcher roles in participant observation, 83–86
understanding of researcher’s role, 90
notebook, 92
reactive observer, 91
young children, 93–94
voices, 13
and youth, 5, 17–18, 306, 321
Childhood, 228, 278
ethnographers, 83
material culture, 284
paradigm, 351, 353
researchers, 37–38
scholars, 340–341
Children & Internet project (C&I project), 356, 358, 366, 368
Children’s digital practices at home
continuities and particularities of studying children and adults, 351–353
from general guidelines to particular research fields, 350–351
“giving voice” to children, 353–356
home settings and gatekeepers, 367–369
technology at home and gendered uses among children, 359
photograph of favorite objects, 363, 364
photograph of portable game console, 364
photograph of room, 361–362
screenshots, 365–367
visual and ethnographic methodologies in domestic setting, 356–359
Children’s participation in parent interviews
defiant acts, 153
covert defiance, 155–156
overt defiance, 154
quiet defiance, 155
in high-structure setting of parent interviews, 150
interviews with parents, 152–153
motivations for interview participation, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
pragmatic actors, 151
relationships between children and parents, 151
Classrooms, teachers mediating researcher’s role in, 86–90
Collaborative Institutional Training Initiative (CITI), 50
Collaborative partnerships, 51
Collaborative relationships, 47–48
Collaborative research teams, 49
Collective memory, 17
College coaches, 104, 105
negotiating ethical dilemmas, 117–120
College-for-all era, institutional agents in, 105–106
College-for-all norm, 111–113
Colorblind
context, 315
racism, 309
rhetoric, 281, 288, 292
Colorblindness, 281
Common Rule, 333
regulations, 14, 15–16
Community
agencies, 45, 46–47, 48
services, 46
centers, 44–45
organizations, 48, 49, 51–52
services, 47
outreach organizations, 41
partners, 41, 46
Complementary methodological shift, 278
Confidentiality, 73, 211–212
Consent, 335–337
consenting caregivers, 206–207
Contemporary childhood, 326
Contemporary society, 354
Corrective participation, 158–160
Counter-storytelling, prioritizing youth’s, 235–236
Covert defiance, 155–156
CPS. See Chicago Public Schools (CPS)
CR theory. See Critical Race theory (CR theory)
Creativity, layer of, 179
Criminological projects, 40
Criminologists, 40
Criminology, 36
Critical Race theory (CR theory), 224–225, 229
Critical-participatory paradigm, 354
CSU. See California State University (CSU)
Cultural assumptions, 27
Data, 86
analysis, 263, 282–284
collection, 46
principles, 49
process, 179, 279–280
Decision-making process, 14, 15
Defiant acts, children’s participation in parent interviews, 153
covert defiance, 155–156
overt defiance, 154
quiet defiance, 155
Developmental studies of children and religion, 254–255
Digital ethnography, 327–328, 329, 365
contemporary childhood, 326
ethical dilemmas, 332–342
in practice, 330–332
research activity, 329–330
social interaction, 328–329
and youth culture, 327, 328
Dilemmas, 104
during conversations with educators, 115–117
See also Ethical dilemmas
Diplomacy, 60
Doing research with children process (DRC process), 224, 225, 230
“Doing research with youth of color” approach, 225, 231
Drawings, 132, 156, 177, 180–184, 193, 254, 260, 262–263, 263, 265–267, 269–270, 289–291, 293–295, 307–308
Educators, 106
dilemmas during conversations with, 115–117
Embedded process, 70
Emotional sensitivity, 209–210
English as a second language (ESL), 18–19
Ethical dilemmas, 111, 332
adult perceptions of child privacy, 337–339
as college coach and researcher, negotiating, 117–120
consent, assent, and challenges in online and offline research, 335–337
IRBs, 332, 333–335
negotiating power and insider/outsider identity, 340–342
Ethical motivations, 50–51
Ethical responsibilities, 73–74
Ethical standard of mandated reporter, 73
“Ethics chill”, 13
Ethnicity and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Ethnographers, 67, 106–107
Ethnographic/ethnography, 77, 84, 308–309, 375, 377–379
methods, 67, 305, 307
in domestic setting, 356
photography, 357–359
observations, 22–23
project, 19
studies, 60
“Everyday social reality”, 2
Expressive participation, 162–165
Expulsion, 62
Facebook, 205, 241, 330–331
Familiarity, lack of, 28
Familiarizing tasks, 53
Federal guidelines, 38–39, 43–44
Federal Policy for Protection of Human Subjects, 14, 333
Field
interactions and observations in, 113–115
researcher in, 109–111
First Christian Church, 264, 266, 269
First Communion, 256
Flaws, 16–17
Flexibility, 4, 6, 30, 60
Focus group interviews, 261
advantages of, 261–262
Alexander’s drawing of train and party car, 260
assent form for children, 274
child-centered perspectives, 253
child-centered sociological research, 254
child-targeted approaches, 252
children’s constructions of separate congregations, 264
drawing of a church building, 265
First Christian Church, 264
from First Christian Church, 266
Kid Church, 266
from routine to ritual, 267–269
data analysis, 263
developmental studies of children and religion, 254–255
interpretive sociological child religious studies, 255–256
interview protocol, 275–276
“listening” to pictures, 262–263
methodological and ethical considerations, 256–258
research with children, 258
children’s understanding, 260
establishing rapport with children, 261
power differential between adults and children, 259
social science literature, 253–254
See also Follow-up interviews
Focused coding, 263
Follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
Foucault’s concept of governmentality, 130
Fragile Families and Child Wellbeing Study, 202–203
Frankel’s framework, 193–194
Free/Reduced Price Meal program (FRPM program), 108
Friend role, 82, 83
Friend-like position, 107
FRPM program. See Free/Reduced Price Meal program (FRPM program)
Gatekeepers, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368
home settings and, 367–369
institutional, 121, 305
negotiating access with IRB gatekeepers, 18, 21
Gatekeeping, 13, 18, 106
Gender swap question, 293–295
Gender-based victimization, 42
Gender/sexuality studies, 36
Gendered jobs card sort exercise, 296–297
Gendered-White peer cultures, 225–226
Girl power, 295–296
Global Child Rights Online Research Toolkit, 339
Goffman’s framework, 326
Greenville Cities, 231, 232, 239
Grounded theory, 28, 63, 263
Group interviews, 25
Harmful experiences, 39
Heterosexism, 226
Heterotopia, 179–180, 190–191
Hillside’s counseling system, 111–113
“Hispanic” students, 19
Home settings and gatekeepers, 367–369
Human subjects training, 50
Hybridized research procedure, 42–43
Hyper-protection and surveillance of youth, 2–3
Iconographic language, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males, 21–22
In control model, 135
In-depth interviews, 43–44, 120, 181, 201, 261, 309
“Independent learners”, 50
Individual board members, 16, 17
Inductive approach use, 28
Information and communications technology (ICTs), 354–355
Informative participation, 157–158
Inner-city elementary school, 60
Innovative research methods, 2
Innovative visual method, 310
photographs of celebrities, 310–311
quality data, 317–318
questions about race, 314–316
shifting power dynamics, 311–314
“Insider researcher”, 27
