“What's the fun in That?”: Latinx Families’ Facilitators and Barriers to Virtual Research Participation

Abstract

Latinx youth face increased risk for behavioral health concerns and experience obstacles accessing behavioral health services yet remain underrepresented in behavioral health research. Since the COVID-19 pandemic, there has been a shift toward virtual research methods, but little is known about how virtual methods may affect research participation among Latinx youth and families. This study explored the facilitators and barriers to virtual research participation among Latinx families living in low-socioeconomic status (SES) contexts. Seven parents and six adolescents participated in qualitative interviews. The interviews were analyzed to identify codes, categories, and broader themes. Findings identified several facilitators to virtual research participation, including having a clear virtual protocol, using video to simulate in-person interactions, and participants’ perceptions of virtual research as safe and convenient. Barriers to virtual participation included limited technology literacy and access, online safety concerns, and technical difficulties. To promote virtual research engagement for Latinx families living in low-SES contexts, researchers should ensure accessibility and security of virtual platforms, emphasize online safety procedures, and attend to participants’ access and preferences when developing virtual protocols. Future studies should assess the effectiveness of implementing specific strategies to enhance Latinx participation in virtual behavioral health research.

Keywords

Latinx adolescence family research participation virtual

Introduction

The COVID-19 pandemic prompted unprecedented disruptions across various aspects of behavioral health, including research methods and clinical practices. With social distancing guidelines in place to mitigate the spread of the virus, face-to-face research became increasingly challenging to conduct safely, and many behavioral health researchers shifted to virtual research methods (Lourenco & Tasimi, 2020). The transition to virtual research has become part of a broader trend toward adopting more flexible, accessible, and cost-effective research approaches that has continued beyond the immediate need to reduce in-person contact during the pandemic (Steinhilber et al., 2023). Although there are many benefits to virtual research, including flexible scheduling, minimized travel expenses, and improved access to interprofessional collaboration (Howlett, 2022; Keen et al., 2022), there are also challenges for researchers and participants, such as learning to navigate new platforms and potential ethical dilemmas (Newman et al., 2021; Silva et al., 2021). While virtual approaches may enhance research participation for some families (Kannan et al., 2019), families from marginalized or low-socioeconomic status (low-SES) backgrounds may encounter additional barriers (Jang et al., 2018). For low-SES Latinx¹ families, virtual modalities may enhance the accessibility of research (Iglesias et al., 2022; Rodriquez & Pérez-Stable, 2017), but barriers may remain, such as virtual research materials that are not suitable for participants with lower levels of literacy (Rodriquez & Pérez-Stable, 2017).

Latinx youth are at increased risk for behavioral health problems such as mood disorders (Merikangas et al., 2010) and suicidality (Kann et al., 2014) compared to their non-Latinx peers. Additionally, Latinx individuals from low-SES and Spanish-speaking backgrounds may face unique challenges in accessing services (Lopez et al., 2008). As the largest ethnic minority group in the United States (U.S. Census Bureau, 2023), it is crucial to conduct behavioral health research with Latinx youth. Unfortunately, challenges in engaging Latinx families have resulted in their underrepresentation in research (George et al., 2014). This underrepresentation may be due to numerous barriers to study participation affecting low-SES, minoritized populations, including time constraints, language differences, distrust, fear of deportation, and limited knowledge of research opportunities (Ceballos et al., 2014; George et al., 2014; Haack et al., 2014). However, when researchers use culturally responsive engagement strategies, Latinx individuals are just as willing to participate in research as White individuals (Wallington et al., 2012; Wendler et al., 2006). Virtual research modalities offer an opportunity to address some of the barriers Latinx families may face in research participation and support their engagement in research.

To date, the literature on youth engagement in research has concentrated on parents/caregivers rather than youth or families as a whole (Robinson et al., 2016). However, involving youths’ perspectives on research participation is essential, as youth can contribute to decision-making and family dynamics that may impact participation (Caldwell et al., 2003; Shilling & Young, 2009). Further, in Latinx families the cultural value of familismo (dedication, commitment, and loyalty to family) may shape the decision-making process and the role that youth play in families’ research engagement. For these reasons, both youth and caregivers’ experiences should be included to more fully understand the factors that influence Latinx families’ research participation.

This study aimed to examine the facilitators, barriers, and perceptions of Latinx families regarding virtual research participation using in-depth qualitative interviews with parents and children. We report findings along with recommendations for how to incorporate facilitators and address barriers to engage Latinx families in virtual research.

