is narrative research a methodology

OPINION article

Methods for conducting and publishing narrative research with undergraduates.

• 1 Psychology Department, Hamilton College, Clinton, NY, United States
• 2 Department of Psychological Sciences and Institute for Autism Research, Canisius College, Buffalo, NY, United States

Introduction

Narrative research systematically codes individual differences in the ways in which participants story crucial events in their lives to understand the extent to which they create meaning and purpose ( McAdams, 2008 ). These narrative descriptions of life events address a diverse array of topics, such as personality ( McAdams and Guo, 2015 ), development ( Fivush et al., 2006 ), clinical applications ( Banks and Salmon, 2013 ), well-being ( Adler et al., 2016 ), gender ( Grysman et al., 2016 ), and older adult memory decline ( Levine et al., 2002 ).

Narrative research is an ideal way to involve undergraduate students as contributors to broader projects and often as co-authors. In narrative or mixed method research, undergraduates have the opportunity to think critically about methodology during study construction and implementation, and then by engaging with questions of construct validity when exploring how different methods yield complementary data on one topic. In narrative research in psychology, students collect data, as in many traditional psychology laboratories, but they collect either typed or spoken narratives and then extensively code narratives before quantitative data analysis can occur. Narrative research thus provides a unique opportunity to blend the psychological realities captured by qualitative data with the rigors of quantitative methods.

Narrative researchers start by establishing the construct of interest, deciding when coding narratives for this construct is the most effective form of measurement, rather than a questionnaire or some other form of assessment. A coding manual is developed or adopted, and all coders study the manual, practice implementing it, and discuss the process and any disagreements until the team is confident that all coders are implementing the rules in a similar way. A reliability set is then initiated, such that coders assess a group of narratives from the data of interest independently, compare their codes, and conduct reliability statistics (e.g., Intraclass coefficient, Cohen's kappa). When a predetermined threshold of agreement has been reached and a sufficient percentage of the narrative data has been coded, the two raters are deemed sufficiently similar, disagreements are resolved (by conversation or vote), and one coder completes the remainder of the narrative data. Readers are directed to Syed and Nelson (2015) and to Adler et al. (2017) for further details regarding this process, as these papers provide greater depth regarding best practices coding.

Narrative Coding in an Undergraduate Laboratory: Common Challenges and Best Practices

When are students co-authors.

Narrative coding requires heavy investment of time and energy from the student, but time and energy are not the only qualities that matter when deciding on authorship. Because students are often shielded from hypotheses for the duration of coding in order to maintain objectivity and to not bias them in their coding decisions, researchers may be in a bind when data finally arrive; they want to move toward writing but students are not yet sufficiently knowledgeable to act as co-authors. Kosslyn (2002) outlines six criteria for establishing authorship (see also Fine and Kurdek, 1993 ), and includes a scoring system for the idea, design, implementation (i.e., creation of materials), conducting the experiment, data analysis, and writing. A student who puts countless hours into narrative coding has still only contributed to conducting the experiment or data analysis. If the goal is including students as authors, researchers should consider these many stages as entry points into the research process. After coding has completed, students should read background literature while data are analyzed and be included in the writing process, as detailed below (see “the route to publishing”). In addition, explicit conversations with students about their roles and expectations in a project are always advised.

Roadblocks to Student Education

One concern of a researcher managing a narrative lab is communicating the goals and methods of the interrater process to student research assistants, who have likely never encountered a process like this before. Adding to this challenge is the fact that often researchers shield undergraduates from the study's hypotheses to reduce bias and maintain their objectivity, which can serve as a roadblock both for students' education and involvement in the project and for their ability to make decisions in borderline cases. Clearly communicating the goals and methods involved in a coding project are essential, as is planning for the time needed to orient students to the hypotheses after coding if they are to be included in the later steps of data analysis and writing. In the following two sections, we expand on challenges that arise in this vein and how we have addressed them.

