Reflexive disclosure in qualitative research publications in school psychology (2006–2021)

• Published in: Psychology in the schools 2023-10, Vol.60 (10), p.3738-3753
• Main Authors: Sabnis, Sujay V., Wolgemuth, Jennifer R.
• Format: Article
• Language: English
• Subjects: Anniversaries; Communication; Disclosure; Educational Researchers; epistemology; methodology; positionality; Qualitative Research; Reflection; Reflexivity; School Psychology; World Views
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22965

Qualitative researchers in school psychology are asked to reflect on how their identities, goals, and backgrounds influence their research studies, and to disclose these influences in their manuscripts. Given that reflexivity is a process and not an event, it can be challenging to decide what and how much about oneself, or selves, to disclose in a qualitative research manuscript. We, therefore, wanted to understand how school psychology researchers have communicated reflexivity in their published journal articles. We analyzed all qualitative articles published in seven school psychology journals between 2006 and 2021, focusing on the authors' written descriptions meeting the criteria of reflexive disclosure. We found an increase in the inclusion of reflexive disclosure over the years. We also found five types of disclosure researchers used to communicate reflexivity. We end with some critiques of the existing disclosure practices and make recommendations for strengthening reflexivity. Five types of reflexive disclosure in school psychology journals. Practitioner Points Researchers' worldviews and social positionalities affect their research and therefore should be disclosed to readers in the form of reflexivity statements. There has been a steady increase in the presence of reflexivity statements in school psychology journals from 2006 to 2021. Researchers typically use five kinds of disclosure to craft reflexivity statements.