Voices Within: Undergraduate Students’ Journey in Ethnocultural Qualitative Research

Abstract

Collaborating in qualitative research with immigrant older women is a rich and rewarding learning opportunity for novice researchers as it expands their understanding of the lived experiences of ethnocultural communities. Undergraduate students with the same ethnocultural and linguistic backgrounds as research participants can build trust and rapport in research settings and, hence, are often hired onto research teams to assist with research activities. Undergraduate students learn in the field via hands-on experience and introductory theoretical training in qualitative methods, yet there is little guidance on effective mentorship strategies and considerations for this group of novice researchers. This paper reflects on the experiences of two undergraduate student researchers (USRs) who were involved as research assistants in a qualitative research study on immigrant women’s experiences of aging in place in urban Canadian neighbourhoods. The undergraduate students learned to manage challenges in the field related to setting boundaries and emotional well-being, navigating the presence of family during interviews, and addressing the hesitancy of participants in the research process. This paper discusses strategies to enhance the qualitative research knowledge and participation of USRs who conduct research as insiders in ethnocultural communities. Knowledge generated from this paper will be useful in spurring forward the discussion on qualitative fieldwork training for undergraduate students.

Background

Data collection is a complex yet engaging aspect of qualitative research, requiring specialized training to ensure rigor (Busetto et al., 2020). Qualitative data is holistic, rich and nuanced, representing participants’ perspectives and emotions related to their life experiences. Collecting qualitative data in ethnocultural communities can be complex for both new and experienced researchers as it requires an in-depth understanding of the socio-political, cultural and historical context of a community and a commitment to building relationships that foster trust, reciprocity and, thus, research engagement (Bilecen & Fokkema, 2022; Campbell et al., 2021; Ekwonye et al., 2023; Mathijsssen et al., 2023; Rai et al., 2024; Walton et al., 2022; Zubair et al., 2012). Undergraduate students who identify as belonging to an ethnocultural community can play a vital role in qualitative data collection and can support building relationships between the research team and their community (Castañeda & Smith, 2023). Perceived lack of research preparedness, however, is a key barrier to student participation in research (Mahatmya et al., 2017).

Due to a lack of academic training and mentorship, undergraduate students may feel anxious about their roles as student researchers (Pierszalowski et al., 2021; Silva et al., 2004; Simpson & Wilson-Smith, 2017). There is minimal guidance on preparing undergraduate students to engage in research (Pierszalowski et al., 2021), and our search of the literature identified a lack of resources to support qualitative researchers mentoring undergraduate students. This paper is based on the experiences of two undergraduate student researchers (USRs) from the Arab community working as research assistants in a large research study focused on neighbourhood perceptions of immigrant older women and outdoor mobility in a large urban center in Western Canada. This reflection paper draws on the perceptions of USRs regarding the facilitators and barriers encountered in collecting qualitative research data. The knowledge generated from this paper will support research teams in preparing undergraduate students and other novice researchers involved in qualitative research.

Study Context

Canada has increasing numbers of older adults from ethnocultural communities who are aging in place and require neighborhood environments that meet their needs for services, social connectedness and mobility (Guruge, 2024). This paper is part of an ongoing larger mixed-method study which aims to promote outdoor mobility and enhance neighbourhood walkability for immigrant older women in a large urban city in Western Canada. The study uses a community-based participatory research design to identify the motivators and barriers encountered when walking outdoors in local neighbourhoods. Immigrant older women from ethnocultural communities are racialized in Canada based on their linguistic, ethnic, and religious identities (Statistics Canada, 2022). The study uses an intersectional lens to explore the impact of multiple identities, such as gender, race, sex and ethnicity, on the lives of older immigrant women (Viruell-Fuentes et al., 2012). Quantitative data was collected, such as sociodemographic and health information, neighbourhood factors and mobility indicators. Qualitative data included neighbourhood walk-along and at-home semi-structured interviews, observations, photo-elicitation and reflexive memos. Reflexive memos are the written or recorded reflections occurring during the process of data collection or at any point in time during research to consciously appraise, critique, and explore the researcher’s subjective feelings which may influence the research process (Olmos-Vega et al., 2022). For the purpose of this paper, USRs were also invited to respond to reflexive questions about the dilemmas and responses encountered during data collection (see Appendix A).