Interpersonal Dynamics

A critical challenge in the interrater process addresses students' experience of power relationships, self-esteem, and internalization of the coding process. In the early stages, students often disagree on how to code a given narrative. Especially when the professor mediates these early disagreements, students might feel intimidated by a professor who sides with one student more consistently than another. Furthermore, disagreeing with a fellow student may be perceived as putting them down; students often hedge explanations with statements like “I was on the fence between those two,” and “you're probably right.” These interpersonal concerns must be addressed early in the coding process, with the goal of translating a theoretical construct into guidelines for making difficult decisions with idiosyncratic data. In the course of this process, students make the most progress by explaining their assumptions and decision process, to help identify points of divergence. Rules-of-thumb that are established in this process will be essential for future cases, increasing agreement but also creating a shared sense of coding goals so that it can be implemented consistently in new circumstances. Thus, interpersonal concerns and intimidation undermine the interrater process by introducing motivations for picking a particular code, ultimately creating a bias in the name of saving face and achieving agreement rather than leading toward agreement because of a shared representation of micro-level decisions that support the coding system.

Clearly communicating the goal of the interrater process is key to establishing a productive coding environment, mitigating the pitfalls described above. One of us (AG) begins coding meetings by discussing the goals of the interrater process, emphasizing that disagreeing ultimately helps us clarify assumptions and prevents future disagreements. If the professor agrees with one person more than another, it is not a sign of favoritism or greater intelligence. Given the novelty of the coding task and undergraduate students' developmental stage, students sometimes need reassurance emphasizing that some people are better at some coding systems than others, or even that some are better coders, and that these skills should not be connected to overall worth.

The next set of challenges pertains to students' own life settings. Depending on the structure of research opportunities in a given department, students work limited hours per week on a project, are commonly only available during the academic semester, and are often pulled by competing commitments. Researchers should establish a framework to help students stay focused on the coding project and complete a meaningful unit of coding before various vacations, semesters abroad, or leaving the laboratory to pursue other interests. This paper discusses best practices that help circumvent these pitfalls, but we recommend designing projects with them in mind. Some coding systems are better suited to semester-long commitments of 3 h per week whereas others need larger time commitments, such as from students completing summer research. It is helpful to identify RAs' long-term plans across semesters, knowing who is going abroad, who expects to stay in the lab, and assigning projects accordingly.

Building a robust collaborative environment can shape an invested team who will be engaged in the sustained efforts needed for successful narrative research. In one of our labs (JLS), general lab meetings are conducted to discuss coding protocols and do collaborative practice. Then an experienced coder is paired with a new lab member. The experienced coder codes while walking the new coder through the decision process for a week's worth of assigned coding. The new coder practices on a standard set of practice narratives under the supervision of the experienced coder, discussing the process throughout. The new coder's work is checked for agreement with published codes and years of other practice coders. The new coder then codes new narratives under the supervision of the experienced coder for 2 weeks or until comfortable coding independently. The most experienced and conscientious junior applies for an internal grant each year to be the lab manager during senior year. This lab manager assigns weekly coding and assists with practical concerns. Coding challenges are discussed at weekly lab meetings. More experienced coders also lead weekly “discrepancy meetings” where two or three trained coders review discrepancies in a coded data set and come to a consensus rating. Such meetings give the students further learning and leadership opportunities. These meetings are done in small teams to accommodate the students' differing schedules and help build understanding of the constructs and a good dynamic in the team.

The Route to Publishing With Undergraduates in Narrative Psychology

When coding has successfully been completed, researchers then have the opportunity to publish their work with undergraduates. When talented students are involved on projects, the transition to writing completes their research experience. A timeline should be established and a process clearly identified: who is the lead author? Is that person writing the whole manuscript and the second author editing or are different sections being written? We have considered all these approaches depending on the abilities and circumstances of the undergraduate. In one example Grysman and Denney (2017) , AG sent successive sections to the student for editing throughout the writing process. In another, because of the student's ability in quantitative analysis and figure creation ( Grysman and Dimakis, 2018 ), the undergraduate took the lead on results, and edited the researcher's writing for the introduction and discussion. In a third (Meisels and Grysman, submitted), the undergraduate more centrally designed the study as an honors thesis, and is writing up the manuscript while the researcher edits and writes the heavier statistics and methodological pieces. In another example, Lodi-Smith et al. (2009) archival open-ended responses were available to code for new constructs, allowing for a shorter project time frame than collecting new narrative data. The undergraduate student's three-semester honors thesis provided the time, scope, and opportunity to code and analyze archival narratives of personality change during college. As narrative labs often have a rich pool of archival data from which new studies can emerge, they can be a rich source of novel data for undergraduate projects.