Methods

Participants

Participants included in this study were six adolescents and seven parents (see Table 1) who participated in qualitative interviews about virtual research participation. Participants were recruited from a larger pool of families (n = 129) who participated in a three-wave longitudinal study focusing on bilingual language development and mental health in low-SES Latinx youth. The original study's eligibility criteria were: (1) the child was 10 to 15 years old and their parent was ≥18 years old at the start of the study; (2) the child was proficient in both English and Spanish; and (3) the child identified as Latinx/Hispanic. Only one parent and one child from each family were allowed to participate. Due to these criteria, our sample represents a specific subset of Latinx youth who were bilingual and may have been higher in biculturalism, Latinx ethnic identity, and Latinx cultural values compared to non-bilingual or English-dominant Latinx youth.

Table 1.

Participant Demographic Characteristics.

Characteristic	M (SD) or N (%)
Parent
Age	42.30 (7.40)
Sex
Female	5 (71%)
Male	2 (29%)
Race
Other	7 (100%)
Ethnicity
Mexican	7 (100%)
Generational Status
Born outside the US	7 (100%)
Education
9-12^th grade	6 (86%)
>12^th grade	1 (14%)
Child
Age	15.67 (1.37)
Sex
Female	4 (67%)
Male	2 (33%)
Race
White	3 (50%)
Other	3 (50%)
Ethnicity
Hispanic	1 (17%)
Mexican/Mexican-American	5 (83%)
Family Income
<$10,000	2 (29%)
$10,000-$20,000	1 (14%)
$20,001-$30,000	4 (57%)

Note. Seven parent-child dyads participated in the interviews; however, due to time constraints during one child interview, only six youths completed the questions about virtual research participation.

Procedure

The longitudinal study recruited families from local charter schools in and around Austin, Texas with a high percentage of low-SES Latinx students (see Ocegueda et al., 2024 for information on the school characteristics and recruitment approach), as well as community events and local hubs (e.g., food trucks). From this pool of 129 families, we identified twelve families to invite for participation in qualitative interviews about barriers to research participation. Using consecutive sampling, we selected twelve families who provided detailed feedback on the longitudinal study's satisfaction survey or in conversation with research assistants. When identifying these 12 families we attended to other characteristics (i.e., father-child dyads and those who missed time points or endorsed items related to suicidality in the longitudinal study) in an attempt to include a diverse representation of experiences; however, these characteristics were not specific criteria for inclusion. Of the twelve families invited, all completed interviews. Of those twelve families, seven families (7 parents and 6 youth)² were asked supplemental questions related to participation in virtual research and are included in the current analysis (see Figure 1 for a depiction of the recruitment approach and source of the sample). The supplemental questions were added to the interview guide mid-way through the study because the COVID-19 pandemic started and many research studies shifted to virtual modalities, which inspired our team to learn more about virtual research engagement for Latinx families.

Figure 1.

Recruitment approach and source of the sample.

After obtaining written consent from parent and child via DocuSign, research assistants conducted interviews in English or Spanish, depending on individual participant preference. Research assistants were doctoral or masters students in a school psychology graduate program. They participated in an interactive training session on conducting qualitative research with the principal investigator, and received ongoing training and feedback from the principal investigator in weekly meetings throughout the duration of the project.

We used a semi-structured interview guide with open-ended questions (see supplemental file for interview questions). Two research assistants interviewed each participant (one leading the interview, one primarily note-taking), with parent and child interviews being conducted separately. The interviews were conducted via secure phone or video call and were audio or video recorded. On average, parent interviews lasted approximately 1 h, while child interviews lasted 45 min. All participants received a $20 e-gift card for their participation. We reached 95% saturation after completing the interviews with five dyads (five youth and five parents), meaning that interview data from the sixth and seventh dyad did not contribute more than 5% new information in the development of codes (Guest et al., 2020). The study was approved by the authors’ University Institutional Review Board.

Data Analysis

We analyzed interview data using a general inductive approach. Interview responses were coded without using pre-existing codes to fit the data (Thomas, 2006). The same research assistants who conducted interviews transcribed interview recordings verbatim and used Microsoft Excel to segment and label the interview text with codes. To ensure inter-coder agreement, each research assistant independently coded interviews. Then, we performed inter-coder agreement checks as a team until reaching consensus on categories, codes, and subcodes (Brown et al., 2002; Morrow, 2005; Rolfe, 2006). We used a coding matrix to compare themes across interviews, in which each code was assigned a column, and interview responses were listed in the corresponding rows. The research team examined and related themes within each participant before comparing themes across participants to explore the impact of internal and external factors on the participants’ perspectives.

