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The study also highlights how community experiences challenge stereotypes and deepen researcher reflexivity through dialogic, ongoing discussion with teams and participants.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Stribling, Elgin Community College Nicole Rivera, North Central College  \nKatharine Preissner, University of Illinois at Chicago Chia Pao Hsu, Northern Illinois University Antoinette Jones, Northern Illinois University Amy May-Schroeder, University of St. Francis  \nAbstract  \nIn this article, we examine the process of conducting community-based research within graduate coursework, discussing and analyzing student reflective narratives on various aspects of the research process as a way of providing insight into the challenges, dilemmas, and joys entailed in conducting community-based qualitative research. In particular, we focus on the process of gaining entry into a research site; negotiating one’s role as a researcher, and how researchers can be observant participants rather than just participant observers; and building reciprocal and collaborative relationships with participants. We also explore how our experiences in the community helped us challenge pejorative stereotypes about low-income communities and communities of color and lead to expanded views of the role of researchers within community contexts, as well as more nuanced and critical notions of researcher reflexivity that consider how researchers themselves are implicated in the issues and contexts that they study. We articulate the notion of dialogic reflexivity, which calls attention to how reflexivity involves on-going and collective refection and discussion with research team members and community members.  \nKeywords: Community-based Research; Participatory Action Research; Teaching research methods; Researcher reflexivity  \nIt was not my first choice. I wanted to find a more “interesting”place to do my fieldwork. I envisioned discovering something revolutionary that I could report in my findings. My initial thought was, “So, what? What will I learn from my Saturdays at the café?” The café workers were also hesitant about my participation. It seemed more of a chore than a useful addition to their already busy days.  \n1. The authors would like to thank the many organizations, businesses, and residents in the Humboldt Park community of Chicago that generously shared their knowledge, time, and resources with students enrolled in summer research courses, especially the Puerto Rican Cultural Center and Dr. Pedro Albizu Campos High School. We are particularly grateful to Dr. José López who provided invaluable historical and cultural context to students through his guest lectures, and offered helpful insights and feedback on students’ ideas and projects.  \nThe above reflection, from a graduate student enrolled in a community-based research class, raises important issues related to conducting research in community contexts. One issue concerns the student’s view of what might be gained from her site—a context she viewed as somewhat banaland unremarkable, rather than as a place where she might gain “findings” worthy of research. This view speaks to prevalent notions within educational research that often disregard everyday community contexts as sites of learning. Another view expressed by this student, also an author of this article, implicates workers at the site, who viewed the presence of a student researcher as a hindrance; in this case, employees in this community business were unwillingly being positioned as research participants, as their supervisor had approved the project but had not conferred with employees. Their reaction to the student underscores the need for constant and sustained negotiation with community partners and participants at all stages ofthe research process , not just at the outset. In order to be able to talk to, and thus learn from, participants, this student would need to, in her words,“earn the right” to be there, which meant not just building rapport and relationships of trust, but also being of use to her site. This article ","cbCais0ahSk9cohi","https://ap.wps.com/l/cbCais0ahSk9cohi","pdf",365734,"English","# Abstract\n## Key Themes in Community-Based Research\n## Gaining Entry and Negotiating Researcher Roles\n## Building Reciprocal Relationships and Reflexivity","[{\"question\":\"What does the article focus on in graduate community-based research courses?\",\"answer\":\"It focuses on the process of conducting community-based qualitative research within graduate coursework, drawing on students’ reflective narratives about entry, roles, relationships, and reflexivity.\"},{\"question\":\"How do researchers “earn the right” to be in a research site according to the reflection?\",\"answer\":\"They must do more than build rapport—researchers need to be useful to the site and sustain negotiation with community partners and participants throughout the research process.\"},{\"question\":\"What is dialogic reflexivity in this article?\",\"answer\":\"Dialogic reflexivity refers to on-going, collective reflection and discussion among research team members and community members, recognizing how researchers are implicated in the issues they study.\"}]","“Earning the Right”: Conducting Community Based Research | PDF",1792089910,48]