Data Sampling and Data Analysis

The study recruited participants based on the following criteria: a) aged 55 and above; b) identifies as a woman; c) is an immigrant; and d) able to walk outdoors. The age of 55 and above was chosen to define older age because some groups of immigrant women perceive themselves as elders or older adults after the age of 50 (Salma & Temuri, 2024). Purposive sampling was used, followed by snowball sampling, in which older adults invited their peers to participate. A total of 27 Arabic-speaking immigrant older women living within a metropolitan city in Western Canada were recruited, and their data collection constitutes the focus of this paper. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was analyzed using a reflexive thematic analysis approach (Braun & Clarke, 2022). The larger study obtained ethics approval from the University of Alberta’s Research Ethics Board (Pro00123689).

Researchers’ Positionality

In cross-cultural studies, researcher positionality is significant as it allows researchers to reflect on their approaches to establishing trust with research participants and building meaningful relationships (Mathijssen et al., 2023; Yip, 2023). USRs involved in this project were all in their final years of a bachelor's in education program. This paper’s primary author (SMK) is a Muslim woman who is an immigrant in Canada and a graduate research assistant from the South Asian community involved in the larger study as a research assistant and mentor to undergraduate trainees. She is aware of the challenges and opportunities in engaging in research with communities to which she has a sense of belonging. The USRs’ (KA, EM) positionality as second-generation Arab women from immigrant families, with firsthand experience in caregiving for their older parents and grandparents, made them insiders to the target community and provided them with a deeper understanding of the challenges faced by research participants. In some ethnocultural communities, gender norms and religious beliefs influence communication dynamics, with women feeling more comfortable discussing sensitive issues with women researchers (Salma & Temuri, 2024). This shared cultural and gendered positionality fostered trust and allowed more open and engaged dialogue with participants. Immigrant women feel comfortable sharing their life experiences if the research practices are religiously and culturally respectful (Salma et al., 2017). USRs were aware of many of the cultural, religious and linguistic nuances of interacting with participants but still experienced challenges in setting boundaries, managing emotional stressors and engaging in reflexivity as novice researchers. These challenges reflect USRs’ positionalities as researchers, younger community members, and university-educated women, which made them partial outsiders in a research context focused on aging. The research team and the lead researchers (JS, AU) mentored the USRs throughout the research debriefing processes, providing them with guidance and support to navigate emotions and identify ways to ethically respond during fieldwork. One of the lead researchers (JS) was an Arabic-speaking woman with many years of experience collaborating on research within the Arab community and with extensive training in qualitative methods. The second lead researcher (AU) was a bicultural Asian Canadian with a graduate degree and emerging expertise in qualitative research within immigrant communities. Findings in this paper draw from reflexive memos and team debriefing notes based on USRs’ experiences of collecting qualitative data and the interpretations of co-authors who participated in these meetings and read their reflexive memos.

Reflection on Undergraduate Experiences of Collecting Qualitative Data

The following excerpts and reflective memos are part of the larger study data. In this section, USRs from the Arab community reflect on their experiences as novice researchers collecting qualitative data from Arab immigrant women. Their experiences reflect a fluid continuum of insider and outsider positionality or ‘in-betweenness’ that shifted depending on the focus of the research interaction with community members (Dwyer & Buckle, 2009; Tewolde, 2024). These reflective narratives are divided into three major themes: (1) juggling setting boundaries and emotional well-being, (2) navigating the presence of family, and (3) addressing the hesitancy of participants in the research process.