Results

Two major categories emerged from the interviews related to Latinx families’ virtual research participation: (1) facilitators to participation, and (2) barriers to participation. Within each category, several themes were identified. These themes and related quotes are described below. Definitions and selected quotes, as well as recommendations for researchers related to each theme, can be found in Tables 2 and 3.

Table 2.

Facilitators to Participation in Virtual Research.

Theme	Definition	Example Quote	Recommendations
Clear Protocol and Communication	Mention of the ability to complete study components online & ahead of time (e.g., signing the online consents) and receive confirmation phone calls/texts as a facilitator	“Yes, it is faster…on the phone you do it faster because you read it fast and just answer it, you just sign it and you send it already.” (Parent #5; Mother)	Allow participants to complete study components online and ahead of time whenever possible. Clearly outline steps and provide visual instruction guides for online study components. Implement a system for confirming appointments and study activities via phone calls or text messages.
Video Face-to-Face Interactions	Mention of video calls facilitating the preference for the face-to-face aspect of research	“Video calls are best for…building that relationship because you can see each other, it's a little bit more like seeing each other in person, even though it's not the same” (Child #2; Daughter).	Highlight the ability of video calls to replicate the face-to-face interaction of in-person research. Encourage the use of video calls whenever possible.
Convenience	Mention of the ease of, or familiarity with, using phone or video calls for research as a facilitator	“One thing that did make it easier was the travel part because whenever we went to [the university] to do this [study], I remember we were kinda stuck in traffic…And for here, it's just getting the computer and enough battery to do this, which is it really nice and simple to do.” (Child #1; Daughter)	During recruitment, highlight how phone or video calls can fit seamlessly into participants’ daily lives. Offer multiple communication options, such as phone calls or video chats, to accommodate participants’ preferences and technological capabilities.
Physical Safety	Mention of the safety of research via phone and video calls as a facilitator	“[Video or phone calls] are better for them because they are at their home and they feel safe being there and they don't need to worry about anything.” (Child #5; Daughter)	During recruitment, emphasize the safety and convenience of participating in research via phone and video calls.
Pandemic-specific Facilitators	Mentions of research serving as a welcome distraction from the stress of the pandemic and increased availability due to the pandemic	“For me right now, it is like, how nice that something interesting [research] is happening in my life because we have not done anything. Well, since the pandemic started, only staying in at home, my children in the house, really trying not to leave…” (Parent #6; Mother)	Emphasize the opportunity to contribute to meaningful research while engaging in a positive and constructive activity as a family

Table 3.

Barriers to Participation in Virtual Research.

Theme	Definition	Example Quote	Recommendation
Technology Access and Literacy	Mention of lack of access to quality internet and/or technology as well as technology literacy as a barrier to participation in virtual research	“In my own experience, if you had asked me like one month ago to do it through Zoom and all that, I could not do it. I did not have internet… So a barrier I would have had is, ‘well, I do not have internet and I do not know how to do it.’” (Parent #6; Mother)	Create visual instruction guides for navigating online platforms. Ask questions during recruitment calls to determine participant technology access, literacy, and preferences. Provide a menu of options for the mode of participation.
Online Safety and Confidentiality Concerns	Mention of concerns about participating in research through online or virtual formats due to concerns about hacking, loss of confidentiality, fake research, or other concerns	“Of course, there's like hacking. But the one main thing is some people are … creating fake research and like having us say, like participate. And then, you know, [your information] could go out” (Child #1; Daughter)	Link to an official university website with university-branded online forms. Create forms with fewer steps and minimal links to outside sites. Thoroughly explain processes for maintaining privacy and confidentiality in the virtual context.
Technical Difficulties & Background Distractions	Mention of technical issues or background distractions causing barriers before or during the research assessment	“[Challenges are] maybe like what happened to be, like the WiFi wasn’t working” (Child #2; Daughter)	Allocate additional time during research appointments to troubleshoot technical difficulties. Provide participants with contingency plans in the case of technical difficulties.
Difficulty Using and Securing Incentives	Mention of difficulties using electronic incentives and concerns about the safety of electronic or mailed incentives given during virtual research participation	“Some Latino families don't have internet for using e-cards. They don't have a credit card and they use cash” (Child #6; Son)	Provide clear and concise instructions on how participants can access and redeem their incentives. Offer a variety of incentive options that cater to the preferences and needs of participants.
Pandemic-specific Barriers	Mention of a perception of research as a non-essential activity, as a novel activity, or as an in-person only activity during the pandemic; and competing demands on time during the pandemic.	“The world is so closed. Yes, you do the indispensable things, but new things, no. You do not dare to explore, only the indispensable… It is a little difficult, so much fear to involve yourself in things.” (Parent #4; Mother)	Provide concrete examples of how their participation contributes to valuable insights and advancements in addressing challenges faced by their community. Offer flexible scheduling options and alternative modes of participation.