Insider/outsider identity, 340–342
Institutional agents, 104–106
Institutional gatekeepers, 121, 305
Institutional Review Boards (IRBs), 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval, 42, 43–44
Belmont principles of autonomy, 13–14
comparing experiences, 25–28
differing researcher experiences with, 18–25
funding agencies, 50
negotiating access with IRB gatekeepers, 18
practice, 14–18
requirements, 52
Instructive participation, 160–161
Internet
-based research, 3074
and technology, 6
Interpretive sociological child religious studies, 255–256
Interventions, 24, 44, 45, 107, 334, 341
Interview participation, motivations for, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
Interviewees, 52
Interviewer positionality, 208–209
Interviewing children, strategies for, 208
confidentiality, 211–212
incorporating emotional sensitivity, 209–210
interviewer positionality, 208–209
See also Focus group interviews
Interviews, 70
with children, 204–205
interview-based study, 282
protocol, 275–276
qualitative, 279
sensitive topics, 73–77
strategies, 278–279
truth dilemma and performative construction of student narratives, 70–72
Investigative participation, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study, 201, 203, 208–209, 211
interviews with children, 204–205
study design, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
C&I project. See Children & Internet project (C&I project)
California State University (CSU)
, 118
Caregivers
consenting
, 206–207
contact with
, 205–206
gaining perspective outside caregiver’s view
, 213–215
non-parental
, 206
parental
, 206
Certificate of Confidentiality from National Institute of Health
, 44
Cherished conceits
, 4–5, 129–130
agency
, 133–137
canonical components of contemporary ethical research with children
, 131
participation
, 131–133
participatory methods
, 128
responsibilities and obligations of children
, 129–130
voice
, 137–141
Chicago Public Schools (CPS)
, 107
Child-centered
ethnographies
, 307
perspectives
, 253
sociological research
, 254
techniques
, 6
Child-centered methods
, 5, 305, 306
celebrities in
, 305
“Celebrity Thing”
, 318
digital methods
, 6
ethnographic study
, 304–305
innovative visual method
, 310–318
methodological considerations for research
with children
, 305–308
whiteness
, 308–309
research design
, 310
Child(ren)
, 63–64, 82, 83
abuse
, 73, 76
adult perceptions of child privacy
, 337–339
agency
, 150, 178
and voice
, 5
assent form for
, 274
bad kids vs. good kids
, 94
communication
, 353
constructions of separate congregations
, 264
drawing of a church building
, 265
First Christian Church
, 264
from First Christian Church
, 266
Kid Church
, 266
from routine to ritual
, 267–269
cultures
, 340
developmental studies
, 254–255
framing
, 6
gaining and maintaining rapport with teachers and
, 94
attention seekers
, 95
behavior management practices
, 97
coding fieldnotes
, 96
observer in classrooms
, 98
methodological considerations for research with
, 305
adult ideological viewpoints
, 306–307
qualitative research
, 305–306
visual research method
, 307–308
participants
, 5, 130
research with
, 258
children’s understanding
, 260
establishing rapport with children
, 261
power differential between adults and children
, 259
researcher roles in participant observation
, 83–86
understanding of researcher’s role
, 90
notebook
, 92
reactive observer
, 91
young children
, 93–94
voices
, 13
and youth
, 5, 17–18, 306, 321
Childhood
, 228, 278
ethnographers
, 83
material culture
, 284
paradigm
, 351, 353
researchers
, 37–38
scholars
, 340–341
Children & Internet project (C&I project)
, 356, 358, 366, 368
Children’s digital practices at home
continuities and particularities of studying children and adults
, 351–353
from general guidelines to particular research fields
, 350–351
“giving voice” to children
, 353–356
home settings and gatekeepers
, 367–369
technology at home and gendered uses among children
, 359
photograph of favorite objects
, 363, 364
photograph of portable game console
, 364
photograph of room
, 361–362
screenshots
, 365–367
visual and ethnographic methodologies in domestic setting
, 356–359
Children’s participation in parent interviews
defiant acts
, 153
covert defiance
, 155–156
overt defiance
, 154
quiet defiance
, 155
in high-structure setting of parent interviews
, 150
interviews with parents
, 152–153
motivations for interview participation
, 156
corrective participation
, 158–160
expressive participation
, 162–165
informative participation
, 157–158
instructive participation
, 160–161
investigative participation
, 161–162
pragmatic actors
, 151
relationships between children and parents
, 151
Classrooms, teachers mediating researcher’s role in
, 86–90
Collaborative Institutional Training Initiative (CITI)
, 50
Collaborative partnerships
, 51
Collaborative relationships
, 47–48
Collaborative research teams
, 49
Collective memory
, 17
College coaches
, 104, 105
negotiating ethical dilemmas
, 117–120
College-for-all era, institutional agents in
, 105–106
College-for-all norm
, 111–113
Colorblind
context
, 315
racism
, 309
rhetoric
, 281, 288, 292
Colorblindness
, 281
Common Rule
, 333
regulations
, 14, 15–16
Community
agencies
, 45, 46–47, 48
services
, 46
centers
, 44–45
organizations
, 48, 49, 51–52
services
, 47
outreach organizations
, 41
partners
, 41, 46
Complementary methodological shift
, 278
Confidentiality
, 73, 211–212
Consent
, 335–337
consenting caregivers
, 206–207
Contemporary childhood
, 326
Contemporary society
, 354
Corrective participation
, 158–160
Counter-storytelling, prioritizing youth’s
, 235–236
Covert defiance
, 155–156
CPS. See Chicago Public Schools (CPS)
CR theory. See Critical Race theory (CR theory)
Creativity, layer of
, 179
Criminological projects
, 40
Criminologists
, 40
Criminology
, 36
Critical Race theory (CR theory)
, 224–225, 229
Critical-participatory paradigm
, 354
CSU. See California State University (CSU)
Cultural assumptions
, 27
Data
, 86
analysis
, 263, 282–284
collection
, 46
principles
, 49
process
, 179, 279–280
Decision-making process
, 14, 15
Defiant acts, children’s participation in parent interviews
, 153
covert defiance
, 155–156
overt defiance
, 154
quiet defiance
, 155
Developmental studies of children and religion
, 254–255
Digital ethnography
, 327–328, 329, 365
contemporary childhood
, 326
ethical dilemmas
, 332–342
in practice
, 330–332
research activity
, 329–330
social interaction
, 328–329
and youth culture
, 327, 328
Dilemmas
, 104
during conversations with educators
, 115–117
See also Ethical dilemmas
Diplomacy
, 60
Doing research with children process (DRC process)
, 224, 225, 230
“Doing research with youth of color” approach
, 225, 231
Drawings
, 132, 156, 177, 180–184, 193, 254, 260, 262–263, 263, 265–267, 269–270, 289–291, 293–295, 307–308
Educators, 106
dilemmas during conversations with, 115–117
Embedded process, 70
Emotional sensitivity, 209–210
English as a second language (ESL), 18–19
Ethical dilemmas, 111, 332
adult perceptions of child privacy, 337–339
as college coach and researcher, negotiating, 117–120
consent, assent, and challenges in online and offline research, 335–337
IRBs, 332, 333–335
negotiating power and insider/outsider identity, 340–342
