Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

Rubin, Jennifer D.; Bell, Sarah; McClelland, Sara I.

doi:10.1080/14780887.2017.1392668

Cited by 40Qualitative Research Methods and ApplicationsEducational Research and MethodsDoctoral Education Challenges and Solutions

Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

Rubin, Jennifer D., Bell, Sarah, McClelland, Sara I.·2018·Qualitative Research in Psychology

DOI 10.1080/14780887.2017.1392668

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Abstract

The visibility of qualitative research methods (QRM) in U.S. psychology has increased with the dissemination of qualitative research in journals and books, formation of professional and scientific organizations, and recognition in educational institutions. While gains have been made, the current state of doctoral training in qualitative methods remains uncertain. It is unclear what training graduate students receive in U.S. psychology programs about qualitative methodologies and how further gains can be made in expanding visibility of QRM in graduate education. In this mixed-methods study, we surveyed a sample of faculty in U.S. psychology graduate programs about the frequency of QRM course offerings, graduate training, and students’ use of QRM in their dissertation research. We also explored qualitative responses from faculty regarding their attitudes about QRM and how these attitudes might help increase or diminish the frequency of methods training available to students. We found that even within graduate programs where there was support for QRM, enduring perceptions about the value of qualitative research limit faculty and graduate students’ use of qualitative methodologies in their research. With these findings in mind, we offer several recommendations for increasing the visibility of QRM in U.S. graduate education and the discipline of psychology as a whole.

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Only 13% of responding graduate psychology programs required a course in qualitative research.
“They reported that only 13% of the responding programs required a course in qualitative research.”
From The pursuit of quality in grounded theory (2021) · cites this paper as Rubin, Bell, and McCleland (2018)
Rubin, Bell, and McCleland found negative judgments about qualitative inquiry that had long been evident in the discipline.
“Rubin, Bell, and McCleland (2018) document the above concerns in their mixed methods study of graduate psychology programs.They found negative judgments about qualitative inquiry that had long been evident in the discipline.”
From The pursuit of quality in grounded theory (2021) · cites this paper as Rubin, Bell, and McCleland (2018)

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Authors: Rubin, J. D., Bell, S., & McClelland, S. I.
Affiliations: University of Michigan (US)
Corresponding author: Rubin, Jennifer D.
ORCID: Rubin, Jennifer D.
McClelland, Sara I.
Venue: Qualitative Research in Psychology
Publisher: Informa UK Limited
Published: 2017-11-21
Volume: 15
Issue: 1
Pages: 29-50
ISSN: 1478-0887 (ISSN-L)
1478-0895
DOI: 10.1080/14780887.2017.1392668
OpenAlex: W2765996257
Cited by: 40
References: 28
Citations by year: 2026: 5 · 2025: 5 · 2024: 5 · 2023: 4 · 2022: 4 · 2021: 4 · 2020: 9 · 2019: 3 · 2018: 1
FWCI: 12.66
Type: journal article
Language: en
Open access: closed
Locations: Qualitative Research in Psychology (publishedVersion)
Funders: Division of Graduate Education
Topics: Social Sciences › Education › Qualitative Research Methods and Applications
Social Sciences › Education › Educational Research and Methods
Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
Keywords: qualitative research, graduate education, doctoral education, psychology graduate programs, faculty attitudes, doctoral research, training recommendations

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Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

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