Facilitators to Participation

Clear protocol and communication

Our virtual research protocol utilized an online consent form on DocuSign, and we provided instructions with visual aids for using DocuSign and Zoom video conferencing software. Parents appreciated the ease and clarity of the virtual consent process and the opportunity to review materials in advance. Parents also expressed gratitude for the opportunity to communicate with the research team via phone or text before participating in the study.

Video face-to-face interactions

Many families preferred the face-to-face interactions involved with in-person research. Thus, video calls facilitated participation by incorporating face-to-face communication. Additionally, one parent with hearing difficulties mentioned that she wished she had a working camera to do a video call because it would have improved her understanding, suggesting that video technology may also facilitate participation for individuals with disabilities.

Convenience

Families appreciated the convenience of participating in research virtually. One child mentioned that virtual research increases one's availability to participate because “video call or call… can be at any time, you can just find a time to sit down” (Child #4; Son). However, participants also noted the distinction between convenience and preference; although virtual participation was easier, in-person research was preferred by most. One mother expressed that participating over the phone was more accessible but also stated, “Well, it's always better to see the person… Doing everything online I can’t greet, get close to a person. Doing like Facetime…what's the fun in that?” (Parent #3; Mother). Similarly, her child expressed, “It's a bit easier [over the phone], but probably much better in person” (Child #3; Daughter).

Physical safety

Participants mentioned that virtual research participation was safer. One mother said, “I do not have any fear because I know that you, for one's safety, are doing [research] virtually or by phone” (Parent #5; Mother). Additionally, an adolescent mentioned feeling “a little bit off” about participating in research until he found out it was through video call. Although safety was referenced primarily about COVID-19, it is also relevant beyond the pandemic. Virtual research participation can offer protection against various hazards, such as avoiding the need to travel through unsafe neighborhoods or bad weather conditions and minimizing the likelihood of transportation accidents.

Pandemic-specific facilitators

Families noted that study participation offered a distraction from the stress or boredom caused by the pandemic. One mother said participating in research during the pandemic makes “one feel good because [it] is like ‘oh, how nice to do something different than to be thinking about COVID” (Parent #6; Mother). Similarly, an adolescent talked about research as an activity to help with boredom, saying, “Because I was bored, I would have something to do just because I’m not a homebody” (Child #4; Son). Some families also experienced increased availability due to the pandemic. One mother said that she “would not have any obstacle [to research participation] because right now, more than anything, one has time because there is not much [to do]” (Parent #4; Mother).

Barriers to Participation

Technology access and literacy

Most participants discussed barriers to accessing the internet and technology and low technology literacy. One father laughed, saying, “The first thing is how to learn to turn on the computer” (Parent #1; Father). A child stated, “Some families may not afford Wi-Fi or sometimes can barely afford a phone, and some families barely have nothing. They barely have stuff, and they got [it] for free through COVID” (Child #6; Son). Notably, some families only had temporary internet access due to subsidized resources provided during the pandemic. Some participants also mentioned that even with access to the internet, slow Wi-Fi and older devices limited their access. Additionally, many parents lacked personal emails, which limited their access to the DocuSign consent forms.

Online safety and confidentiality concerns

Three participants’ biggest concerns about virtual research were hacking, loss of confidentiality, and “fake research.” See Table 2 for an example from a child participant who articulated specific worries regarding online safety. In the context of these concerns, participants indicated that forms with fewer steps and minimal links to outside sites appeared more safe and credible.

Technical difficulties & background distractions

Participants mentioned technical difficulties and background distractions as barriers. One son said it was difficult to participate in virtual research because “sometimes the house isn’t silent because everyone is home” (Child #4; Son). Indeed, in multiple interviews, the researchers and participants had difficulties hearing each other due to background distractions, such as conversations between family members. Additionally, three families had trouble connecting to their video call and needed to switch to a phone call to complete the interview.

Difficulty using and securing incentives

Families shared concerns that mailed incentives would be stolen or sent to the wrong person. One daughter said mailing gift cards “is probably not the best idea… because what if you accidentally don’t send it to the right person or someone opens the wrong mailbox and takes it” (Child #3; Daughter). Additionally, some parents mentioned not having the technology to use e-gift cards and being unable to use gift cards within a cash economy, which is common for Latinx families. When asked about e-gift cards, a mother responded, “I do not know the use of gift cards… To be honest, I have not been accustomed to using much technology at all. It's all been cash” (Parent #4; Mother).