Ethical motivations, 50–51
Ethical responsibilities, 73–74
Ethical standard of mandated reporter, 73
“Ethics chill”, 13
Ethnicity and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Ethnographers, 67, 106–107
Ethnographic/ethnography, 77, 84, 308–309, 375, 377–379
methods, 67, 305, 307
in domestic setting, 356
photography, 357–359
observations, 22–23
project, 19
studies, 60
“Everyday social reality”, 2
Expressive participation, 162–165
Expulsion, 62
Facebook, 205, 241, 330–331
Familiarity, lack of, 28
Familiarizing tasks, 53
Federal guidelines, 38–39, 43–44
Federal Policy for Protection of Human Subjects, 14, 333
Field
interactions and observations in, 113–115
researcher in, 109–111
First Christian Church, 264, 266, 269
First Communion, 256
Flaws, 16–17
Flexibility, 4, 6, 30, 60
Focus group interviews, 261
advantages of, 261–262
Alexander’s drawing of train and party car, 260
assent form for children, 274
child-centered perspectives, 253
child-centered sociological research, 254
child-targeted approaches, 252
children’s constructions of separate congregations, 264
drawing of a church building, 265
First Christian Church, 264
from First Christian Church, 266
Kid Church, 266
from routine to ritual, 267–269
data analysis, 263
developmental studies of children and religion, 254–255
interpretive sociological child religious studies, 255–256
interview protocol, 275–276
“listening” to pictures, 262–263
methodological and ethical considerations, 256–258
research with children, 258
children’s understanding, 260
establishing rapport with children, 261
power differential between adults and children, 259
social science literature, 253–254
See also Follow-up interviews
Focused coding, 263
Follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
Foucault’s concept of governmentality, 130
Fragile Families and Child Wellbeing Study, 202–203
Frankel’s framework, 193–194
Free/Reduced Price Meal program (FRPM program), 108
Friend role, 82, 83
Friend-like position, 107
FRPM program. See Free/Reduced Price Meal program (FRPM program)
Gatekeepers, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368
home settings and, 367–369
institutional, 121, 305
negotiating access with IRB gatekeepers, 18, 21
Gatekeeping, 13, 18, 106
Gender swap question, 293–295
Gender-based victimization, 42
Gender/sexuality studies, 36
Gendered jobs card sort exercise, 296–297
Gendered-White peer cultures, 225–226
Girl power, 295–296
Global Child Rights Online Research Toolkit, 339
Goffman’s framework, 326
Greenville Cities, 231, 232, 239
Grounded theory, 28, 63, 263
Group interviews, 25
Harmful experiences, 39
Heterosexism, 226
Heterotopia, 179–180, 190–191
Hillside’s counseling system, 111–113
“Hispanic” students, 19
Home settings and gatekeepers, 367–369
Human subjects training, 50
Hybridized research procedure, 42–43
Hyper-protection and surveillance of youth, 2–3
Iconographic language, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males, 21–22
In control model, 135
In-depth interviews, 43–44, 120, 181, 201, 261, 309
“Independent learners”, 50
Individual board members, 16, 17
Inductive approach use, 28
Information and communications technology (ICTs), 354–355
Informative participation, 157–158
Inner-city elementary school, 60
Innovative research methods, 2
Innovative visual method, 310
photographs of celebrities, 310–311
quality data, 317–318
questions about race, 314–316
shifting power dynamics, 311–314
“Insider researcher”, 27
Insider/outsider identity, 340–342
Institutional agents, 104–106
Institutional gatekeepers, 121, 305
Institutional Review Boards (IRBs), 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval, 42, 43–44
Belmont principles of autonomy, 13–14
comparing experiences, 25–28
differing researcher experiences with, 18–25
funding agencies, 50
negotiating access with IRB gatekeepers, 18
practice, 14–18
requirements, 52
Instructive participation, 160–161
Internet
-based research, 3074
and technology, 6
Interpretive sociological child religious studies, 255–256
Interventions, 24, 44, 45, 107, 334, 341
Interview participation, motivations for, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
Interviewees, 52
Interviewer positionality, 208–209
Interviewing children, strategies for, 208
confidentiality, 211–212
incorporating emotional sensitivity, 209–210
interviewer positionality, 208–209
See also Focus group interviews
Interviews, 70
with children, 204–205
interview-based study, 282
protocol, 275–276
qualitative, 279
sensitive topics, 73–77
strategies, 278–279
truth dilemma and performative construction of student narratives, 70–72
Investigative participation, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study, 201, 203, 208–209, 211
interviews with children, 204–205
study design, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Educators
, 106
dilemmas during conversations with
, 115–117
Embedded process
, 70
Emotional sensitivity
, 209–210
English as a second language (ESL)
, 18–19
Ethical dilemmas
, 111, 332
adult perceptions of child privacy
, 337–339
as college coach and researcher, negotiating
, 117–120
consent, assent, and challenges in online and offline research
, 335–337
IRBs
, 332, 333–335
negotiating power and insider/outsider identity
, 340–342
Ethical motivations
, 50–51
Ethical responsibilities
, 73–74
Ethical standard of mandated reporter
, 73
“Ethics chill”
, 13
Ethnicity and youth peer cultures
, 225
race in school-based peer cultures
, 225–226
racialization of youth
, 226–228
Ethnographers
, 67, 106–107
Ethnographic/ethnography
, 77, 84, 308–309, 375, 377–379
methods
, 67, 305, 307
in domestic setting
, 356
photography
, 357–359
observations
, 22–23
project
, 19
studies
, 60
“Everyday social reality”
, 2
Expressive participation
, 162–165
Expulsion
, 62
Facebook
, 205, 241, 330–331
Familiarity, lack of
, 28
Familiarizing tasks
, 53
Federal guidelines
, 38–39, 43–44
Federal Policy for Protection of Human Subjects
, 14, 333
Field
interactions and observations in
, 113–115
researcher in
, 109–111
First Christian Church
, 264, 266, 269
First Communion
, 256
Flaws
, 16–17
Flexibility
, 4, 6, 30, 60
Focus group interviews
, 261
advantages of
, 261–262
Alexander’s drawing of train and party car
, 260
assent form for children
, 274
child-centered perspectives
, 253
child-centered sociological research
, 254
child-targeted approaches
, 252
children’s constructions of separate congregations
, 264
drawing of a church building
, 265
First Christian Church
, 264
from First Christian Church
, 266
Kid Church
, 266
from routine to ritual
, 267–269
data analysis
, 263
developmental studies of children and religion
, 254–255
interpretive sociological child religious studies
, 255–256
interview protocol
, 275–276
“listening” to pictures
, 262–263
methodological and ethical considerations
, 256–258
research with children
, 258
children’s understanding
, 260
establishing rapport with children
, 261
power differential between adults and children
, 259
social science literature
, 253–254
See also Follow-up interviews
Focused coding
, 263
Follow-up interviews
, 182
deliberate risk
, 190
differences in individual vs. group interviews
, 189
during interview
, 186–187
subversive drawings and lists