In sum, there isn't one model of how to yield publishable work, but once the core of a narrative lab has been established, the researcher can flexibly include undergraduates in the writing process to differing degrees. As in other programs of research, students have the opportunity to learn best practices in data collection and analysis in projects they are not actively coding. Because of the need to keep coders blind to study hypotheses it is often helpful to maintain multiple projects in different points of development. Students can gain experience across the research process helping collect new data, coding existing narratives, and analyzing and writing up the coding of previous cohorts of students.

Most importantly, narrative research gives students an opportunity to learn about individuals beyond what they learn in the systematic research process and outcomes of their research. The majority of undergraduate research assistants are not going on to careers as psychologists conducting academic research on narrative identity. Many undergraduate psychology students will work in clinical/counseling settings, in social work, or in related mental health fields. The skills learned in a narrative research lab can generalize far beyond the specific goals of the research team. By reading individual narratives, students and faculty have the opportunity to learn about the lived life, hearing the reality in how people story trauma, success, challenges, and change. They can begin to see subtlety and nuance beyond their own experience and come to appreciate the importance of asking questions and learning from the answers.

Author Contributions

All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.

Funding for this article is supported by an internal grant from Hamilton College.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: narrative research, autobiographical memory, undergraduate, content coding, publishing with undergraduates

Citation: Grysman A and Lodi-Smith J (2019) Methods for Conducting and Publishing Narrative Research With Undergraduates. Front. Psychol . 9:2771. doi: 10.3389/fpsyg.2018.02771

Received: 20 November 2018; Accepted: 24 December 2018; Published: 17 January 2019.

Reviewed by:

Copyright © 2019 Grysman and Lodi-Smith. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Azriel Grysman, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Narrative Inquiry

• First Online: 02 January 2023

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• Benjamin Kutsyuruba 4 &
• Rebecca Stroud Stasel 4  

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This chapter describes the narrative inquiry approach. Narrative inquiry has dual purpose as a methodology and a conceptual framework, and generally focuses on stories or narratives or descriptions of a series of events. It is this attention to analyzing and understanding stories lived and told that situates narrative inquiry as a qualitative research methodology. In this chapter, we provide key elements of narrative inquiry as a qualitative research methodology which can help guide scholars towards further examination based upon their purposes and interests with narrative. We outline the brief history, purpose, and methods of narrative inquiry, provide an outline of its process, strengths and limitations, and application, and offer further readings, resources, and suggestions for student engagement activities.

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Kutsyuruba, B., Stasel, R.S. (2023). Narrative Inquiry. In: Okoko, J.M., Tunison, S., Walker, K.D. (eds) Varieties of Qualitative Research Methods. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-04394-9_51

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Field guide: narrative research methodologies.

The narrative change field is informed by an array of multidisciplinary approaches to craft narratives, test messages, landscape the narrative environment, and measure narrative change efforts. Our field guide presents a map to a number of traditional and emergent research practices in this space.

As part of our Understanding Narrative Research Methodologies project, Narrative Initiative worked with Spitfire Strategies to produce a field guide to narrative research methodologies. Based on nearly 20 interviews with researchers, practitioners and academics, this report explores the landscape of both existing and emergent narrative research methodologies.

We see this guide as a first edition, intended to spark dialogue. We hope researchers and practitioners in the field reach out to exchange learning and help us fill in the gaps. If you’re interested in further conversation, please contact Márquez .

Introduction

There are likely thousands of organizations and movements actively at work to promote fair and inclusive societies, trying to win justice and equity on a grand scale. These groups, including nonprofits, tap into our imaginations by organizing and by using visual and verbal language to open new pathways and possibilities. We understand this nexus of efforts as narrative change work. No entity does this work alone. Success is found when work is done in coalition and collaboration. How then do they uncover concepts that will move their audiences to action, build power and stickiness, and lead to lasting change?