Pandemic-Specific barriers

Competing demands on time were reported as a barrier to research participation in general. COVID-related challenges increased competing demands for some families (e.g., pandemic-related uncertainty in school and work schedules). Additionally, some parents mentioned they only wanted to do essential activities and did not see participating in research as essential.

Discussion

Our results suggest the need to provide technological assistance to engage low-SES Latinx families in virtual research. Many participants indicated that a lack of internet access and difficulty using technology were barriers to accessing virtual research. However, using virtual research methods appears to be a facilitator for other families due to convenience and safety. Our findings are hypothesis-generating in relation to the role of cultural values in Latinx families’ research engagement, which is an important area for future exploration. The findings suggest that flexibility and accommodations in response to technological barriers may increase the participation Latinx families from low-SES backgrounds and be congruent with the Latinx cultural value of personalismo (valuing warm interpersonal relationships) by adapting to each family's needs (Kelley et al., 2020). Additionally, some participants expressed that engaging in the study virtually made scheduling easier and allowed them to participate from any location, effectively addressing competing work demands which were identified as a barrier to participation in previous literature (Calderón et al., 2006; Sheridan et al., 2020). Thus, virtual approaches to research may help Latinx families feel safe and comfortable with the research process, which may be consistent with families’ values of confianza (Añez et al., 2008).

Recommendations for Engaging Latinx Families in Virtual Research

Identify and reduce the impact of potential barriers to participation

Researchers should identify barriers through discussion with families or preliminary data analyses from existing participants. For example, our study identified barriers, including technical issues, concerns about online security, and competing demands. By identifying these barriers, our research team could create visual instruction guides (e.g., using Zoom and DocuSign, creating an email address) or request remote access to participants’ computers to troubleshoot technical issues. An example of a visual guide for using Zoom is located here: https://drive.google.com/file/d/1DKwHSF1MmRIoszqhtnrIbmuu4XDB19lQ/view?usp = sharing. The Barriers to Treatment Participation Scale (Kazdin et al., 1997) and the Protocol for Responding to and Assessing Patients’ Assets, Risks, and Experiences (PRAPARE; National Association of Community Health Centers, 2016) are examples of tools that can be used to help identify barriers to participation.

Consider both access and preference

Having a menu of options for the mode of participation can ensure families can participate comfortably. Our research team asked families questions during recruitment calls to determine their technology access, literacy, and preferences. Although some participants met the requirements to conduct a video interview, they chose to participate over the phone due to personal preference for ease of use. Others were interviewed on the phone due to technological difficulties but would have preferred a video call or face-to-face contact. Therefore, researchers should consider both technological capabilities and personal preferences when determining the mode of participation. Additionally, many families had a preferred method of contact (e.g., text versus phone call), which facilitated communication with our research team. We found that being flexible and open to multiple contact modalities helped to contact participants effectively. Therefore, we recommend assessing technology access, literacy, and preferences in advance and allowing additional time during research appointments to troubleshoot technological difficulties.

Refine recruitment and scheduling strategies

In our study, families were less likely to cancel their appointments when the parent and child both participated in the recruitment call. The presence of both parent and child facilitated scheduling a mutually convenient time and obtaining their email addresses for DocuSign consent and assent forms more efficiently. To ensure both parent and child participation, researchers can encourage the parent to include the child in the call before scheduling. Afternoon and weekend calls may be preferable for reaching both parents and children.

Emphasize the safety of virtual participation

To address participants’ concerns about the safety of online research, researchers could link to an official university website with university-branded online forms to counter perceptions of virtual research as unsafe. Also, forms with fewer steps and minimal links to outside sites may appear more credible. To ensure security, researchers should thoroughly explain processes for maintaining privacy and confidentiality in the virtual context, including how video and audio recordings are stored on a secure platform. Video calls can also be password-protected to demonstrate that meeting links are secure. Regarding concerns about the safety of e-gift cards, researchers should ensure that cash incentives are available for participants who prefer to receive cash. Additionally, the use of payment apps rather than an e-gift card may reduce concerns about the security and accessibility of payments.

Be flexible and ready to troubleshoot

Many participants in our research study encountered technological concerns, like buffering during video calls or difficulty hearing on phone calls. This required our flexibility and additional time when using virtual meeting platforms. To deal with technical issues, researchers should remain adaptable (e.g., switch from Zoom to a phone call when needed). Technology challenges can also be addressed and planned for ahead of study visits, such as providing participants with contingency plans. For example, researchers could create a guide for participants that includes instructions for what to do if a video call is disrupted, and provide an alternate contact number to call if needed.