, 184
use of child-friendly research techniques
, 183
Foucault’s concept of governmentality
, 130
Fragile Families and Child Wellbeing Study
, 202–203
Frankel’s framework
, 193–194
Free/Reduced Price Meal program (FRPM program)
, 108
Friend role
, 82, 83
Friend-like position
, 107
FRPM program. See Free/Reduced Price Meal program (FRPM program)
Gatekeepers, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368
home settings and, 367–369
institutional, 121, 305
negotiating access with IRB gatekeepers, 18, 21
Gatekeeping, 13, 18, 106
Gender swap question, 293–295
Gender-based victimization, 42
Gender/sexuality studies, 36
Gendered jobs card sort exercise, 296–297
Gendered-White peer cultures, 225–226
Girl power, 295–296
Global Child Rights Online Research Toolkit, 339
Goffman’s framework, 326
Greenville Cities, 231, 232, 239
Grounded theory, 28, 63, 263
Group interviews, 25
Harmful experiences, 39
Heterosexism, 226
Heterotopia, 179–180, 190–191
Hillside’s counseling system, 111–113
“Hispanic” students, 19
Home settings and gatekeepers, 367–369
Human subjects training, 50
Hybridized research procedure, 42–43
Hyper-protection and surveillance of youth, 2–3
Iconographic language, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males, 21–22
In control model, 135
In-depth interviews, 43–44, 120, 181, 201, 261, 309
“Independent learners”, 50
Individual board members, 16, 17
Inductive approach use, 28
Information and communications technology (ICTs), 354–355
Informative participation, 157–158
Inner-city elementary school, 60
Innovative research methods, 2
Innovative visual method, 310
photographs of celebrities, 310–311
quality data, 317–318
questions about race, 314–316
shifting power dynamics, 311–314
“Insider researcher”, 27
Insider/outsider identity, 340–342
Institutional agents, 104–106
Institutional gatekeepers, 121, 305
Institutional Review Boards (IRBs), 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval, 42, 43–44
Belmont principles of autonomy, 13–14
comparing experiences, 25–28
differing researcher experiences with, 18–25
funding agencies, 50
negotiating access with IRB gatekeepers, 18
practice, 14–18
requirements, 52
Instructive participation, 160–161
Internet
-based research, 3074
and technology, 6
Interpretive sociological child religious studies, 255–256
Interventions, 24, 44, 45, 107, 334, 341
Interview participation, motivations for, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
Interviewees, 52
Interviewer positionality, 208–209
Interviewing children, strategies for, 208
confidentiality, 211–212
incorporating emotional sensitivity, 209–210
interviewer positionality, 208–209
See also Focus group interviews
Interviews, 70
with children, 204–205
interview-based study, 282
protocol, 275–276
qualitative, 279
sensitive topics, 73–77
strategies, 278–279
truth dilemma and performative construction of student narratives, 70–72
Investigative participation, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study, 201, 203, 208–209, 211
interviews with children, 204–205
study design, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Gatekeepers
, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368
home settings and
, 367–369
institutional
, 121, 305
negotiating access with IRB gatekeepers
, 18, 21
Gatekeeping
, 13, 18, 106
Gender swap question
, 293–295
Gender-based victimization
, 42
Gender/sexuality studies
, 36
Gendered jobs card sort exercise
, 296–297
Gendered-White peer cultures
, 225–226
Girl power
, 295–296
Global Child Rights Online Research Toolkit
, 339
Goffman’s framework
, 326
Greenville Cities
, 231, 232, 239
Grounded theory
, 28, 63, 263
Group interviews
, 25
Harmful experiences
, 39
Heterosexism
, 226
Heterotopia
, 179–180, 190–191
Hillside’s counseling system
, 111–113
“Hispanic” students
, 19
Home settings and gatekeepers
, 367–369
Human subjects training
, 50
Hybridized research procedure
, 42–43
Hyper-protection and surveillance of youth
, 2–3
Iconographic language, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males, 21–22
In control model, 135
In-depth interviews, 43–44, 120, 181, 201, 261, 309
“Independent learners”, 50
Individual board members, 16, 17
Inductive approach use, 28
Information and communications technology (ICTs), 354–355
Informative participation, 157–158
Inner-city elementary school, 60
Innovative research methods, 2
Innovative visual method, 310
photographs of celebrities, 310–311
quality data, 317–318
questions about race, 314–316
shifting power dynamics, 311–314
“Insider researcher”, 27
Insider/outsider identity, 340–342
Institutional agents, 104–106
Institutional gatekeepers, 121, 305
Institutional Review Boards (IRBs), 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval, 42, 43–44
Belmont principles of autonomy, 13–14
comparing experiences, 25–28
differing researcher experiences with, 18–25
funding agencies, 50
negotiating access with IRB gatekeepers, 18
practice, 14–18
requirements, 52
Instructive participation, 160–161
Internet
-based research, 3074
and technology, 6
Interpretive sociological child religious studies, 255–256
Interventions, 24, 44, 45, 107, 334, 341
Interview participation, motivations for, 156
corrective participation, 158–160
expressive participation, 162–165
informative participation, 157–158
instructive participation, 160–161
investigative participation, 161–162
Interviewees, 52
Interviewer positionality, 208–209
Interviewing children, strategies for, 208
confidentiality, 211–212
incorporating emotional sensitivity, 209–210
interviewer positionality, 208–209
See also Focus group interviews
Interviews, 70
with children, 204–205
interview-based study, 282
protocol, 275–276
qualitative, 279
sensitive topics, 73–77
strategies, 278–279
truth dilemma and performative construction of student narratives, 70–72
Investigative participation, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study, 201, 203, 208–209, 211
interviews with children, 204–205
study design, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Iconographic language
, 371n9
ICTs. See Information and communications technology (ICTs)
Immigrant males
, 21–22
In control model
, 135
In-depth interviews
, 43–44, 120, 181, 201, 261, 309
“Independent learners”
, 50
Individual board members
, 16, 17
Inductive approach use
, 28
Information and communications technology (ICTs)
, 354–355
Informative participation
, 157–158
Inner-city elementary school
, 60
Innovative research methods
, 2
Innovative visual method
, 310
photographs of celebrities
, 310–311
quality data
, 317–318
questions about race
, 314–316
shifting power dynamics
, 311–314
“Insider researcher”
, 27
Insider/outsider identity
, 340–342
Institutional agents
, 104–106
Institutional gatekeepers
, 121, 305
Institutional Review Boards (IRBs)
, 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335
approval
, 42, 43–44
Belmont principles of autonomy
, 13–14
comparing experiences
, 25–28
differing researcher experiences with
, 18–25
funding agencies
, 50
negotiating access with IRB gatekeepers
, 18
practice
, 14–18
requirements
, 52
Instructive participation
, 160–161
Internet
-based research
, 3074
and technology
, 6
Interpretive sociological child religious studies
, 255–256
