Abuse

, 38, 39, 338

child abuse

, 73, 76

domestic abuse

, 211–212

drug abuse

, 75

sexual abuse

, 73, 76

substance abuse

, 74, 203

Academic engagement

, 19, 21

Academic freedom

, 13

Adaptability

, 4, 60

Adolescents

, 77, 105, 106, 108, 253

gender-based victimization

, 42

limits and possibilities of research with

, 120–122

Adult-dominated society

, 228, 230

Adult-youth binary

, 228, 229

Adultism

, 226, 228, 230, 244

Adultism-racism intersection

, 224, 225, 230, 236

Adult(s)

, 82, 340

continuities and particularities of studying children and

, 351–353

gatekeepers

, 91

ideological viewpoints

, 306–307

perceptions of child privacy

, 337–339

power differential between adults and children

, 259

relationships in order to build rapport

, 87

during research encounters

, 231–235

status

, 104

U.S. racial system

, 234

African-American population

, 233

Age-based power imbalances

and accommodating kids’ embodiment

, 284

at-home interviewing

, 284

audio recorder

, 285–286

sharing snacks

, 285

Agency

, 63, 118, 121, 129–131, 133–137, 142, 150–155, 157, 159, 161, 163, 165–169, 177, 178

function

, 49

in research process

, 179

staff

, 50

“Agency routes” children

, 152, 155

Agentic children

, 151

America’s racial structure

, 304

American Society of Criminology

, 48

American Sociological Association (ASA)

, 168, 257

Anti-LGBTQ bias

, 41, 42

ASA. See American Sociological Association (ASA)

Assent(ing)

children

, 207–208

form for children

, 274

in online and offline research

, 335–337

“Audit society”

, 2

Autonomous individualism

, 134

Behavioral/observational coding/recording instrument

, 24, 28

Belmont principles of autonomy

, 13–14

Beneath equality rhetoric, visual techniques for

, 286

gender swap question

, 293–295

gendered jobs card sort exercise

, 296–297

girl power and popular music icon pictures

, 295–296

list generation strategy

, 286–289

mapping technique

, 289–291

race swap question

, 291–293

Blank back page interviews

, 182

deliberate risk

, 190

differences in individual vs. group interviews

, 189

during interview

, 186–187

subversive drawings and lists

, 184

use of child-friendly research techniques

, 183

Brent’s experiences

effects in field

, 25

IRB concerns and adjustments

, 23–25

research topic and initial proposal

, 22–23

Bullying

, 22–25, 213, 298, 344

among girls

, 282

cyberbullying

, 241

of LGBTQ students

, 45

Business community

, 47–48

C&I project. See Children & Internet project (C&I project)

California State University (CSU)

, 118

Caregivers

consenting

, 206–207

contact with

, 205–206

gaining perspective outside caregiver’s view

, 213–215

non-parental

, 206

parental

, 206

Certificate of Confidentiality from National Institute of Health

, 44

Cherished conceits

, 4–5, 129–130

agency

, 133–137

canonical components of contemporary ethical research with children

, 131

participation

, 131–133

participatory methods

, 128

responsibilities and obligations of children

, 129–130

voice

, 137–141

Chicago Public Schools (CPS)

, 107

Child-centered

ethnographies

, 307

perspectives

, 253

sociological research

, 254

techniques

, 6

Child-centered methods

, 5, 305, 306

celebrities in

, 305

“Celebrity Thing”

, 318

digital methods

, 6

ethnographic study

, 304–305

innovative visual method

, 310–318

methodological considerations for research

with children

, 305–308

whiteness

, 308–309

research design

, 310

Child(ren)