Juggling Setting Boundaries and Emotional Well-Being

Undergraduate student researchers often struggle to set research boundaries and address their emotional well-being during and after data collection (Clark & Sousa, 2018). Furthermore, when research focuses on older immigrants, it is essential to integrate cultural, linguistic, gender, and aging-specific considerations into the data collection approach, which can be daunting for USRs. Collecting data from older women who have multiple intersecting identities can be complex, as these factors can significantly influence their participation and willingness to be part of the research study (Jacobson & Mustafa, 2019; Walton et al., 2022). The age of the research participant and research assistant influences the research process, particularly in ethnocultural communities, where showing verbal and nonverbal respect for older individuals is crucial to building trust and relationships during research (Manohar et al., 2017). The following reflexive memo showcases a USR reflecting on an interview conversation.

The participant shared with us how her husband experienced a significant life-changing event where he fell off a ladder that altered her own circumstances. She seems to still be recovering from this incident. I was hesitant to discuss this subject with the participant as it continues to have an impact on her everyday life, and I'm not sure how comfortable she is speaking about it. (Reflexive memo, USR 1)

Reflecting on the impact of life-altering events in the above excerpt, USRs hesitated to engage participants in conversations on sensitive topics as not to retraumatize them by probing into difficult life experiences. Due to participants’ past experiences of discrimination and pre-migration/migration-related challenges, immigrant research participants might hesitate to trust researchers and avoid sharing personal feelings (Rai et al., 2024; Salma & Giri, 2021). Having a shared cultural and linguistic background might help alleviate hesitancy and enhance trust, where participants become more comfortable opening up, inclusive of and beyond the research scope, to share narratives of their lives (Bandauko, 2024; Bilecen & Fokkema, 2022; Walton et al., 2022). The sensitive nature of qualitative interviewing calls for careful boundary settings and a culturally sensitive approach (Manohar et al., 2017; Thurairajah, 2019). USRs worked to establish emotional and professional boundaries with participants by not providing their personal contact information when asked, sharing minimally about their personal lives, and not probing participants beyond the scope of the research study, all of which are taught in introductory ethics training for qualitative fieldwork. USRs might benefit from these approaches, but they are insufficient maneuvers when engaging in insider research with populations that experience multiple vulnerabilities.

Participants’ emotional vulnerability is often addressed in qualitative research and ethics protocols, but the researcher’s emotional well-being is a missing puzzle piece in the research process (Simpson & Wilson-Smith, 2017). The research focus, neighborhood walkability, might be perceived as relatively low-risk for eliciting strong emotions; however, USRs’ shared background with participants resulted in deeper conversations of past trauma, loneliness, and unmet needs. Participants found comfort in their conversations with USRs, emphasizing the need for an empathetic ear and the desire to have someone comprehend the intricacies of their lives. These interactions required more than a surface-level understanding of interviewing; it required a commitment to grasping the complexities shaping participants’ experiences and an emotional intelligence that had to be cultivated and supported in novice researchers (Kinitz, 2022). The example provided below highlights a participant’s narrative shared with a USR.

In her peaceful home, the participant struggles to take care of her husband, who is now dealing with Alzheimer’s disease after recovering from COVID-19. He can’t hold on to the memories they used to hold dear. Living with her son gives her some relief, but she worries about the future because she can see the day when he will leave to start his own life, leaving her to care for him on her own. When I went to the participant's house, there was a home care worker there to help with her husband’s needs. Even with this extra help, the participant still has to care for her husband, which is a heavy burden and a painful memory of the difficulties she must face. She talked about how scared she was to see her husband’s mind get worse, and she thought about what would happen when she became the main provider. (Reflexive memo, USR 2)

In qualitative research, researchers can become emotionally overwhelmed and struggle to maintain emotional boundaries, especially if the researcher and participant belong to the same ethnocultural community (Bilecen & Fokkema, 2022; Clark & Sousa, 2018). While interacting with participants, USRs made a conscious effort to manage their emotions, however, when they stepped away after the interviews, they recognized the emotional stress that lingered after hearing difficult stories. Emotional oversaturation may lead to biases in research findings, which can impact the quality of data and negatively influence researchers’ emotional well-being (Kumar & Cavallaro, 2017).