Interventions
, 24, 44, 45, 107, 334, 341
Interview participation, motivations for
, 156
corrective participation
, 158–160
expressive participation
, 162–165
informative participation
, 157–158
instructive participation
, 160–161
investigative participation
, 161–162
Interviewees
, 52
Interviewer positionality
, 208–209
Interviewing children, strategies for
, 208
confidentiality
, 211–212
incorporating emotional sensitivity
, 209–210
interviewer positionality
, 208–209
See also Focus group interviews
Interviews
, 70
with children
, 204–205
interview-based study
, 282
protocol
, 275–276
qualitative
, 279
sensitive topics
, 73–77
strategies
, 278–279
truth dilemma and performative construction of student narratives
, 70–72
Investigative participation
, 161–162
IRBs. See Institutional Review Boards (IRBs)
Jail & Family Life Study
, 201, 203, 208–209, 211
interviews with children
, 204–205
study design
, 203–204
Kids, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood, 378
authoritative role, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment, 284–286
challenges of interviewing kids, 279–281
interview strategies, 278–279
sampling, data analysis, and negotiating accessing to fieldsite, 282–284
visual techniques for beneath equality rhetoric, 286–297
kid-centered research, 278
“new” sociology of childhood, 376–377
research, 377–378
world of childhood, 179–180
Language gap, 22
Latina/o students, 18–19, 21, 26
classroom observations of, 20
Latino student, 23
Laughing out loud (LOL), 241–242
Least possible adult, 64–66
impossible least possible adult, 66–70
Least white American middle-class identity, 65–66
Least-adult
position, 107
role, 60, 64, 82, 83, 84
status, 104
Least-middle-class-identity, 65
Least-possible-adult approach, 66
LGBTQ youth, 37, 39, 40, 51–53
LGBTQ youth-serving agency, 43–44, 46
researching, 40–45
List generation strategy, 286
African American kids, 287–288
kids’ friendship groups, 286–287
visual techniques, 288–289
“Listening” to pictures, 262–263
“Local instance of interpretation”, 17
LOL. See Laughing out loud (LOL)
Lying in interviews, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Kids
, 23–24, 82, 94, 375
absence of intense ethnography in private spaces of childhood
, 378
authoritative role
, 84
inequality from
age-based power imbalances and accommodating kids’ embodiment
, 284–286
challenges of interviewing kids
, 279–281
interview strategies
, 278–279
sampling, data analysis, and negotiating accessing to fieldsite
, 282–284
visual techniques for beneath equality rhetoric
, 286–297
kid-centered research
, 278
“new” sociology of childhood
, 376–377
research
, 377–378
world of childhood
, 179–180
Language gap
, 22
Latina/o students
, 18–19, 21, 26
classroom observations of
, 20
Latino student
, 23
Laughing out loud (LOL)
, 241–242
Least possible adult
, 64–66
impossible least possible adult
, 66–70
Least white American middle-class identity
, 65–66
Least-adult
position
, 107
role
, 60, 64, 82, 83, 84
status
, 104
Least-middle-class-identity
, 65
Least-possible-adult approach
, 66
LGBTQ youth
, 37, 39, 40, 51–53
LGBTQ youth-serving agency
, 43–44, 46
researching
, 40–45
List generation strategy
, 286
African American kids
, 287–288
kids’ friendship groups
, 286–287
visual techniques
, 288–289
“Listening” to pictures
, 262–263
“Local instance of interpretation”
, 17
LOL. See Laughing out loud (LOL)
Lying in interviews
, 60
Magnet students, 282
Maneuvering stormy waters of ethnography
of contradictory interests, 60
least possible adult, 64–66
impossible least possible adult, 66–70
research site and central findings, 61–62
sensitive topics, 73–77
theoretical perspectives, 62–63
truth dilemma and performative construction of student narratives, 70–72
Mapping technique, 289–291
Melissa’s experiences
effects in field, 21–22
IRB concerns and adjustments made, 20
Melissa’s research plan, 19
research topic and initial proposal, 18–19
Memorandum of Understanding, 53
Methodological innovations, 5
Methodological issues, 2, 3
Methodological strategies, 2, 4
Methodological tools, 225
Minors, 36–39
Modern communication, 327
Modern organization, 2
“Multicultural” play food, 97, 100n, 6–101n, 6
Multiple-method research techniques, 6
Negative life occurrences, 47
Negative peer interactions, 18
Negotiating access
to fieldsite, 282–284
with IRB, 20
with IRB gatekeepers, 18
“Neoliberal government of social insecurity”, 62
Neoliberalism, 134
(n)ethnographic dimensions, 366
“New social control regimes”, 62
“New” sociology of childhood, 2, 3, 6
Non-parental caregivers, 206
Non-verbal communication, 212–213
“Normative white femininity”, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Magnet students
, 282
Maneuvering stormy waters of ethnography
of contradictory interests
, 60
least possible adult
, 64–66
impossible least possible adult
, 66–70
research site and central findings
, 61–62
sensitive topics
, 73–77
theoretical perspectives
, 62–63
truth dilemma and performative construction of student narratives
, 70–72
Mapping technique
, 289–291
Melissa’s experiences
effects in field
, 21–22
IRB concerns and adjustments made
, 20
Melissa’s research plan
, 19
research topic and initial proposal
, 18–19
Memorandum of Understanding
, 53
Methodological innovations
, 5
Methodological issues
, 2, 3
Methodological strategies
, 2, 4
Methodological tools
, 225
Minors
, 36–39
Modern communication
, 327
Modern organization
, 2
“Multicultural” play food
, 97, 100n, 6–101n, 6
Multiple-method research techniques
, 6
Negative life occurrences
, 47
Negative peer interactions
, 18
Negotiating access
to fieldsite
, 282–284
with IRB
, 20
with IRB gatekeepers
, 18
“Neoliberal government of social insecurity”
, 62
Neoliberalism
, 134
(n)ethnographic dimensions
, 366
“New social control regimes”
, 62
“New” sociology of childhood
, 2, 3, 6
Non-parental caregivers
, 206
Non-verbal communication
, 212–213
“Normative white femininity”
, 309
“Objective observer” role, 69
“Observer effect”, 67
Office of Human Research Protections (OHRP), 333
“Official” avenue of interaction, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in, 335–337
Online spaces, 337
Online worlds, 6
Online-offline peer cultures, 242
Organizations, 44–45
claims, 52
community, 48, 49, 51–52
modern, 2
training, 50
of volume, 3–6
youth, 48
Ostracism, 39
Overt defiance, 154
Paramount reality, 185
Parent Teacher Association (PTA), 238
Parents, 42
immigrant status, 27
parent/child relationship, 38
parental caregivers, 206
parental consent, 43
passive, 23
securing, 36–37
standards, 38–39
parental incarceration, 200
intergenerational consequences of, 202–203
parental permission, 26–27, 38–39
Participants, 78n8
child, 5
observation, 19, 82, 83
researcher roles in participant observation of young children, 83–86
study, 43–44
See also Researcher positionality in participant observation
Participation, 95, 129, 131–133, 135
corrective, 158–160
expressive, 162–165
informative, 157–158
instructive, 160–161
investigative, 161–162
Participatory
methods, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research, 279
with children, 129
Paternalistic IRBs, 15
“Performance of Badness”, 67
Photography, 357–359, 361–362
Piagetian-inspired model of cognitive development, 254–255
