Researcher vulnerability: implications for educational research and practice

Abstract

This paper explores the concept of researcher vulnerability through a review of the extant research literature and each author’s feelings of vulnerability connected to their research with vulnerable populations while exploring both sensitive and seemingly innocuous, yet important, topics in education using qualitative methodology. Specifically, a reflection of our respective study of the academic and social transitions of student combat veterans, and the academic and gender socialization of adolescent African American males is presented as means of illustrating the phenomena of researcher vulnerability. Implications of vulnerability for research, practice, and theory are discussed.

Keywords:

• Vulnerability
• self-care
• institutional review board
• educational research

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lionel C. Howard

Lionel C. Howard, EdD, is an Associate Professor of Educational Research at The George Washington University. He investigates the intersection of race, ethnicity and gender, and its implication for identity development and educational attainment.

Shane P. Hammond

Shane P. Hammond, EdD, Graduate Program Director and Lecturer, University of Massachusetts, Amherst, College of Education. His research includes student veterans in higher education, first generation college students, and adult student learners.