Researchers who belong to the same community also feel an obligation to support community members in need (Joseph et al., 2021). This creates an emotional strain that is often overlooked in ethical frameworks of research that focus narrowly on the role of the researcher versus that of a community member (Yip, 2023). The ethical boundaries of research often dictate a certain distance, preventing researchers from becoming directly involved in participants’ lives (Bilecen & Fokkema, 2022; Scott, 2022). When a researcher identifies as belonging to the same community as research participants with shared experiences and understandings, the boundaries become permeable and reciprocal commitments that live beyond the interview encounter might occur (Walton et al., 2022). Beyond the interview, participants and USRs in this study would meet again in the context of their daily community lives, and the new bonds formed during interviews could not be reduced to a transactional research activity. USRs are not prepared for this shifting in relationships with community members and feel a stronger sense of needing to respond to the struggles of their community that they discover via qualitative data collection. Finding ways for USRs to engage in reciprocal relationships within their communities can help alleviate some of the emotional and ethical tensions of being both a good researcher and a good community member. For example, in this study, USRs had paid research hours for volunteering in local ethnocultural organizations and were encouraged to problem-solve with the research team to identify ways to meet urgent needs identified by interview participants. Having USRs participate in research dissemination via engaging in policy advocacy and contributing to scientific knowledge development also allows them to respond to their community’s needs.

Navigating the Presence of Family During Interview

Research participation can become a family affair in collectivist ethnocultural communities where the presence of family during any research interaction is a common practice and can raise rigor and ethical research concerns (Bilecen & Fokkema, 2022; Hall, 2004; Salma et al., 2017). Family members being overly involved in the data collection process creates challenges for novice researchers when the target participant is an individual and not the family unit. The examples below reflect this dilemma when interviewing participants in the presence of family.

I interviewed the participant when her husband was around, and I found that the interview kind of went more like a conversation with the participant bringing her husband into the interview, and conversations would spike that was not on topic. With the husband around, it is more of like a conversation where they like to show or say certain things about their lives, and what they like doing. I feel like the participant being by herself played a big role in how smoothly the interview went on the topic. (Reflexive memo, USR 1)

The presence of the family during the interview can create discomfort for the researcher as they may observe signs of tension or disagreement in a family member’s verbal and non-verbal expressions (Norlyk et al., 2016). USRs noticed subtle hesitation when the participants’ spouses were present during the interview. Some participants were holding back, possibly to ensure that their family members felt included and heard in the conversation. This inclination is understandable, given the significance of familial connections, saving face and preserving harmony in collectivist ethnocultural communities (Olmos-Vega et al., 2022). An interesting shift occurred during follow-up walk-along interviews with the same participants and in the absence of other family members. Walking outside the home in a more casual setting, the participants spoke candidly without hesitation about their struggles and needs as they grew old in their neighborhoods. Moreover, participants’ responses to research questions were more nuanced compared to the guarded nature of previous discussions in the presence of family.

During the first interview with the husband present, the participant answered questions from “their” point of view [inclusive of husband] and not her point of view, and the conversations would stray from the study aim [discussing neighbourhoods]. (Reflexive memo, USR 1)

