Increasing the Use of a Vignette Interview Technique in Qualitative Educational Research

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Abstract

This paper proposes the expanded use of a vignette interviewing technique that has been underutilized in educational research and can support the transformation of knowledge into understanding for action. The method is particularly valuable in researching traditionally marginalized groups and may well serve both practitioner researchers and outside researchers by shifting control to participants and reducing the risks to participants associated with sharing direct personal information. In addition, this method allows researchers to focus on particular aspects of experiences that may be common, but not precisely the same for all participants. Finally, the vignette technique presented in this paper offers a strong mechanism for triangulating with qualitative data collected through other methods.

Author

• Eric Bernstein, University of Southern California