, 63–64, 82, 83

abuse

, 73, 76

adult perceptions of child privacy

, 337–339

agency

, 150, 178

and voice

, 5

assent form for

, 274

bad kids vs. good kids

, 94

communication

, 353

constructions of separate congregations

, 264

drawing of a church building

, 265

First Christian Church

, 264

from First Christian Church

, 266

Kid Church

, 266

from routine to ritual

, 267–269

cultures

, 340

developmental studies

, 254–255

framing

, 6

gaining and maintaining rapport with teachers and

, 94

attention seekers

, 95

behavior management practices

, 97

coding fieldnotes

, 96

observer in classrooms

, 98

methodological considerations for research with

, 305

adult ideological viewpoints

, 306–307

qualitative research

, 305–306

visual research method

, 307–308

participants

, 5, 130

research with

, 258

children’s understanding

, 260

establishing rapport with children

, 261

power differential between adults and children

, 259

researcher roles in participant observation

, 83–86

understanding of researcher’s role

, 90

notebook

, 92

reactive observer

, 91

young children

, 93–94

voices

, 13

and youth

, 5, 17–18, 306, 321

Childhood

, 228, 278

ethnographers

, 83

material culture

, 284

paradigm

, 351, 353

researchers

, 37–38

scholars

, 340–341

Children & Internet project (C&I project)

, 356, 358, 366, 368

Children’s digital practices at home

continuities and particularities of studying children and adults

, 351–353

from general guidelines to particular research fields

, 350–351

“giving voice” to children

, 353–356

home settings and gatekeepers

, 367–369

technology at home and gendered uses among children

, 359

photograph of favorite objects

, 363, 364

photograph of portable game console

, 364

photograph of room

, 361–362

screenshots

, 365–367

visual and ethnographic methodologies in domestic setting

, 356–359

Children’s participation in parent interviews

defiant acts

, 153

covert defiance

, 155–156

overt defiance

, 154

quiet defiance

, 155

in high-structure setting of parent interviews

, 150

interviews with parents

, 152–153

motivations for interview participation

, 156

corrective participation

, 158–160

expressive participation

, 162–165

informative participation

, 157–158

instructive participation

, 160–161

investigative participation

, 161–162

pragmatic actors

, 151

relationships between children and parents

, 151

Classrooms, teachers mediating researcher’s role in

, 86–90

Collaborative Institutional Training Initiative (CITI)

, 50

Collaborative partnerships

, 51

Collaborative relationships

, 47–48

Collaborative research teams

, 49

Collective memory

, 17

College coaches

, 104, 105

negotiating ethical dilemmas

, 117–120

College-for-all era, institutional agents in

, 105–106

College-for-all norm

, 111–113

Colorblind

context

, 315

racism

, 309

rhetoric

, 281, 288, 292

Colorblindness

, 281

Common Rule

, 333

regulations

, 14, 15–16

Community

agencies

, 45, 46–47, 48

services

, 46

centers

, 44–45

organizations

, 48, 49, 51–52

services

, 47

outreach organizations

, 41

partners

, 41, 46

Complementary methodological shift

, 278

Confidentiality

, 73, 211–212

Consent

, 335–337

consenting caregivers

, 206–207

Contemporary childhood

, 326

Contemporary society

, 354

Corrective participation

, 158–160

Counter-storytelling, prioritizing youth’s

, 235–236

Covert defiance

, 155–156

CPS. See Chicago Public Schools (CPS)

CR theory. See Critical Race theory (CR theory)

Creativity, layer of

, 179

Criminological projects

, 40

Criminologists

, 40

Criminology

, 36

Critical Race theory (CR theory)

, 224–225, 229

Critical-participatory paradigm

, 354

CSU. See California State University (CSU)

Cultural assumptions

, 27

Data

, 86

analysis

, 263, 282–284

collection

, 46

principles

, 49

process

, 179, 279–280

Decision-making process

, 14, 15

Defiant acts, children’s participation in parent interviews

, 153

covert defiance

, 155–156

overt defiance

, 154

quiet defiance

, 155

Developmental studies of children and religion

, 254–255

Digital ethnography

, 327–328, 329, 365

contemporary childhood

, 326

ethical dilemmas

, 332–342

in practice

, 330–332

research activity

, 329–330

social interaction

, 328–329

and youth culture

, 327, 328

Dilemmas

, 104

during conversations with educators

, 115–117

See also Ethical dilemmas

Diplomacy

, 60

Doing research with children process (DRC process)