Family presence is a way to protect the safety of family members participating in research, and it might reflect a lack of familiarity and trust in research (Salma et al., 2017). USRs noted that some participants asked their adult children or spouses for approval before consenting to participate in the research study. It was also noted that sometimes, family would sit in for a short time during the interview and then leave once they understood the nature of the study and the questions being asked. To address these dynamics, it is crucial to modify strategies to allow partial family involvement and explore ways to include them in the research process. This may involve adapting interview questionnaires and strategies to include family members in the ethics application, ensuring participants feel comfortable and safe (Taylor et al., 2021). Furthermore, providing formal training to USRs with mock scenarios of conducting group or dyad interviews versus (Statistics Canada, 2022) individual interviews can help them understand and navigate family dynamics in research activities, especially when research is in collaboration with ethnocultural communities. Finally, family interactions can become observational data and preparing USRs to conduct this form of data collection and recognize the significant moments in family interactions could strengthen the rigor of a qualitative research study. With research studies that benefit from a family-centered lens, such as studies on aging, USRs can be trained to see the positive implications of family involvement versus seeing this as a hindrance to research objectives. Preparing USRs via guidance on family-centered research practices and theoretical perspectives can aid in eliciting rich contextual observational and interview data.

Addressing the Hesitancy of Participants in the Research Process

In this section, we delve into the dynamics surrounding Arab immigrant older women’s reluctance to participate in research. Interviewing immigrant women requires cultural sensitivity and linguistic skills so they feel comfortable sharing their thoughts in their native language and can make meaningful contributions to research. The USRs reported two key areas where building trust and providing time for conversation were essential: (a) obtaining ongoing informed consent, and (b) documenting and recording interview data. Many individuals within Arab communities displayed reluctance to participate in research, primarily stemming from uncertainties about the security and reach of their personal information. The reluctance was notable among newcomers to Canada who grappled with the unfamiliarity of the research process and questioned its relevance. Displaying transparency and commitment to safeguarding participants’ privacy is pivotal in establishing trust and encourages meaningful participation (Rai et al., 2024). USRs dedicated considerable time to navigating this challenge, emphasizing the importance of confidentiality, informed consent and ethical research practices. USRs took the time to clearly explain the research aims and questions, obtain informed consent (even if initial consent was provided over the phone before the interview meeting), and review the interview process, such as emphasizing that participants can decline to answer questions that made them feel uncomfortable. These techniques helped establish trust and understanding with participants, enhancing comfort during the research encounter. USRs also took deliberate steps to explain that information would be treated with utmost confidentiality and not shared within the broader community to which they both belonged. The following reflexive note highlights the subtle discomfort participants displayed with research interviews.

Everything was going smoothly until I began explaining the research project and going over the information letter. When I was explaining to the participant the recording procedure and confidentiality, she asked questions almost as if she didn’t understand the reason behind it. When I began the interview, the participant seemed reluctant to share her story, but after a few minutes, she was open and began chatting and laughing, and she seemed very comfortable. However, there were some moments where the participant was shutting on and off, and I couldn’t tell the reason why. (Reflexive memo, USR 2)

Participants’ hesitance and cautious emotions toward researchers are highlighted in previous cross-cultural studies (Bilecen & Fokkema, 2022; Smarika et al., 2024). The deep-rooted history of marginalization for particular social groups, previous unethical research practices and mistrust of authority creates a barrier to involving participants in research (Yip, 2023). Immigrants might come from countries where personal information is collected for nefarious reasons, leading to serious risks to their well-being, especially if information involved complaints about those in power. Immigrants might also be unfamiliar with the process of research and the ways it might benefit their communities or society at large. Participants often expressed hesitation, frequently posing questions such as, “What is the reason, and what is the benefit?” This reluctance may also stem from discomfort in sharing personal information with a researcher who belongs to the same ethnocultural community but is also part of an academic institution and, thus, an outsider (Hall, 2004; Rai et al., 2024).

Recording interviews may also be perceived as threatening due to the lack of trust in the research process, as reflected in the following excerpt.

Despite the participant’s comprehension of the interview’s purpose, she consistently inquired about the anticipated outcomes and potential benefits for her. During recorded sessions, occasional pauses occurred as she expressed, “I cannot mention this,” due to uncertainty regarding information accessibility. This hesitancy was particularly notable when addressing the more intricate details of her life. (Reflexive memo, USR 1)

Participants were concerned about who was to listen to the recording and learn about their personal lives. However, upon assuring them of the confidentiality of their stories, their reservations tended to ease somewhat, although for some hesitancy persisted throughout the interview.