Offer families connections to resources

Many families also stated that they and other members of the Latinx community faced various challenges that could interfere with the engagement of low-SES Latinx families in research. Some families struggled to find time to complete interviews due to the lack of coordination between work and school schedules. Additionally, participants noted that they or others in the community experienced employment strain and economic hardships, especially undocumented individuals who were ineligible for government aid. Several participants recommended that researchers serve as liaisons to resources for the Latinx community. Researchers should build relationships with Latinx communities and aim to offer support for Latinx families seeking resources. This support can include providing a resource sheet during study visits, listing low-cost health services in the area, and indicating which resources are accessible for Spanish-speaking families. Similarly, researchers can provide families with regular newsletters that cater to the expressed needs of families.

Strengths and Limitations

This study had several strengths. Firstly, it focused on low-SES Latinx families and adolescents, a demographic often overlooked in the research engagement literature (Mendelson et al., 2020; Villarruel et al., 2006). Our results identify specific barriers and facilitators that are important to consider when working with this population, especially as virtual research methods become increasingly common. Moreover, the study incorporated youth perspectives, while previous research has primarily focused on parental perspectives (Robinson et al., 2016).

Despite these strengths, the present results are constrained by the lack of diversity in the sample. All participants were from low-SES backgrounds, identified as Mexican-origin, and identified their race as White or Other. Consequently, the findings do not fully represent Latinx families. Further, we did not ask about the role of Latinx cultural values in families’ perceptions of virtual research. Future research would benefit from a more detailed exploration and measurement of cultural values (e.g., confianza, personalismo) in relation to attitudes and behaviors about virtual research participation. Additionally, youth in the study were all bilingual, and therefore may have been higher in biculturalism, as well as Latinx ethnic identity and cultural values. While these youth may have been uniquely suited to provide insight into the process of research participation due to a high level of biculturalism (e.g., being able to take the perspective of each culture in regards to research participation), they may not have experienced barriers that would have affected youth who were either less or more acculturated to the U.S., and therefore we may not have been able to identify those barriers as readily. Moreover, the families in this study were already more likely to participate in research, given that they had all enrolled in a larger longitudinal study. These families may not have encountered the barriers that non-participating families faced. Therefore, it is likely that we did not capture the full range of barriers to participation.

Conclusion

As research increasingly embraces virtual platforms, it becomes more important to consider both facilitators and barriers to ensure the inclusion of Latinx participants in research. Our findings highlight the importance of providing technological assistance and flexibility to support research engagement among low-SES Latinx families, although findings do not necessarily generalize to all Latinx families, including those of higher SES backgrounds. By accommodating individual needs and preferences and actively taking steps to ensure participant safety in virtual research settings, researchers can foster trust and engagement with research within the Latinx community. Future studies should assess the effectiveness of these specific strategies to enhance Latinx families’ participation in virtual research and examine how findings generalize to broader populations with quantitative and mixed method designs.

Supplemental Material

sj-docx-1-hci-10.1177_15404153241296498 - Supplemental material for “What's the fun in That?”: Latinx Families’ Facilitators and Barriers to Virtual Research Participation

Supplemental material, sj-docx-1-hci-10.1177_15404153241296498 for “What's the fun in That?”: Latinx Families’ Facilitators and Barriers to Virtual Research Participation by Catherine Esperanza, Ana Sofia Ocegueda, Anneli Garcia, Janie Contreras-Muñoz and Erin M. Rodríguez in Hispanic Health Care International

Footnotes

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by grants from the National Institute of Child Health and Human Development (R03 HD087648-01) and the National Institute on Minority Health and Health Disparities (R01 MD014145-01). The research team would like to thank all the families, community leaders, and organizations who generously gave their time and experience in support of this research.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

ORCID iDs

Anneli Garcia

Janie Contreras-Muñoz

Erin M. Rodríguez

Supplemental material

Supplemental material for this article is available online.

Notes

References

Añez

L. M.

Silva

M. A.

Paris Jr

Bedregal

L. E.

(2008). Engaging Latinos through the integration of cultural values and motivational interviewing principles. Professional Psychology: Research and Practice, 39(2), 153. https://doi.org/10.1037/0735-7028.39.2.153

Brown

S. C.

Stevens

R. A.

Jr. Troiano

P. F.

Schneider

M. K.

(2002). Exploring complex phenomena: Grounded theory in student affairs research. Journal of College Student Development, 43(2), 173–183.

Calderón

J. L.

Baker

R. S.

Fabrega

Conde

J. G.

Hays

R. D.

Fleming

Norris

(2006). An ethno-medical perspective on research participation: A qualitative pilot study. Medscape General Medicine, 8(2), 23.

