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(De)Constructing (In)Visible Parent/Guardian Consent Forms: Negotiating Power, Reflexivity, and the Collective Within Qualitative Research

Teachers College, Columbia University

Courtney C. Bentley

Teachers College, Columbia University

Nadjwa E. L. Norton

Teachers College, Columbia University

Iris R. Dixon

Teachers College, Columbia University

This article focuses on the role of collective reflexivity within a year-long ethnographic study examining Black and Latino/Latina urban youth’s negotiations of college going in and out of school contexts. Through collective reflexivity, the parent/guardian consent form is examined as a methodological tool of data collection and a written representational text that hinders and/or facilitates access to Latino/Latina youth as research participants. After Puerto Rican and Dominican families did not return parent/guardian consent forms, the authors reconstituted the form as a site for feminist critical policy analysis. In (de)constructing the form, varied cultural perspectives of credibility, trust, authority, and reciprocity among Latino/Latina participants, the institutional review board, and the research team are analyzed, negotiated, and transformed. Throughout this process of creating a culturally responsive form, the authors negotiate language as power, recognize and implement cultural relevance as an ethic of research, and reconceptualize audience(s) within reciprocal matrices of power.

Key Words: Latino/Latina • urban • reflexivity • consent forms • power

Qualitative Inquiry, Vol. 10, No. 3, 390-411 (2004)
DOI: 10.1177/1077800404263498


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