At first in our chat, the participant appeared at ease disclosing her background; she inquired as to the area I resided in, and once I informed her, she began discussing the dangers of living there. … when the recording was brought up, the mood changed dramatically. At that moment, she gasped as she realized that what we were saying was being taped. It seemed like she was on the verge of saying something very personal. After she realized that, she became more cautious and kept looking at the recording device throughout the whole interview…Subsequently, throughout the interview, the participant consistently pointed at the recorder, repeatedly asking if it was recording. This created palpable tension, and the interview did not unfold as smoothly or organically as desired. Overall, the participant appeared uncomfortable throughout the process, presenting a significant challenge to establishing a genuine and relaxed atmosphere. (Reflexive memo, USR 2)

A qualitative interview must begin with creating a safe environment by allowing free-flowing conversation before and after the interview, and includes being attentive to researcher-participant power dynamics (Rai et al., 2024; Yip, 2023). The USRs understood the cultural etiquette of beginning and ending conversation and were more adept at creating a safe and comforting relational space with participants. Additionally, in interactions with younger researchers, older participants engaged in intergenerational storytelling where they saw the interview as an opportunity to share religious and cultural teaching with the USRs. First-generation older immigrants typically prefer to communicate in their native language, resulting in a greater trust towards interviewers of the same ethnocultural background (Leung, 2015). While initially frustrations developed with the long interview conversations that did not directly address the research objectives, USRs came to realize that these intergenerational conversations were critical to maintaining an authentic space for learning about participants’ lives. Patience, cultural etiquette, and openness helped USRs acquaint with the research process and become more willing to engage in the interview process. The audio-recorder disrupted the USRs’ process of creating this relational space, and in hindsight, it might have been better to eliminate this approach from the research protocol. At times, USRs opted to take handwritten notes without audio-recording interviews, or they chose to turn off the recorder at intervals of sensitive conversation. Writing reflexive memos immediately after an interview ensured USRs could capture the overall impression of the interview encounter, the themes of important conversations and any non-verbal or contextual observations. This was especially important as engaging in authentic conversation with participants meant avoiding excessive time writing notes during the interview itself.

Research Team Debriefing and Mentoring of USRs

Navigating the cultural and linguistic intricacies of conducting research with Arab immigrant older women posed challenges not covered in generic research training opportunities. Being an insider USR can be a significant success factor in engaging immigrant communities in research (Bilecen & Fokkema, 2022; Ekwonye et al., 2023). In this research study, USRs were selected due to their linguistic skills, emotional intelligence, and cultural and relational awareness. These attributes enabled them to sense participants’ reactions to the research and effectively engage them in the research process. Their educational background and extensive volunteer work within the community (spanning more than 4–5 years) facilitated trust-building and relational interview practices during data collection. Challenges persisted and included balancing the position of insider and outsider, navigating the complexities of addressing culturally and linguistically sensitive needs, and meeting the ethical and methodological requirements of the research study protocol. Addressing the impact of researcher positionality in qualitative research is imperative to foster inclusivity and generate more robust research findings (Ekwonye et al., 2023; Mathijssen et al., 2023; Simpson & Wilson-Smith, 2017). USRs experienced tensions between adhering to “best practice research,” which is often rigid and formal, and integrating relational practices (Barnard, 2009; Guillemin & Gillam, 2004). Mentorship strategies involved team debriefing meetings to problem-solve issues identified in the field and journaling reflexive memos that were shared with mentors over the course of data collection. Debriefing and reflexive journaling are well-established strategies to enhance reflexivity in qualitative research (Karcher et al., 2024). For instance, one of the USRs encountered a participant who overshared in an interview without thinking that the recorder was on, and she later requested that the USR delete her recording. When the USR discussed the experience with the research team, this resulted in problem-solving and collective learning.

