Research with newcomers – a few thoughtful practices

ARAISA, in partnership with the Jarislowsky Chair at Memorial University, recently had the opportunity to conduct research with SPOs and newcomers across the Atlantic region. The project involved interviews with staff and focus groups with newcomers. Through these activities, I learned a lot about the needs and experiences of newcomers in the region. 

This project has also provoked me to think critically about research involving newcomers. The focus groups in particular encouraged me to think about doing research that is respectful, engaging, and beneficial for both researchers and participants. I would like to share a few reflections and promising practices from this process that may be helpful for other researchers. 

• Ethics. Ethics review is an integral – and in many cases mandatory – part of the research process. Its ultimate purpose is to protect research participants and the communities they belong to. As such, every aspect of project design – methods, data collection tools, knowledge mobilization, etc. – should be created with participants in mind. You can find more information about research ethics here. Ethics should be approached in partnership with communities whenever possible. Communities should be actively involved in the design and development of research projects. Participants should understand the purpose of the research and be aware of any risks involved. And research findings should be shared with communities in ways that are culturally appropriate and easy to understand. 
• Language. Research should be communicated as clearly as possible. Speak at a pace that is appropriate for participants. Even when working with fluent English or French speakers, it is important to avoid jargon and technical language. Consent forms, interview guides, and surveys should be written in plain language. Instead of a detailed and technical consent form, for example, it may be preferable to read a plain-language statement at the beginning of interviews or focus groups. 
• Interpretation and translation. Do participants need interpretation or translation to fully engage? Provide interpreters (and also participants) with consent forms, question guides, and other documents in advance of the research activities. If possible, provide participants with these documents in their native language. Also ensure that interpreters are compensated for their time and expertise. 
• Compensation. Participants are not just providing their time but also sharing their experiences and expertise. Ensure they are fairly compensated. Compensation should be enough that people feel valued for their contributions, but it should not be so great that participants feel obliged to participate. Compensation should also be appropriate and accessible. If providing participants with gift cards, for example, the format may be relevant. Physical gift cards may be preferable to virtual ones; not only are physical cards immediate and tangible, but they are also necessary for participants with limited computer literacy.  
• Scheduling. Consider how scheduling will impact participant availability. Will participants already be on site for other services or programs? Will research activities occur during school or work hours? Will participants require childcare? 
• Children and childcare. Not everyone has access to childcare. When conducting interviews and focus groups with adults, consider that children may also be present. Colouring books and other kid-friendly entertainment is a good way to keep research activities on track.  
• Snacks. Coffee, hot chocolate, muffins, donuts, veggie platters – food is a simple way to show appreciation. Bring more than you think you need. (Chain coffee shops are great for convenience and general appeal, but snacks can also be an opportunity to support local businesses.) 
• Silence. Pauses or breaks in the conversation are invaluable for qualitative researchers. People often need time to digest thoughts (and when working with interpreters, they also need time to interpret). Extroverts may be comfortable jumping into a conversation, but introverts may wait for a natural pause before speaking. Researchers should respect and accommodate a range of engagement styles. 

Research is not just about data collection; it is also about building relationships and enhancing voices. Interviews and focus groups are especially important because they provide newcomers with a venue to comment on the services, programs, and policies that directly impact them. While there are many factors to consider, there is no one right way to do research. Have you encountered other promising practices for research with newcomers that you would like to share? If so, please email me at jchalmers@araisa.ca

About the Author

Jason Chalmers

Jason Chalmers holds a PhD in Sociology from the University of Alberta and was a Postdoctoral Fellow in the School of Community and Public Affairs at Concordia University. As an interdisciplinary researcher, Jason draws on diverse methodologies and is particularly inspired by creative and community-based practice. Jason’s research interests include Canada’s immigration history, Indigenous-settler relations, and social inequality.

You can reach Jason at jchalmers@araisa.ca