Joseph G. Ponterotto

Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science.

This article presents an overview of philosophy of science and research paradigms. The philosophy of science parameters of ontology, epistemology, axiology, rhetorical structure, and methodology are discussed across the research paradigms of positivism, postpositivism, constructivism-interpretivism, and the critical-ideological perspective. Counseling researchers are urged to locate their inquiry approaches within identifiable research paradigms, and examples of locating 2 popular inquiry approaches-consensual qualitative research and grounded theory-are provided. Examples of how counseling research would proceed from varying paradigms are explored, and a call is made for expanding the training students receive in philosophy of science and qualitative approaches to inquiry.

Development and validation of the Index of Race-Related Stress (IRRS)

This article describes the development and validation of a measure of the stress experienced by African Americans as a result of their daily encounters with racism and discrimination. The Index of Race-Related Stress (IRRS) is a 46-item instrument developed according to the theoretical framework of daily hassles (R. S. Lazarus & S. Folkman, 1984) and integrated with P. Esseds (1990) concept of everyday racism. The IRRS has adequate indexes of internal consistency and fair-to-adequate estimates of test-retest stability. Several subscales of the IRRS and a global racism index were correlated with other measures of stress and racism. Furthermore, the IRRS discriminated between Blacks and non-Blacks in a group-differences study. Both principal-components and confirmatory factor analyses supported a 4-component model of race-related stress.

An overview of coefficient alpha and a reliability matrix for estimating adequacy of internal consistency coefficients with psychological research measures.

The present article addresses issues in reliability assessment that are often neglected in psychological research such as acceptable levels of internal consistency for research purposes, factors affecting the magnitude of coefficient alpha (α), and considerations for interpreting α within the research context. A new reliability matrix anchored in classical test theory is introduced to help researchers judge adequacy of internal consistency coefficients with research measures. Guidelines and cautions in applying the matrix are provided.

The Multigroup Ethnic Identity Measure (MEIM): Psychometric Review and Further Validity Testing

This article examines the psychometric strengths and limitations of a widely used measure of ethnic identity development: the Multigroup Ethnic Identity Measure (MEIM). A review of 12 studies incorporating the MEIM found its two subscales—Ethnic Identity (EI) and Other-Group Orientation (OGO)—to be relatively distinct, have satisfactory levels of internal consistency, and have moderate degrees of construct and criterion-related validity. The first confirmatory factor analysis (N=219) of the MEIM is reported, the results of which indicate that a two-factor structure is a better fit than a global model but that the goodness of fit is mediocre. A follow-up exploratory factor analysis identified weaker items, and suggestions for possible MEIM revision are presented. Finally, the first formal readability analysis of the MEIM places item difficulty at the sixth- to seventh-grade level.

Development and Initial Validation of the Quick Discrimination Index (QDI).

A series of empirical studies was conducted to develop and validate the Quick Discrimination Index (QDI), a 30-item, Likert-type self-report inventory. The QDI measures attitudes toward racial diversity (multiculturalism) and womens equality and is appropriate for late adolescents and adults. The instrument has applicability across racial/ethnic groups. Exploratory factor analyses examining both orthogonal and oblique rotations indicate that the QDI is best conceptualized as a tridimensional measure of attitudes. Three oblique factors emerged: (a) general (cognitive) attitudes about racial diversity and multiculturalism, (b) affective attitudes regarding racial diversity related to ones personal life, and (c) general attitudes regarding womens equity issues. The QDI total score and subscale scores were found to be internally consistent, to be stable over a 15-week test-retest period, and to have promising indexes of face, content, construct, and criterion-related validity. A confirmatory factor analysis examining competing factor solutions supported the three-factor oblique extraction.

Qualitative Research Methods The Fifth Force in Psychology

This article extends the Pope-Davis et al. contribution by focusing on the emerging position of qualitative research methods in counseling psychology. Strengths of the Pope-Davis study are highlighted, and suggestions for research and training are presented.

A Proposal for Internationalizing Counseling Psychology in the United States: Rationale, Recommendations, and Challenges

This article, written by the coeditors of The Counseling Psychologists (TCP) International Forum section, reviews the status of counseling psychology from an international perspective and presents a rational and modest proposal for promoting counseling psychologys commitment to global perspectives. The brief history of TCPs International Forum section is reviewed and specific recommendations for internationalizing counseling psychology are put forth. These recommendations are organized along (a) methods of psychological science, (b) profession-based initiatives, (c) Division 17 (counseling psychology) initiatives, and (d) program-specific activities. The marked challenges to internationalizing counseling psychology are also addressed.

Effectively Communicating Qualitative Research

This article is a guide for counseling researchers wishing to communicate the methods and results of their qualitative research to varied audiences. The authors posit that the first step in effectively communicating qualitative research is the development of strong qualitative research skills. To this end, the authors review a process model for developing such competence and emphasize the importance of research paradigm and philosophy-of-science knowledge for the competent researcher. The authors present characteristics of strong qualitative writing and highlight the concept of “thick description.” The article includes a recommended structure for presenting the qualitative study and provides suggestions for targeting writing for different audiences. The authors conclude with suggestions for graduate students considering conducting qualitative dissertations.

Qualitative research in multicultural psychology: philosophical underpinnings, popular approaches, and ethical considerations.

This article reviews the current and emerging status of qualitative research in psychology. The particular value of diverse philosophical paradigms and varied inquiry approaches to the advancement of psychology generally, and multicultural psychology specifically, is emphasized. Three specific qualitative inquiry approaches anchored in diverse philosophical research paradigms are highlighted: consensual qualitative research, grounded theory, and participatory action research. The article concludes by highlighting important ethical considerations in multicultural qualitative research.

Racial and Ethnic Identity Theory, Measurement, and Research in Counseling Psychology: Present Status and Future Directions

The present article integrates and expands on the special section contributions of K. O. Cokley (2007); J. E. Helms (2007); J. E. Trimble (2007); S. M. Quintana (2007); and J. S. Phinney and A. D. Ong (2007). The authors of the present article begin with a note on politics and ideology in writings on racial identity development and review general progress the field has made on the topics of racial and ethnic identity development. The present challenges in both explicating clear and concise theories of racial and ethnic identity development and operationalizing and measuring these constructs in paper-and-pencil form are identified. The need for interdisciplinary work on theory testing is highlighted, and select examples of best practices in measuring racial and ethnic identity are presented. The article closes with directions for research in racial and ethnic identity development, and with implications for counseling practice, supervision, and systemic change.