A participant who was oversharing and didn’t realize that what she said was being recorded. But when she saw the recording, she wanted me to deliberately remove content from the recording, and I ended up writing notes on paper. Also, she requested to share the transcript with her so she can say what she wants to be removed. When discussed with the team and with the debriefing session with the lead researchers, they suggested we should be meeting the participants where their comfort level is at, and that may mean not recording anything, but upon leaving the interview, being able to recall and write notes about everything you’ve absorbed. Try to not be worried about being able to have data verbatim (e.g., quotes), the interaction you have with the participant is rich in itself. Implications are not only for what we capture in our data (content) but also for how we go about our expectations when we collect data. (Reflexive memo, USR 2)

The team also engaged in reflexive journaling which allowed USRs to share what they felt was challenging and what worked well for them. These reflexive journals helped the team mentors check-in with USRs and bring issues forward for team discussion during the debriefing meetings. Debriefing meetings served as a community of practice where team members learned from each other’s experiences, bringing diverse perspectives to the meetings, echoing each other’s challenges, providing direction on addressing issues faced during interviews, and building a sense of community where undergraduate researchers felt supported (Olmos-Vega et al., 2022; Salas et al., 2008; Simpson & Wilson-Smith, 2017).

Recommendations to Prepare USRs for Qualitative Research within Ethnocultural Communities

The barriers to research training for USRs are multifaceted, influenced by factors such as limited exposure to research coursework, constrained university resources, and the prevailing perception that research is predominantly the domain of a graduate-level student. Undergraduate students play a significant role in conducting qualitative research with ethnocultural communities by bridging cultural and linguistic gaps, fostering trust, and encouraging meaningful participation. Their shared cultural background and language skills can create a more comfortable and safer environment for participants, facilitating open and honest discussions about the needs of ethnocultural communities. However, it is crucial that USRs receive sufficient training and ongoing mentorship on how to integrate ethnocultural knowledge into their research activities. The following recommendations are based on our collective learnings and the evidence from other literature. The lessons learnt may apply to other cultural and geographical contexts with populations sharing similar characteristics and reservations about research.

Cultural Sensitivity and Navigating Identities

Cultural sensitivity and navigating insider-outsider identities are challenging for qualitative researchers, especially for students and novice researchers (Mathijssen et al., 2023). Students require training and ongoing support from the research team to learn how to critically evaluate their positionality and examine insider-outsider assumptions (Hou & Feng, 2019; Srivarathan, 2022; Thummapol et al., 2019). Understanding ethical obligations and maintaining ethical research boundaries can be a steep learning curve. Mandatory training, mock scenarios, and debriefing sessions on the ethics of qualitative research are necessary to respond to uncertainty during data collection. Continuous guidance on integrating cultural sensitivity, reflexivity, and identity navigation in qualitative research are essential for students (Clark & Sousa, 2018; Kinitz, 2022). Encouraging USRs to debrief with the research team regularly before and after data collection to share their reflections reduces the risk of emotional stressors arising from qualitative research work (Clark & Sousa, 2018).

Innovative Ways for Data Collection

Training USRs to be flexible and sensitive to participants’ cultural and emotional needs and be innovative in adapting culturally sensitive data collection approaches is essential to fostering trusting relationships with the community and accessing rich, in-depth data (Yip, 2023; Zubair et al., 2012). Practicing various techniques to facilitate interviewing and enhance participant comfort in the research process can include simultaneously conversing while taking handwritten notes, skipping the use of or pausing recording based on participants’ comfort level, observing verbal and non-verbal clues, and writing reflexive memos (Castell et al., 2022; Leung, 2015). Strategies will differ depending on the research context but proactively identifying possible deviations from the research protocol and exploring ways to trouble-shoot will enhance USRs’ confidence in conducting research and their adaptability to emerging changes during fieldwork. In this study, it was customary for some participants to have male family members, spouses, or children present during interviews, which conflicted with USRs’ understanding of individual qualitative interviewing. The USRs needed to adapt and adjust their expectations of what an interview entails and find creative ways to collect data while safeguarding participants’ rights and well-being (Hall, 2004; Zubair et al., 2012). Finally, incorporating social justice and intersectionality frameworks into interviewing strategies can help foster effective relational dynamics, reduce power inequities, and guide reflexivity in researcher- participant interactions (Walton et al., 2022).