Police surveillance, racialized peer cultures under, 239–241
Power negotiation, 340
childhood scholars, 340–341
conducting research, 341–342
“Pragmatic actors”, 151
Praxis, 36
Predominantly-White suburban communities, 236
Preschool, 87
children in gendered-White peer cultures, 225–226
classrooms, 83
as fieldsite, 4
use of participant observation methods, 309
Program staff, 42–43, 46
Project collaborators, 51
Project partners, 51
Pseudonyms, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts, 234
Punitive school discipline, research on, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
“Objective observer” role
, 69
“Observer effect”
, 67
Office of Human Research Protections (OHRP)
, 333
“Official” avenue of interaction
, 22
OHRP. See Office of Human Research Protections (OHRP)
Online and offline research, challenges in
, 335–337
Online spaces
, 337
Online worlds
, 6
Online-offline peer cultures
, 242
Organizations
, 44–45
claims
, 52
community
, 48, 49, 51–52
modern
, 2
training
, 50
of volume
, 3–6
youth
, 48
Ostracism
, 39
Overt defiance
, 154
Paramount reality
, 185
Parent Teacher Association (PTA)
, 238
Parents
, 42
immigrant status
, 27
parent/child relationship
, 38
parental caregivers
, 206
parental consent
, 43
passive
, 23
securing
, 36–37
standards
, 38–39
parental incarceration
, 200
intergenerational consequences of
, 202–203
parental permission
, 26–27, 38–39
Participants
, 78n8
child
, 5
observation
, 19, 82, 83
researcher roles in participant observation of young children
, 83–86
study
, 43–44
See also Researcher positionality in participant observation
Participation
, 95, 129, 131–133, 135
corrective
, 158–160
expressive
, 162–165
informative
, 157–158
instructive
, 160–161
investigative
, 161–162
Participatory
methods
, 128, 128–130, 133–134, 136–137, 138, 139–143, 350
research
, 279
with children
, 129
Paternalistic IRBs
, 15
“Performance of Badness”
, 67
Photography
, 357–359, 361–362
Piagetian-inspired model of cognitive development
, 254–255
Police surveillance, racialized peer cultures under
, 239–241
Power negotiation
, 340
childhood scholars
, 340–341
conducting research
, 341–342
“Pragmatic actors”
, 151
Praxis
, 36
Predominantly-White suburban communities
, 236
Preschool
, 87
children in gendered-White peer cultures
, 225–226
classrooms
, 83
as fieldsite
, 4
use of participant observation methods
, 309
Program staff
, 42–43, 46
Project collaborators
, 51
Project partners
, 51
Pseudonyms
, 44
PTA. See Parent Teacher Association (PTA)
Public-racial scripts
, 234
Punitive school discipline, research on
, 62
Qualification screenings, 27
Qualitative child researchers, 3
Qualitative dissertation projects, 18
Qualitative interviews, 279
Qualitative methods, 305–306, 309, 320
Qualitative research, 3, 12, 17–18, 36, 327
methods, 28
Qualitative researchers, 12, 63
Qualitative work, 17–18
Quantitative studies, 253
Quiet defiance, 155
Race swap question, 291–293
“Racetalk”, 281
Racial and cultural preconceptions, 27–28
Racialized adult-youth binary, 228–229, 243
Racialized interpretive reproduction, 229, 243
Racialized peer cultures, 236
under police surveillance, 239–241
sample demographics, 237
on social media, 241–243
in suburban schools, 236–239
See also Youth peer cultures
Racially enhancing theory, 228–229
Racism, 243
and youth peer cultures, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
Rational individualism, 134
Reactive observer, 85, 91
“Real “Virtual World”, 330–332
“Reflexive social agents”, 27
Relational agency, 135
Religion
developmental studies of children and, 254–255
interpretive sociological child religious studies, 255–256
Research
ethics, 327
participation, 151
project, 108–109
Research encounters
adult and white privileges during, 231–235
analyzing data, 190–191
blank back page and follow-up interviews, 182
deliberate risk, 190
differences in individual vs. group interviews, 189
during interview, 186–187
subversive drawings and lists, 184
use of child-friendly research techniques, 183
child agency, 178
Frankel’s framework, 193–194
management, 179–180
path model to aid in interpretation of research data, 191
qualitative methods, 181
research with children, 176–177
Research on children of incarcerated fathers
access to children, 205
contact with caregivers, 205–206
participation of children, 206–208
incarceration rates in United States, 200
intergenerational consequences, 201
intergenerational consequences of paternal incarceration, 202–203
Jail & Family Life Study, 201, 203–205
opportunities, 212
caregiver’s view, 213–215
verbal and non-verbal communication, 212–213
parental incarceration, 200
strategies for interviewing children, 208–212
Research with children and youth, 2, 352
cherished conceits of
agency, 133–137
canonical components of contemporary ethical research with children, 131
participation, 131–133
participatory methods, 128
responsibilities and obligations of children, 129–130
voice, 137–141
organization of volume, 3–6
Researcher, 66, 70
as college coach
adult status, 104–105
dilemmas during conversations with educators, 115–117
hillside’s counseling system and college-for-all norm, 111–113
institutional agents in college-for-all era, 105–106
interactions and observations in field, 113–115
limits and possibilities of research with adolescents, 120–122
negotiating ethical dilemmas as college coach and researcher, 117–120
potential and limitations of university researchers, 106–108
research project, 108–109
researcher in field, 109–111
identity, 104
negotiating ethical dilemmas as college coach and, 117–120
positionality in participant observation
children’s understanding of researcher’s role, 90–94
data, 86
ethnographic research, 82
gaining and maintaining rapport with children and teachers, 94–98
researcher roles in participant observation of young children, 83–86
teachers mediating researcher’s role in classrooms, 86–90
roles, 82
children’s understanding, 90–94
in participant observation of young children, 83–86
in preschool classrooms, 83
teachers mediating researcher’s role in classrooms, 86–90
“Rhetoric of scandal” surrounding research, 13
Risk of research, 333
Rutgers LGBTQ and Diversity Resource Center, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Qualification screenings
, 27
Qualitative child researchers
, 3
Qualitative dissertation projects
, 18
Qualitative interviews
, 279
Qualitative methods
, 305–306, 309, 320
Qualitative research
, 3, 12, 17–18, 36, 327
methods
, 28
Qualitative researchers
, 12, 63
Qualitative work
, 17–18
Quantitative studies
, 253
Quiet defiance
, 155
Race swap question
, 291–293
“Racetalk”
, 281
Racial and cultural preconceptions
, 27–28
Racialized adult-youth binary
, 228–229, 243
Racialized interpretive reproduction
, 229, 243
Racialized peer cultures
, 236
under police surveillance
, 239–241
sample demographics
, 237
on social media
, 241–243
in suburban schools
, 236–239
See also Youth peer cultures
Racially enhancing theory
, 228–229
Racism
, 243
and youth peer cultures
, 225
race in school-based peer cultures
, 225–226
racialization of youth
, 226–228
Rational individualism
, 134
Reactive observer
, 85, 91
“Real “Virtual World”
, 330–332
“Reflexive social agents”
, 27
