[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597416-105":59,"doc-detail-597416-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","designing-research-to-include-racialethnic-diversity-and-marginalized-voices","Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices","","Environmental education research designs may exclude or include voices beyond the dominant culture. By examining the questions researchers ask and the data collection techniques they use, the work proposes methodological choices that either amplify marginalized perspectives or silence them. Key areas addressed include study delimitations, conceptualizing the research question, ethnocentrism, sample selection, and determining who should conduct the research, with the aim of improving sensitivity to marginalized voices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-research-to-include-racialethnic-diversity-and-marginalized-voices/597416/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-research-to-include-racialethnic-diversity-and-marginalized-voices/597416.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can environmental education research exclude marginalized voices?","Question",{"text":112,"@type":113},"When research questions are framed and data are collected using methods that preclude listening to marginalized people, the voices outside the dominant culture can be silenced.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodological areas does the article address to improve inclusivity?",{"text":117,"@type":113},"It addresses study delimitations, conceptualizing the research question, ethnocentrism, sample selection, and identifying who should conduct the research.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the definition of the research question important?",{"text":121,"@type":113},"The way the question is conceptualized and the terminology used determine which voices will be heard, shaping which perspectives are included or excluded.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597416,1792171195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices  \nKatherine James, California State University, Long Beach, United States  \nAbstract  \nEnvironmental education research designs will either exclude or include voices outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices. This article puts forward several methodological considerations that either draw out the voices of marginalized people or silence them. Research considerations addressed in this article include the delimitations of the study, conceptualizing the research question, ethnocentrism, sample selection, and who should conduct the research.  \nRésumé  \nLes modèles de recherche en ERE mènent soit à l’exclusion soit à l’inclusion des discours extérieurs à la culture dominante. L’examen des questions que nous posons et des techniques employées pour recueillir les données pourrait nous permettre d’échafauder notre recherche de sorte qu’elle soit plus sensible aux discours marginalisés. L’article expose plusieurs considérations d’ordre méthodologique qui, d’une part, donnent la parole aux discours marginalisésou, d’autre part, leur imposent le silence. Les éléments de recherche pris en considération dans le présent article comprennent la délimitation du champ del’étude, la conceptualisation de la question de recherche, l’ethnocentrisme, lasélection des exemples/échantillons et l’individu qui devrait mener la recherche.  \nIn the last decade, environmental education research journals published in North America have provided insight into environmental perspectives from numerous cultures, including from Kenya (Wane & Chandler, 2002), Japan (Kato, 2002), Norway (Chawla, 1999), and Nlakapamux (Sterling, 2002) . However, as an environmental educator seeking information about environmental perceptions of African Americans in the U.S. , the first articles I found were not environmental journals, but in Essence,“the preeminent lifestyle magazine for today’s African-American woman”(Essence , 2003, par. 1; see Day & Knight, 1991; Villarosa, 1991) . Environmental education journals have recognized the need to include voices of those outside the dominant culture (see Agyeman, 2002) . Several authors have addressed inclusive theoretical paradigms for environmental education (Lewis & James, 1995; Saul, 2000; Taylor, 1996), or inclusive pedagogy (Kaza, 2002; Marouli, 2002; Taylor, 1996) . However, research actually giving voice to those outside dominant cultures is still rare (James, 1993, 1996; Wane & Chandler, 2002) .  \nCanadian Journal of Environmental Education, 8, Spring 2003 67  \nMethodologies utilized in environmental education research may be contributing to this problem. The questions asked and data collections methods used may frequently preclude hearing the voices of marginalized people. Samdahl notes that “once we as researchers have framed the question and determined how we will go about collecting data, the answer itself had already been defined”(Samdahl, 1999, p. 120) . Our research methods themselves may be silencing those outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices.  \nThis article will put forward several methodological considerations that either draw out the voices of marginalized people or silence them. The intent of this article is not to criticize researchers in environmental education. As researchers, we need to acknowledge that we will make mistakes as we develop research methods that are inclusive (Henderson, 1998) . While inclusive research would be ideal, it may be as unattainable as completely unbiased research. Just as researchers seek to avoid bias, we can also work to avoid epistemological and methodological assumptions that continue to silence marginalized voices. Research","cbCailmQrWfAIJfg","https://ap.wps.com/l/cbCailmQrWfAIJfg","pdf",150219,13,"English","# Abstract\n# Methodological considerations\n## Delimitations and research question\n## Ethnocentrism and sample selection\n## Who conducts the research\n# Environmental education and multicultural approaches\n## Definitions and implications\n## Inclusive theoretical paradigms","[{\"question\":\"How can environmental education research exclude marginalized voices?\",\"answer\":\"When research questions are framed and data are collected using methods that preclude listening to marginalized people, the voices outside the dominant culture can be silenced.\"},{\"question\":\"What methodological areas does the article address to improve inclusivity?\",\"answer\":\"It addresses study delimitations, conceptualizing the research question, ethnocentrism, sample selection, and identifying who should conduct the research.\"},{\"question\":\"Why is the definition of the research question important?\",\"answer\":\"The way the question is conceptualized and the terminology used determine which voices will be heard, shaping which perspectives are included or excluded.\"}]","Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices | PDF",1792084971,33]