Caldwell

P. H. Y.

Butow

P. N.

Craig

J. C.

(2003). Parents’ attitudes to children’s participation in randomized controlled trials. The Journal of Pediatrics, 142(5), 554–559. https://doi.org/10.1067/mpd.2003.192

Cardemil

E. V.

Millán

Aranda

(2019). A new, more inclusive name: The Journal of Latinx Psychology. Journal of Latinx Psychology, 7(1), 1–5. https://doi.org/10.1037/lat0000129

Ceballos

R. M.

Knerr

Scott

M. A.

Hohl

S. D.

Malen

R. C.

Vilchis

Thompson

(2014). Latino beliefs about biomedical research participation: A qualitative study on the U. S.-Mexico border. Journal of Empirical Research on Human Research Ethics: JERHRE, 9(4), 10–21. https://doi.org/10.1177/1556264614544454

George

Duran

Norris

(2014). A systematic review of barriers and facilitators to minority research participation among African Americans, Latinos, Asian Americans, and Pacific Islanders. American Journal of Public Health, 104(2), E16–E31. https://doi.org/10.2105/AJPH.2013.301706

Guest

Namey

Chen

(2020). A simple method to assess and report thematic saturation in qualitative research. PLOS ONE, 15, 5. https://doi.org/10.1371/journal.pone.0232076

Haack

L. M.

Gerdes

A. C.

Lawton

K. E.

(2014). Conducting research with Latino families: Examination of strategies to improve recruitment, retention, and satisfaction with an at-risk and underserved population. Journal of Child and Family Studies, 23(2), 410–421. https://doi.org/10.1007/s10826-012-9689-7

10.

Howlett

(2022). Looking at the ‘field’ through a Zoom lens: Methodological reflections on conducting online research during a global pandemic. Qualitative Research, 22(3), 387–402. https://doi.org/10.1177/1468794120985691

11.

Iglesias

Ambrose

Coronel-Mockler

Kilbourn

Bonaca

M. P.

Estacio

R. O.

Krantz

M. J.

(2022). Impact of transitioning to virtual delivery of a cardiovascular health improvement program for Latinos during the COVID-19 pandemic. BMC Public Health, 22(1), 1935. https://doi.org/10.1186/s12889-022-14291-6

12.

Jang

Johnson

C. M.

D’Eramo-Melkus

Vorderstrasse

A. A.

(2018). Participation of racial and ethnic minorities in technology-based interventions to self-manage type 2 diabetes: A scoping review. Journal of Transcultural Nursing, 29(3), 292–307. https://doi.org/10.1177/1043659617723074

13.

Kann

Kinchen

Shanklin

S. L.

Flint

K. H.

Kawkins

Harris

W. A.

Lowry

Olsen

E. O.

McManus

Chyen

Whittle

Taylor

Demissie

Brener

Thornton

Moore

Zaza

(2014). Youth risk behavior surveillance—United States, 2013. Morbidity and Mortality Weekly Report: Surveillance Summaries, 63(4), 1–168. https://doi.org/10.15585/mmwr.ss6506a1

14.

Kannan

Wilkinson

K. E.

Varghese

Lynch-Medick

Willett

D. L.

Bosler

T. A.

Chu

Gates

S. I.

Holbein

M. E. B.

Willett

M. M.

Reimold

S. C.

Toto

R. D.

(2019). Count me in: Using a patient portal to minimize implicit bias in clinical research recruitment. Journal of the American Medical Informatics Association, 26(8–9), 703–713. https://doi.org/10.1093/jamia/ocz038

15.

Kazdin

A. E.

Holland

Crowley

Breton

(1997). Barriers to treatment participation scale: Evaluation and validation in the context of child outpatient treatment. Journal of Child Psychology and Psychiatry, 38(8), 1051–1062. https://doi.org/10.1111/j.1469-7610.1997.tb01621.x

16.

Keen

Lomeli-Rodriguez

Joffe

(2022). From challenge to opportunity: Virtual qualitative research during COVID-19 and beyond. International Journal of Qualitative Methods, 21, 16094069221105075. https://doi.org/10.1177/16094069221105075

17.

Kelley

Yarrington

Calderwood

Torrey Sosa

Connors

(2020). The importance of personalismo: Navigating obstacles in recruitment strategies for Spanish speakers in marginalized communities. Journal of Genetic Counseling, 29(3), 391–398. https://doi.org/10.1002/jgc4.1240

18.

Lopez

Bergren

M. D.

Painter

S. G.

(2008). Latino disparities in child mental health services. Journal of Child and Adolescent Psychiatric Nursing, 21(3), 137–145. https://doi.org/10.1111/j.1744-6171.2008.00146.x

19.