Narrative Initiative commissioned Spitfire Strategies to learn more about the research approaches and methods being used to inform and advance the narrative work of social justice organizations. This Field Guide offers lessons from interviews with some narrative change research leaders. Our interviewees presented a snapshot of the field, identified barriers, and offered a starting point to deepening narrative change research.

Due to its emergent nature and the varied traditions feeding into narrative change research, a set of needs arose that we find noteworthy. Interviewees cited the need for boldly embracing equity and diversity, and for collaboration across organizations and disciplines sharing research tools, data, and insights. They also expressed a need for shared research ethics and standards of practice. Both the challenge and the opportunity in this work lies in drawing from multiple sectors that contribute to narrative change practice.

We see this Field Guide as the first edition of a tool for narrative change researchers and those interested in embarking upon the practices detailed below. We also frame this Field Guide as an invitation to dialogue and learning exchange wherein readers help fill in the gaps and point to strong examples of theory and practice informing their own approaches. Ultimately, we want to learn with you how research methodologies are being used to make justice and equity common sense.

This report was written by Inga Skippings, Mark Dessaury, and Alexander (Bob) Boykin at Spitfire Strategies ; in conversation with Márquez Rhyne and Rachel Weidinger at Narrative Initiative.  We want to thank the following for helping to shape the thinking in this Field Guide:

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• Anat Shenker-Osorio, ASO Communications
• Tracy Van Slyke, Pop Culture Collaborative
• Brian Waniewski, Harmony Labs
• Rachel Weidinger, Upwell (closed)

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Narrative Research in Education by D. Jean Clandinin , Vera Caine , Margot Jackson LAST REVIEWED: 05 May 2021 LAST MODIFIED: 27 March 2019 DOI: 10.1093/obo/9780199756810-0175

While the study of narratology has a long history, narrative research became a methodology for the study of phenomena in the social sciences in the 1980s. Since that time there has been what some have called a narrative revolution, which is reflected in the rapid uptake in the use of narrative methodology across disciplines. There are diverse definitions of narrative research with different ontological and epistemological commitments, which range from semiotic studies and discourse analysis of spoken and written text to analysis of textual structures of speech and performances of texts as in narrative analysis to the relational studies of narrative inquiry where a focus on lived and told experience is central.

Here we attend to narrative research in education rather than only focusing on narrative research embedded in institutions of schooling. Doing this acknowledges that life’s experiences may be educational, whether they occur inside or outside of, and perhaps at times in spite of, the institutions of schooling. For us education occurs in community, peer group, and family, as well as in vast geographic places and with diverse people. This way of thinking speaks to our understanding of education as reflective of intergenerational linkages and inclusive of anticipated future events, places, and contexts. Education attends carefully to the larger social, cultural, linguistic, familial, and institutional narratives in which schooling also occurs. While debate is ongoing about the ways to engage in narrative research, researchers do agree that narrative research is the study of experience. For narrative inquirers, experience is the stories that people live and tell over time, in different places, and in diverse and unfolding relationships. Informed by Dewey 1938 , Connelly and Clandinin 1990 notes that experience is understood as narrative phenomena. Bruner 1987 furthers our understanding by differentiating between narrative and paradigmatic knowing and, in this, points out fundamental differences from other research methodologies and ways to understand life. Polkinghorne 1988 adds a more nuanced understanding of analytic processes and emphasizes the importance of looking at the complexity and wholeness of a life. Since that time, scholarly works, such as Rosiek 2013 and Clandinin 2007 , have articulated the strong link to pragmatist traditions, and they have situated narrative traditions more clearly in epistemological and ontological ways. Concepts of relational ethics were first made central in Clandinin and Connelly 2000 , and they were developed further in Clandinin, et al. 2018 , while Morris 2002 has differentiated thinking with from about stories as a central aspect.

Bruner, J. 1987. Life as narrative. Social Research 54.1: 11–32.

An important early article that introduced narrative knowing as distinct from paradigmatic knowing. While some of these ideas were present in Bruner’s Acts of Meaning (Cambridge, MA: Harvard University Press, 1990), the naming of narrative knowing marked an important shift.

Clandinin, D. J., ed. 2007. Handbook of narrative inquiry: Mapping a methodology . Thousand Oaks, CA: SAGE.

