In the realm of educational research, the complexities and nuances of human experiences demand a critical qualitative inquiry (Canella et al., 2016; Denzin, 2017) approach that delves deep into the lived realities of individuals within diverse contexts. My research philosophy statement is rooted in a commitment to uncovering the multifaceted dynamics of leadership learning, particularly focused on college students, women’s narratives, and experiences in various leadership development programs. The projects I’ve undertaken represent a trajectory of investigation that values context, intersectionality, and the power of narrative to illuminate the hidden aspects of leadership development.

 Contextual Exploration: My research philosophy is grounded in the importance of understanding the sociocultural, institutional, and historical contexts in which leadership learning occurs (Citation). Each project I undergo must begin with recognizing that leadership is not an isolated phenomenon, but rather is shaped by a myriad of influences. Whether examining leadership programs, gender and leadership courses, or study abroad experiences, my research philosophy seeks to uncover how these contexts interact to mold individuals' leadership development.

 Intersectional Lens: In my philosophy, I also recognize the intricate interplay of various social identities in relationship to systemic power and the resulting complexities in leadership experiences. Particularly in projects such as the exploration of Women of Color, first-generation students' experiences in a leadership studies program, or analyzing students' experiences with growth in understanding the interchange of gender and leadership, my philosophy values an intersectional lens. This approach acknowledges that race, gender, class, and other social identities converge and compound to shape unique narratives of leadership learning, often marginalized in traditional research paradigms (Citation).

 Narrative Power: My research philosophy celebrates the transformative potential of narratives. I view narrative research to not only capture personal experiences but also to challenge dominant discourses and reshape conceptions of leadership. The importance of this emphasis in research was most salient when I collaborated with twelve colleagues to collect women’s narratives of leadership and wove together a book that centered and emphasized the narrative authors’ words as a disruptive act in the research process. This book project and product exemplify this aspect of my philosophy by recognizing the significance of personal stories in reshaping the leadership landscape.

 Critical Reflexivity: At the heart of my research philosophy is a commitment to critical reflexivity (Bettez, 2016; Olmos-Vega et al., 2023). Qualitative researchers must engage in ongoing introspection about their own positionality and biases that influence the research process. This stance is evident in each project by integrating positionality or social location statements that identify my salient social identities in the context of our society. Further, I build on these statements by reflecting within the building of the research project, analysis process, and final writing product on how this positionality impacts the research across all stages. By acknowledging the potential for power dynamics and biases, my research philosophy strives for ethical and purposeful engagement.

 Liberatory Change: I believe research should be undertaken with purposes beyond the project itself. Therefore, my projects are not merely intended to offer passive observations of leadership learning; they embody my commitment to liberatory, transgressive change (hooks, 1994). Whether it's through redefining leadership narratives, challenging oppressive structures, or amplifying marginalized voices, each project seeks to contribute to a more inclusive and equitable understanding of leadership. This framing of purpose to my research allows me to see my efforts as an act of love, reshaping and expanding the landscape of leadership education (Ulmer, 2017). 

 Collaborative Inquiry: My research philosophy promotes collaborative inquiry to enrich research and its outcomes. I believe the involvement of multiple institutions, faculty, students, community partners, and research teams across projects emphasizes the value of diverse perspectives. My collaborative efforts are seen not only in the diversities of my research team structures but also in how participants can actively engage in the research. 

 In essence, my critical qualitative research philosophy is a compass guiding me in the investigation of leadership learning within a complex, diverse, and ever-evolving educational landscape. By valuing context, intersectionality, narratives, reflexivity, liberatory change, and collaboration, I aim to contribute meaningful insights that transcend traditional, hegemonic paradigms and foster a more inclusive understanding of leadership.

 References

 Bettez, S. C. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932-954.

Cannella, G. S., Pérez, M. S., & Pasque, P. A. (Eds.). (2016). Critical qualitative inquiry: Foundations and futures. Routledge.

Denzin, N. K. (2017). Critical qualitative inquiry. Qualitative inquiry, 23(1), 8-16.

hooks, b. (1994). Teaching to transgress. Routledge. 

Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical teacher, 45(3), 241-251.

Ulmer, J. B. (2017). Critical qualitative inquiry is/as love. Qualitative Inquiry, 23(7), 543-544.

After five years of experience building and implementing research, I've learned some important lessons that inform my research agenda moving forward. 

While my training at a Research I institution heavily emphasized the need to be highly organized in the research process, I have learned the hard way about the crucial steps necessary to co-create a strong research project from the foundations. To put it bluntly, I've not spent enough time on the front end of a project in set-up and then had to spend much more time on the back end cleaning things up! I've learned from this unfortunate experience that I must be thoughtful about data storage, who has access to consent forms and data, and plan ahead for the inevitable moment when someone original to the project leaves. Each experience in logistical chaos has taught me new ways to approach the structural factors of research and has made me a stronger researcher moving forward. 

While a primarily qualitative researcher, I've learned there is a broad span of philosophy on how I must show up as a researcher in a project. This has been made more clear to me because many of my projects also overlap with my role as a teacher and/or administrator within a leadership program. The complexities of dual roles and facilitation of research within a classroom or curricular program have allowed me to realize that I need to emphasize the collaborative role of the participants (students) within each project. I am learning more and leaning into qualitative research that centers participants as part of the whole project and offers agency and active influence during the research process. I've also expanded my appreciation and exploration of narrative as a method and methodology for qualitative research that considers and highlights the voices of the participants as owners and interwoven pieces of the research itself. 

As I envision a research agenda moving forward, I have three hopes. 

Please see the People section to read letters from my scholarly research collaborators, Dr. Brittany Devies and Dr. Kathy Guthrie.