Lourenco

S. F.

Tasimi

(2020). No participant left behind: Conducting science during COVID-19. Trends in Cognitive Sciences, 24(8), 583–584. https://doi.org/10.1016/j.tics.2020.05.003

20.

Mendelson

Sheridan

S. C.

Clary

L. K.

(2020). Research with youth of color in low-income communities: Strategies for recruiting and retaining participants. Research in Social and Administrative Pharmacy. https://doi.org/10.1016/j.sapharm.2020.08.011

21.

Merikangas

K. R.

J. P.

Burstein

Swanson

S. A.

Avenevoli

Cui

Benjet

Georgiades

Swendsen

(2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017

22.

Morrow

(2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52, 250–260. https://doi.org/10.1037/0022-0167.52.2.250

23.

National Association of Community Health Centers. (2016). Protocol for Responding to and Assessing Patients’ Assets, Risks, and Experiences (PRAPARE). Retrieved from https://www.nachc.org/research-and-data/prapare/about-the-prapare-assessment-tool/

24.

Newman

P. A.

Guta

Black

(2021). Ethical considerations for qualitative research methods during the COVID-19 pandemic and other emergency situations: Navigating the virtual field. International Journal of Qualitative Methods, 20, https://doi.org/10.1177/16094069211047823

25.

Ocegueda

A. S.

Barron

J. M.

Rodríguez

E. M.

(2024). Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000613

26.

Robinson

Adair

Coffey

Harris

Burnside

(2016). Identifying the participant characteristics that predict recruitment and retention of participants to randomised controlled trials involving children: A systematic review. Trials, 17(1), 294. https://doi.org/10.1186/s13063-016-1415-0

27.

Rodriquez

E. J.

Pérez-Stable

E. J.

(2017). The time is now for eHealth research with Latinos. American Journal of Public Health, 107(11), 1705–1707. https://doi.org/10.2105/AJPH.2017.304055

28.

Rolfe

(2006). Validity, trustworthiness and rigour: Quality and the idea of qualitative research. Journal of Advanced Nursing, 53(3), 304–310. https://doi.org/10.1111/j.1365-2648.2006.03727.x

29.

Sheridan

Martin-Kerry

Hudson

Parker

Bower

Knapp

(2020). Why do patients take part in research? An overview of systematic reviews of psychosocial barriers and facilitators. Trials, 21(1), 259. https://doi.org/10.1186/s13063-020-4197-3

30.

Shilling

Young

(2009). How do parents experience being asked to enter a child in a randomised controlled trial? BMC Medical Ethics, 10(1), 1. https://doi.org/10.1186/1472-6939-10-1

31.

Silva

M. A.

Perez

O. F. R.

Añez

L. M.

Paris

Jr. (2021). Telehealth treatment engagement with Latinx populations during the COVID-19 pandemic. The Lancet. Psychiatry, 8(3), 176–178. https://doi.org/10.1016/S2215-0366(20)30419-3

32.

Steinhilber

Chabria

Clara

Temel

Greer

Traeger

Jacobs

(2023). Shifting behavioral intervention research to virtual methods: Challenges and solutions in practice, during and after the COVID-19 pandemic. Journal of Telemedicine and Telecare. Advance online publication. https://doi.org/10.1177/1357633X231167899

33.

Thomas

(2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. https://doi.org/10.1177/1098214005283748

34.

U.S. Census Bureau (2023). National population by characteristics: 2020-2023. Retrieved from https://www.census.gov/data/tables/time-series/demo/popest/2020s-national-detail.html

35.

Villarruel

A. M.

Jemmott

L. S.

Jemmott

J. B.

Eakin

B. L.

(2006). Recruitment and retention of Latino adolescents to a research study: Lessons learned from a randomized clinical trial. Journal for Specialists in Pediatric Nursing, 11(4), 244–250. https://doi.org/10.1111/j.1744-6155.2006.00076.x

36.

Wallington

S. F.

Luta

Noone

A. M.

Caicedo

Lopez-Class

Sheppard

Spencer

Mandelblatt

(2012). Assessing the awareness of and willingness to participate in cancer clinical trials among immigrant Latinos. Journal of Community Health, 37(2), 335–343. https://doi.org/10.1007/s10900-011-9450-y

37.

Wendler

Kington

Madans

Van Wye

Christ-Schmidt

Pratt

L. A.

Brawley

O. W.

Gross

C. P.

Emanuel

(2006). Are racial and ethnic minorities less willing to participate in health research? PLoS Medicine, 3(2), e19. https://doi.org/10.1371/journal.pmed.0030019

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.01 MB