Relational agency
, 135
Religion
developmental studies of children and
, 254–255
interpretive sociological child religious studies
, 255–256
Research
ethics
, 327
participation
, 151
project
, 108–109
Research encounters
adult and white privileges during
, 231–235
analyzing data
, 190–191
blank back page and follow-up interviews
, 182
deliberate risk
, 190
differences in individual vs. group interviews
, 189
during interview
, 186–187
subversive drawings and lists
, 184
use of child-friendly research techniques
, 183
child agency
, 178
Frankel’s framework
, 193–194
management
, 179–180
path model to aid in interpretation of research data
, 191
qualitative methods
, 181
research with children
, 176–177
Research on children of incarcerated fathers
access to children
, 205
contact with caregivers
, 205–206
participation of children
, 206–208
incarceration rates in United States
, 200
intergenerational consequences
, 201
intergenerational consequences of paternal incarceration
, 202–203
Jail & Family Life Study
, 201, 203–205
opportunities
, 212
caregiver’s view
, 213–215
verbal and non-verbal communication
, 212–213
parental incarceration
, 200
strategies for interviewing children
, 208–212
Research with children and youth
, 2, 352
cherished conceits of
agency
, 133–137
canonical components of contemporary ethical research with children
, 131
participation
, 131–133
participatory methods
, 128
responsibilities and obligations of children
, 129–130
voice
, 137–141
organization of volume
, 3–6
Researcher
, 66, 70
as college coach
adult status
, 104–105
dilemmas during conversations with educators
, 115–117
hillside’s counseling system and college-for-all norm
, 111–113
institutional agents in college-for-all era
, 105–106
interactions and observations in field
, 113–115
limits and possibilities of research with adolescents
, 120–122
negotiating ethical dilemmas as college coach and researcher
, 117–120
potential and limitations of university researchers
, 106–108
research project
, 108–109
researcher in field
, 109–111
identity
, 104
negotiating ethical dilemmas as college coach and
, 117–120
positionality in participant observation
children’s understanding of researcher’s role
, 90–94
data
, 86
ethnographic research
, 82
gaining and maintaining rapport with children and teachers
, 94–98
researcher roles in participant observation of young children
, 83–86
teachers mediating researcher’s role in classrooms
, 86–90
roles
, 82
children’s understanding
, 90–94
in participant observation of young children
, 83–86
in preschool classrooms
, 83
teachers mediating researcher’s role in classrooms
, 86–90
“Rhetoric of scandal” surrounding research
, 13
Risk of research
, 333
Rutgers LGBTQ and Diversity Resource Center
, 47–48
Rutgers University-Newark LGBTQ and Diversity Resource Center
, 42
Sampling, 282–284
Sanctioning children’s behavior, 82
Scholars, 37, 48, 51–52, 305–306
conducting research in schools, 4
facing challenges negotiating inherent power relations, 340
facing challenges regarding consent, 335–336
feminist, 140–141
knowledge among children, 343–344
qualitative, 343
race, 226, 227, 244, 270
studying social worlds, 63
theoretical importance of taking children’s perspectives, 305–306
School discipline, 61, 62
School-based ethnography, 4
School-based peer cultures, race in, 225–226
Screening process, 23
Screenshots, 365–367
Sensitive topics, 73–77
Sexism, 227, 229, 243, 281, 291
Sexual minority, 41
Sharpening research tools, 228
racially enhancing methodology, 230
racially enhancing theory, 228–229
Shifting power dynamics, 311
celebrity exercise, 311–313
child-centered methodology, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”, 75, 78n8
Social agency, 135
Social and economic harms, 39
Social class composition, 23
Social inequalities, 5, 281
Social justice orientation, 48
Social media, racialized peer cultures on, 241–243
Social minority group, 150
Social science research, 17–18, 36, 38
Social science researchers, 38
Social scientists, 14, 37
“Social theory”, 4
Socialization, 228, 278
childhood, 321
racial, 304, 305, 308, 321–322
religious, 256
Socially stigmatized statuses, 38
Socioeconomic status, 28, 256
Sociological research, 304, 306
Sociological Studies of Children and Youth (SSYC), 2
Sociologists, 13, 328
Sociology, 36
“Spider diagram”, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders, 49
“Student intern”, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of, 70–72
Suburban schools, racialized peer cultures in, 236–239
Subversion, 193
“Supervisor” role, 109–110
Suspension, 62
Teacher, 89
gaining and maintaining rapport with children and, 94
attention seekers, 95
behavior management practices, 97
coding fieldnotes, 96
observer in classrooms, 98
mediating researcher’s role in classrooms, 86–90
“Teacher/disciplinarian” role, 109–110
“Teasing”, 24
Technologically mediated devices, 328
Technologies of communication, 327
Teens, 335, 341–342
Textual analysis techniques, 331
“Town and Gown” partnerships, 48
Training organizations, 50
“Transmedia culture”, 355
Truth dilemma and performative construction of student narratives in interviews, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Sampling
, 282–284
Sanctioning children’s behavior
, 82
Scholars
, 37, 48, 51–52, 305–306
conducting research in schools
, 4
facing challenges negotiating inherent power relations
, 340
facing challenges regarding consent
, 335–336
feminist
, 140–141
knowledge among children
, 343–344
qualitative
, 343
race
, 226, 227, 244, 270
studying social worlds
, 63
theoretical importance of taking children’s perspectives
, 305–306
School discipline
, 61, 62
School-based ethnography
, 4
School-based peer cultures, race in
, 225–226
Screening process
, 23
Screenshots
, 365–367
Sensitive topics
, 73–77
Sexism
, 227, 229, 243, 281, 291
Sexual minority
, 41
Sharpening research tools
, 228
racially enhancing methodology
, 230
racially enhancing theory
, 228–229
Shifting power dynamics
, 311
celebrity exercise
, 311–313
child-centered methodology
, 314
SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)
“Snitching”
, 75, 78n8
Social agency
, 135
Social and economic harms
, 39
Social class composition
, 23
Social inequalities
, 5, 281
Social justice orientation
, 48
Social media, racialized peer cultures on
, 241–243
Social minority group
, 150
Social science research
, 17–18, 36, 38
Social science researchers
, 38
Social scientists
, 14, 37
“Social theory”
, 4
Socialization
, 228, 278
childhood
, 321
racial
, 304, 305, 308, 321–322
religious
, 256
Socially stigmatized statuses
, 38
Socioeconomic status
, 28, 256
Sociological research
, 304, 306
Sociological Studies of Children and Youth (SSYC)
, 2
Sociologists
, 13, 328
Sociology
, 36
“Spider diagram”
, 291
SSYC. See Sociological Studies of Children and Youth (SSYC)
Stakeholders
, 49
“Student intern”
, 109, 116, 117
Student narratives in interviews, truth dilemma and performative construction of
, 70–72
Suburban schools, racialized peer cultures in
, 236–239
Subversion
, 193
“Supervisor” role
, 109–110
Suspension
, 62
Teacher
, 89
gaining and maintaining rapport with children and
, 94
attention seekers
, 95
behavior management practices
, 97
coding fieldnotes
