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Using an autoethnographic poststructural lens, I examined my academic journey in becoming a qualitative methodologist. I integrated my mentor's maxims such as, "the institution will not love you back," "prisoner of your words," "make plans; if they don't work, make new plans," "one has mentors and tormentors and both help shape us," "ever the opportunist," "strategic groveling," "a mosaic approach to mentoring" and "just get naked." Despite paradigmatic contradictions between my doctoral and postdoctoral experiences, I gained much from working between the polarities of the social science and biomedical discourse. In time, I became a "pathological optimist," one of the many lessons learned from an academic mentor that eventually led to my professorship.

This study describes a master's program cohort in the Southeast transitioning from a traditional to an online paradigm. This study examined through narrative analysis the online dialogue of engagement between students and faculty through the lens of social constructivism, specifically focusing on barriers creating monologue and facilitators creating "online" dialogue (Gergen, 1999). Transformative dialogue was more difficult in the online transition because of technology structures and differing expectations. Results suggest that faculty and students must be prepared to use online technology in a pedagogical setting that requires greater responsibility for students to "manage their education." The "boundedness" of an online environment requires faculty to encourage a shift from blame to responsibility. Although online dialogue was considered "stilted," even by experienced participants, the convenience is evident for students as well as faculty. The results demonstrated the need for faculty presence through the use of online tools to make the online environment meaningful. Reviewing these narratives may help administrators prepare for a transition to an online program.

The purpose of this qualitative study was to understand the effects of a cultural competency intervention on dental pre-doctoral students' attitudes toward individuals of a different sexual orientation. 22 heterosexual students interviewed gay or lesbian individuals and wrote reflective text. Results illustrated that participants found that their interviewees had "surprisingly similar" beliefs and values – especially in the areas of religion and family. Because of their "similar values," these students expressed respect toward their interviewees who were "so different" than themselves. This conclusion of "sameness" forced them to see homosexuals as people, rather than a stigmatized invisible outgroup, mitigating sexual prejudice.

Qualitative researchers working within biomedicine lead a double life. Biomedical discourse silences other, interpretive, and contextually situated voices through various processes including peer review and grant agencies as reviewers demand simplified (quasi-) quantitative methods while demanding the elimination of qualitative 'jargon' and situated knowledge. However, since both of the authors of this paper have lived within medical discourse, this embedded doubleness must be pragmatically and critically examined with caution, respect, and integrity. Thus, in this paper we present three possible plateaus that explore doubleness and situatedness of those qualitative researchers conducting qualitative research in a biomedical context: (1) hierarchical nature of medicine, (2) the incongruity of the application of post-positivist or neo-positivist assumptions to qualitative research, and (3) the powerful phenomena of bias as a form of control and privilege.

Many qualitative researchers reject textual conversion based on philosophical grounds although others believe it facilitates pattern recognition and meaning extraction. This article examined interview data from 52 physicians from a large academic medical center regarding work–life balance. Analysis ranked men and women in four career tracks: Clinician-Educator, Clinician-Researcher, Clinician-Practitioner, and residents. The purpose of this paper is to illustrate how a qualitatively driven (QUAL→quan) mixed method design illustrated differences between stratified groups. Although many initial codes were similar for men and women, their language was gendered and generational in context of work-life balance. Results indicated that women (and low-status men) expressed fewer strategies to successfully negotiate academic medicine. Quantitizing enhanced the interpretive description of adversity.

Urban neighborhoods have undergone property disinvestment, a decreasing population, and a general economic decline. Atlanta, the fourth-fastest gentrifying city in the United States exemplifies this trend. The purpose of this grounded theory study is to understand how discourse about gentrification helps a community address its goal of regeneration. We used Habermas' critical hermeneutic lens to investigate the perceptions of 20 resident leaders and stakeholders in a community that was undergoing the process of gentrification. Our findings illustrate that this community is fraught with systematically distorted communication that used communicative action for emancipation. The four theoretical codes: gentrification (a collision between politics and economics), systematically distorted communication, regeneration, and strategies (communicative action as emancipatory), were used to represent how power and language intersected within economic and political discourse. Through an identification of elements of communicative action for neighborhoods that are undergoing gentrification, this study provides guidance for development of stakeholder community action plans.

Urban neighborhoods have undergone property disinvestment, a decreasing population, and a general economic decline. Atlanta, the fourth-fastest gentrifying city in the United States exemplifies this trend. The purpose of this grounded theory study is to understand how discourse about gentrification helps a community address its goal of regeneration. We used Habermas' critical hermeneutic lens to investigate the perceptions of 20 resident leaders and stakeholders in a community that was undergoing the process of gentrification. Our findings illustrate that this community is fraught with systematically distorted communication that used communicative action for emancipation. The four theoretical codes: gentrification (a collision between politics and economics), systematically distorted communication, regeneration, and strategies (communicative action as emancipatory), were used to represent how power and language intersected within economic and political discourse. Through an identification of elements of communicative action for neighborhoods that are undergoing gentrification, this study provides guidance for development of stakeholder community action plans.

Diversity training is challenging and can evoke strong emotional responses from participants including resistance, shame, confusion, powerlessness, defensiveness, and anger. These responses create complex situations for both presenters and other learners. We observed 3 experienced presenters as they implemented 41 gender bias literacy workshops for 376 faculty from 42 STEMM (science, technology, engineering, mathematics, medicine) departments at one Midwestern university. We recorded questions and answers as well as participants' non-verbal activity during each 2.5-hour workshop. Employing content analysis and critical incident technique, we identified content that elicited heightened activity and challenging dialogues among presenters and faculty. Results from analysis of this observational data found three important findings: (1) presenters continually reinforced the idea that implicit bias is ordinary and pervasive, thus avoiding participant alienation by allowing participants to protect their self-worth and integrity; (2) difficult dialogues were managed calmly without verbal sparring or relinquishing control; (3) the presenters created an environment where individuals were more likely to accept threatening information.