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Qualitative methods are viewed as central to the theory of emerging adulthood, but there remains a relative dearth of qualitative inquiry that fully captures the richness and complexities of emerging adulthood life. One of the challenges to conducting such research is the lack of familiarity with qualitative methods. Accordingly, this article describes foundational issues in qualitative inquiry by delineating the commonalities among all qualitative approaches. Meta-theoretical issues regarding ontology, epistemology, and methodology are discussed, as rigorous qualitative inquiry must always be aware of and transparent about how these issues inform and constrain the methods used. A step-by-step guide––including design of research questions, methods of data collection, sampling, and analysis––is presented to demonstrate how to conduct research that fully utilizes the affordances of rigorous qualitative inquiry. Examples from research on emerging adulthood are used to illustrate each decision made during the qualitative inquiry research process.

Women are outperforming men on many academic achievement metrics in tertiary education. Contributing factors may include the hegemonic masculine expectations for boys and men to be successful, strong, and unemotional. The aim of this qualitative study was to therefore investigate how American emerging adult men may perpetuate expectations of stoicism and silence when discussing their academic struggles. Fifteen American male college students between the ages of 19 and 26 ( M = 21.40, SD = 2.10) who self-identified as struggling academically were interviewed about their struggles. A thematic analysis revealed that they engaged in three overarching forms of male silence when discussing their struggles: personal, private, and public. The conversational consequences of these forms of silence are explained that resulted in these students having difficulty identifying their own emotions, not wanting to tell others about their academic struggles, and assuming that others did not want to hear about it.

Reconceiving relationships between universities, schools, and community organizations through research-practice partnerships, and building capacity for partnership work, necessarily entails rethinking the mentorship of graduate students. In this article, we describe our findings on what mentorship looks like in a now 9-year RPP focusing on educational equity through participatory approaches. The authors include the two project principal investigators and three doctoral students who participated at different stages of the project, one of whom is now a faculty member. In our analysis, we identify dimensions of a more horizontal form of mentorship, involving qualities and skills that extend beyond traditional practices of academic apprenticeship: universalizing who is an intellectual, cultivating community responsiveness, implementing collective structures and protocols, and constructing a shared vision. Our findings shift conceptions of mentorship from individual apprenticeship into a narrowly defined discipline to a collective undertaking that aims to democratize expertise and enact a new vision of the public scholar. ; American Educational Research Association

The present study investigates the importance of emotional disclosure and vulnerability in the production of hegemonic masculinities. Of particular interest is the role that silence and invisibility play in how men talk about recent stressful life events. One-on-one interviews with men who experienced a stressful life event in the past year illustrate how men often talk about these events in simultaneously visible and invisible ways. We use the term "cloudy visibility" to describe this engagement, identified both in terms of what men articulate in relation to their past stressful experiences and how they articulate these experiences within the present moment of the interview. The conversational consequences of these linguistic devices are analyzed to illustrate how men obscure their inner emotional lives, thus reproducing hegemonic masculine ideals of staying strong and stoic in the face of adversity, while they also seek to make aspects of their inner lives seen and heard to an interviewer.

6 páginas, 3 figuras ; Background Different classes of small RNAs (sRNAs) refine the expression of numerous genes in higher eukaryotes by directing protein partners to complementary nucleic acids, where they mediate gene silencing. Plants encode a unique class of sRNAs, called trans-acting small interfering RNAs (tasiRNAs), which post-transcriptionally regulate protein-coding transcripts, as do microRNAs (miRNAs), and both sRNA classes control development through their targets. TasiRNA biogenesis requires multiple components of the siRNA pathway and also miRNAs. But while 21mer siRNAs originating from transgenes can mediate silencing across several cell layers, miRNA action seems spatially restricted to the producing or closely surrounding cells. Principal Findings We have previously described the isolation of a genetrap reporter line for TAS3a, the major locus producing AUXIN RESPONS FACTOR (ARF)-regulating tasiRNAs in the Arabidopsis shoot. Its activity is limited to the adaxial (upper) side of leaf primordia, thus spatially isolated from ARF-activities, which are located in the abaxial (lower) side. We show here by in situ hybridization and reporter fusions that the silencing activities of ARF-regulating tasiRNAs are indeed manifested non-cell autonomously to spatially control ARF activities. Conclusions/Significance Endogenous tasiRNAs are thus mediators of a mobile developmental signal and might provide effective gene silencing at a distance beyond the reach of most miRNAs ; This work was supported by grants from the National Science Foundation (DBI-0421604) and the Robertson Research Fund to R.M.; a starting grant from the European Research Council (ERC, Frontiers of RNAi, 210890) to O.V.; an ANR grant (ANR06 GPLA 011) to A.M. and M.C.; a grant from the European Union integrated project SIROCCO (Silencing RNAs: Organisers and Coordinators of Complexity in Eukaryotic Organisms; LSHG-CT-2006-037900) to D.G; an EMBO long-term fellowship (ALTF 864-2005) and a postdoctoral fellowship from DuPont to R.S.; a European Union Marie Curie fellowship (041419) to V.R.F.; and a research fellowship from the DFG to M.B. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript ; Peer reviewed