, 96
observer in classrooms
, 98
mediating researcher’s role in classrooms
, 86–90
“Teacher/disciplinarian” role
, 109–110
“Teasing”
, 24
Technologically mediated devices
, 328
Technologies of communication
, 327
Teens
, 335, 341–342
Textual analysis techniques
, 331
“Town and Gown” partnerships
, 48
Training organizations
, 50
“Transmedia culture”
, 355
Truth dilemma and performative construction of student narratives in interviews
, 70–72
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC), 2, 131–132, 352, 354
United States of America (U.S.), educational system in, 225
University of California (UC), 113
University of Southern California (USC), 119
University researchers, potential and limitations of, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP), 253
USC. See University of Southern California (USC)
Utopia, 180
Verbal communication, 212–213
Virtual spaces, 336–337
Visual methods, 353–354
in domestic setting, 356
photography, 357–359
research method, 305, 307–308
Visual techniques, 281
for beneath equality rhetoric, 286
gender swap question, 293–295
gendered jobs card sort exercise, 296–297
girl power and popular music icon pictures, 295–296
list generation strategy, 286–289
mapping technique, 289–291
race swap question, 291–293
Voice, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children, 353–356
Voice over Internet Protocol (VoIP), 365
Vulnerability, 63
Vulnerable populations, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
UC. See University of California (UC)
United Nations Convention on Rights of Child (UNCRC)
, 2, 131–132, 352, 354
United States of America (U.S.), educational system in
, 225
University of California (UC)
, 113
University of Southern California (USC)
, 119
University researchers, potential and limitations of
, 106–108
U.S. Census Bureau Survey of Income and Program Participation (SIPP)
, 253
USC. See University of Southern California (USC)
Utopia
, 180
Verbal communication
, 212–213
Virtual spaces
, 336–337
Visual methods
, 353–354
in domestic setting
, 356
photography
, 357–359
research method
, 305, 307–308
Visual techniques
, 281
for beneath equality rhetoric
, 286
gender swap question
, 293–295
gendered jobs card sort exercise
, 296–297
girl power and popular music icon pictures
, 295–296
list generation strategy
, 286–289
mapping technique
, 289–291
race swap question
, 291–293
Voice
, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322
to children
, 353–356
Voice over Internet Protocol (VoIP)
, 365
Vulnerability
, 63
Vulnerable populations
, 14, 16, 20, 216, 217, 338
Welfare approaches, 134
White methods, 308
White privileges during research encounters, 231–235
White racial socialization, 308
White-Black binary, 233–234
White-dominated peer cultures, 238
White-dominated societies, 228
Young people, 6, 45–46, 183
as gatekeepers, 21
LGBTQ, 42, 43
mistrustful of adults, 45
relationships with practitioners or volunteers, 45
victimization, 41
Youth, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates, 4, 37, 39
background and rationale, 37–40
challenges of utilization, 49–53
partners, 40–45
promises of utilization, 45–48
counter-storytelling, 235–236
culture, 327–328
negative school experiences, 41
organization, 48
racialization, 226–228
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
violence prevention, 40
youth-centered visual research methods, 6
Youth peer cultures
adult researchers, 243–244
CR theory, 224–225
DRC process, 224, 225
race/ethnicity and, 225
race in school-based peer cultures, 225–226
racialization of youth, 226–228
racialized adult-youth binary, 243
research with youth of color, 231
adult and white privileges during research encounters, 231–235
prioritizing youth’s counter-storytelling, 235–236
sharpening research tools, 228–231
See also Racialized peer cultures
Welfare approaches
, 134
White methods
, 308
White privileges during research encounters
, 231–235
White racial socialization
, 308
White-Black binary
, 233–234
White-dominated peer cultures
, 238
White-dominated societies
, 228
Young people
, 6, 45–46, 183
as gatekeepers
, 21
LGBTQ
, 42, 43
mistrustful of adults
, 45
relationships with practitioners or volunteers
, 45
victimization
, 41
Youth
, 16, 27, 122n1, 279–280, 291, 295, 308, 321
advocates
, 4, 37, 39
background and rationale
, 37–40
challenges of utilization
, 49–53
partners
, 40–45
promises of utilization
, 45–48
counter-storytelling
, 235–236
culture
, 327–328
negative school experiences
, 41
organization
, 48
racialization
, 226–228
research with youth of color
, 231
adult and white privileges during research encounters
, 231–235
prioritizing youth’s counter-storytelling
, 235–236
violence prevention
, 40
youth-centered visual research methods
, 6
Youth peer cultures
adult researchers
, 243–244
CR theory
, 224–225
DRC process
, 224, 225
race/ethnicity and
, 225
race in school-based peer cultures
, 225–226
racialization of youth
, 226–228
racialized adult-youth binary
, 243
research with youth of color
, 231
adult and white privileges during research encounters
, 231–235
prioritizing youth’s counter-storytelling
, 235–236
sharpening research tools
, 228–231
See also Racialized peer cultures
- Prelims
- The Continued Importance of Research with Children and Youth: The “New” Sociology of Childhood 40 Years Later
- Section I: Methodological Issues: Ethics, Locations, and Roles
- The IRB as Gatekeeper: Effects on Research with Children and Youth
- Utilizing Youth Advocates and Community Agencies in Research with LGBTQ Young People: Ethical and Practical Considerations
- Maneuvering the Stormy Waters of Ethnography in an Inner-City School: Reflections from the Field
- Researcher Positionality in Participant Observation with Preschool Age Children: Challenges and Strategies for Establishing Rapport with Teachers and Children Simultaneously
- Researcher as College Coach: Dilemmas and Possibilities in Fieldwork with Adolescents
- Section II: Methodological Strategies: Theory, Agency, and Voice
- The Cherished Conceits of Research with Children: Does Seeking the Agentic Voice of the Child through Participatory Methods Deliver What It Promises?
- Contextualizing Agency in High-Structure Environments: Children’s Participation in Parent Interviews
- Subverting the Research Encounter: Context, Structure, and Agency in the Creative Analysis of Research Data
- Challenges and Opportunities for Conducting Research on Children of Incarcerated Fathers
- Sharpening Theory and Methodology to Explore Racialized Youth Peer Cultures
- Section III: Methodological Innovations: Visuals, Media, and Technology
- “Is that a Mom and Dad Church?” Children’s Constructions of Meaning through Focus Group Interviews
- Learning about Inequality from Kids: Interviewing Strategies for Getting Beneath Equality Rhetoric
- “The Celebrity Thing”: Using Photographs of Celebrities in Child-Centered, Ethnographic Interviews with White Kids about Race
- Digital Ethnography and Youth Culture: Methodological Techniques and Ethical Dilemmas
- Accessing Children’s Digital Practices at Home through Visual Methods: Innovations and Challenges
- Afterword – My Kids: Fair Warnings and Brazen Methods
- About the Editors
- About the Authors
- Index