Peer Mentoring for Novice Researchers

Establishing a supportive and safe culture is important to ensure USRs receive ongoing guidance during the data collection process. A peer mentorship program led by experienced undergraduate and graduate students can guide and support those new to qualitative research (Castell et al., 2022; Clark & Sousa, 2018). Another effective mentorship strategy is providing opportunities for USRs to collaborate with other researchers with expertise in ethnocultural research to share their experience of various research projects and strategies to overcome expected challenges (Simpson & Wilson-Smith, 2017). Having ongoing support within the research team allows USRs to troubleshoot their dilemmas and not feel left alone in the research process (Castell et al., 2022; Clark & Sousa, 2018). Furthermore, strategies such as reflexive journaling and peer discussions allow USRs to articulate and share their discomfort and seek help from other team members (Castell et al., 2022; Clark & Sousa, 2018; Ekwonye et al., 2023; Malacrida, 2007). These collaborative learning approaches help ensure research is engaging, rewarding, manageable and less daunting for novice student researchers.

Mental Health Support

Research with ethnocultural communities can be both rewarding and emotionally challenging, especially for researchers who belong to these communities. Research with ethnocultural communities can incorporate strong social justice orientations that help tackle health disparities and that empower communities to build knowledge systems that respond to their needs (Brotman et al., 2020; Vaughn et al., 2017). On the other hand, working with communities that experience marginalization, such as ethnocultural minorities and immigrants, means that researchers engage in emotional labour as they reflect on observed inequities and power dynamics while trying to meet expectations for reciprocity (Dickson-Swift et al., 2009; Sterie et al., 2023). Offering access to mental health support and ensuring that conversations about needing support are normalized, including conversations about burnout and emotional fatigue, are essential. Supports should address the emotional exhaustion that researchers may feel and emphasize the importance of self-care and self-reflection (Ademolu, 2024; Clark & Sousa, 2018; Kumar & Cavallaro, 2017). Studies indicate that women researchers and students engaged in qualitative research face a higher risk of mental health challenges in comparison to other researchers (Clark & Sousa, 2018). Researchers from the same ethnocultural community may feel a heightened sense of responsibility to address the ethical issues faced by participants. To address this issue, USRs should receive training and support in managing ethical dilemmas and handling dual relationships as insiders and outsiders (Castell et al., 2022; Clark & Sousa, 2018). Training programs should include coping techniques for dealing with stress and emotional challenges, such as setting boundaries and seeking support when needed (Kumar & Cavallaro, 2017). Access to resources, such as debriefing, counselling, and peer support, can also help manage the emotional aspects of this work (Castell et al., 2022; Clark & Sousa, 2018).

Conclusion

Involving undergraduate students in research can be particularly valuable in fostering meaningful dialogue and engagement with participants from immigrant ethnocultural communities. The narratives shared by USRs illustrate that engaging ethnocultural populations requires attention to cultural norms, relationship building, and ongoing discussion of the research purpose and process. This paper highlights particular considerations, including the emotional well-being of both participants and data collectors, the complexities of navigating family presence during interviews, and participant hesitancy regarding research participation. Prioritizing emotional well-being, providing comprehensive training for USRs, and implementing strategies for mentorship and debriefing are approaches that can improve USRs’ experiences of conducting research within ethnocultural communities. Fostering a supportive learning environment will ensure that undergraduate students are well-prepared to conduct methodologically rigorous, ethically sound, and culturally sensitive research.