First overview of research methods and concepts within narrative inquiry. Important text for social science researchers interested in narrative research and distinctions within narrative research. Introduces concepts of borderlands between narrative inquiry and post-positivist, neo-Marxist, and post-structuralist research. Translated into Korean and Chinese.

Clandinin, D. J., V. Caine, and S. Lessard. 2018. Relational ethics in narrative inquiry . London: Routledge.

DOI: 10.4324/9781315268798

Outlines an ethical stance appropriate to narrative inquiry. Building on Bergum and Dosseter’s understanding on relational ethics in clinical practice, the authors use six illustrative studies to show relational ethics as lived in narrative inquiry. Includes narrative inquiry that directly engages relational tensions between persons often seen as vulnerable and broader social forces. Afterword by pragmatist scholar J. Rosiek.

Clandinin, D. J., and F. M. Connelly. 2000. Narrative inquiry: Experience and story in qualitative research . San Francisco: Jossey-Bass.

First text to outline narrative inquiry as methodology and phenomenon. Widely used to introduce researchers to narrative inquiry. Illustrates narrative inquiry processes as moves from field to field texts to research texts. Introduces relational ethics as well as the importance of narrative beginnings. Translated into Korean, Japanese, Portuguese, and Chinese.

Connelly, F. M., and D. J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19.5: 2–14.

DOI: 10.3102/0013189X019005002

First article that linked narrative to inquiry in an explicit way. Published in a leading research journal, the article signaled narrative inquiry as a research methodology as well as a way to understand experience as a narrative phenomenon.

Dewey, J. 1938. Experience and education . New York: Collier.

Outlines experiential view of experience as life. Often cited as philosophical grounding for narrative inquiry. Introduces Dewey’s criteria of experience as continuity and interaction in situations that are linked to the three-dimensional narrative inquiry space of temporality, sociality, and place.

Morris, D. B. 2002. Narrative, ethics, and pain: Thinking with stories. In Stories matter: The role of narrative in medical ethics . Edited by Rita Charon and Martha Montello, 196–218. New York: Routledge.

Introduces distinction between thinking with stories as distinct from thinking about stories.

Polkinghorne, D. E. 1988. Narrative knowing and the human sciences . New York: State Univ. of New York Press.

Brought concept of narrative knowing into developing understandings of narrative research in social sciences. Differentiated narrative analysis from analysis of narratives: The former focused more on contextual and holistic realms in narrative research while the latter focused more on the analysis of the texts themselves.

Rosiek, J. 2013. Pragmatism and post-qualitative studies. International Journal of Qualitative Studies in Education 26.6: 692–705.

DOI: 10.1080/09518398.2013.788758

Significant in this article is the return to pragmatist philosophy and the thinking about practice in relation to narrative. Pragmatist practice, which shapes narrative inquiry research, is related to political action, imagination, and future possibilities.

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Narrative research: a review of methodology and relevance to clinical practice

Affiliation.

• 1 College of Nursing, University of South Florida, 12901 Bruce B. Downs Blvd., MDC 22, Tampa, FL 33612-4766, USA. [email protected]
• PMID: 14607381
• DOI: 10.1016/j.critrevonc.2003.04.006

Using qualitative narrative research to explore how people proceed through cancer diagnosis and treatment may help clinicians render better care and consequently enhance the probability of optimal health outcomes. Narrative research can be defined as collecting and analyzing the accounts people tell to describe experiences and offer interpretation. Often, oncology clinicians use narrative methods to investigate issues such as clinical outcomes, coping, and quality of life. Narrative research provides an option to explore personal experiences beyond the boundaries of a questionnaire, providing insight into decisions involving treatment, screening or various health practices, which can help guide how health care services are developed and provided. The purpose of this article is to illustrate the use of narrative research methods to a clinical audience who may not be as familiar with narrative technique. Definitions of narrative research, examples of published research using narrative methods in healthcare, validity and data analysis will be addressed. A review of current literature from sociology, anthropology, nursing and psychology demonstrates that narrative methods are an effective research option that can lead to enhanced patient care.

Publication types

• Health Policy
• Health Services Research / methods*
• Neoplasms / psychology
• Neoplasms / therapy*