, 224, 225, 230

“Doing research with youth of color” approach

, 225, 231

Drawings

, 132, 156, 177, 180–184, 193, 254, 260, 262–263, 263, 265–267, 269–270, 289–291, 293–295, 307–308

Educators

, 106

dilemmas during conversations with

, 115–117

Embedded process

, 70

Emotional sensitivity

, 209–210

English as a second language (ESL)

, 18–19

Ethical dilemmas

, 111, 332

adult perceptions of child privacy

, 337–339

as college coach and researcher, negotiating

, 117–120

consent, assent, and challenges in online and offline research

, 335–337

IRBs

, 332, 333–335

negotiating power and insider/outsider identity

, 340–342

Ethical motivations

, 50–51

Ethical responsibilities

, 73–74

Ethical standard of mandated reporter

, 73

“Ethics chill”

, 13

Ethnicity and youth peer cultures

, 225

race in school-based peer cultures

, 225–226

racialization of youth

, 226–228

Ethnographers

, 67, 106–107

Ethnographic/ethnography

, 77, 84, 308–309, 375, 377–379

methods

, 67, 305, 307

in domestic setting

, 356

photography

, 357–359

observations

, 22–23

project

, 19

studies

, 60

“Everyday social reality”

, 2

Expressive participation

, 162–165

Expulsion

, 62

Facebook

, 205, 241, 330–331

Familiarity, lack of

, 28

Familiarizing tasks

, 53

Federal guidelines

, 38–39, 43–44

Federal Policy for Protection of Human Subjects

, 14, 333

Field

interactions and observations in

, 113–115

researcher in

, 109–111

First Christian Church

, 264, 266, 269

First Communion

, 256

Flaws

, 16–17

Flexibility

, 4, 6, 30, 60

Focus group interviews

, 261

advantages of

, 261–262

Alexander’s drawing of train and party car

, 260

assent form for children

, 274

child-centered perspectives

, 253

child-centered sociological research

, 254

child-targeted approaches

, 252

children’s constructions of separate congregations

, 264

drawing of a church building

, 265

First Christian Church

, 264

from First Christian Church

, 266

Kid Church

, 266

from routine to ritual

, 267–269

data analysis

, 263

developmental studies of children and religion

, 254–255

interpretive sociological child religious studies

, 255–256

interview protocol

, 275–276

“listening” to pictures

, 262–263

methodological and ethical considerations

, 256–258

research with children

, 258

children’s understanding

, 260

establishing rapport with children

, 261

power differential between adults and children

, 259

social science literature

, 253–254

See also Follow-up interviews

Focused coding

, 263

Follow-up interviews

, 182

deliberate risk

, 190

differences in individual vs. group interviews

, 189

during interview

, 186–187

subversive drawings and lists

, 184

use of child-friendly research techniques

, 183

Foucault’s concept of governmentality

, 130

Fragile Families and Child Wellbeing Study

, 202–203

Frankel’s framework

, 193–194

Free/Reduced Price Meal program (FRPM program)

, 108

Friend role

, 82, 83

Friend-like position

, 107

FRPM program. See Free/Reduced Price Meal program (FRPM program)

Gatekeepers

, 3, 4, 12, 82, 93, 99–100, 121, 208, 353, 368

home settings and

, 367–369

institutional

, 121, 305

negotiating access with IRB gatekeepers

, 18, 21

Gatekeeping

, 13, 18, 106

Gender swap question

, 293–295

Gender-based victimization

, 42

Gender/sexuality studies

, 36

Gendered jobs card sort exercise

, 296–297

Gendered-White peer cultures

, 225–226

Girl power

, 295–296

Global Child Rights Online Research Toolkit

, 339

Goffman’s framework

, 326

Greenville Cities

, 231, 232, 239

Grounded theory

, 28, 63, 263

Group interviews

, 25

Harmful experiences

, 39

Heterosexism

, 226

Heterotopia

, 179–180, 190–191

Hillside’s counseling system

, 111–113

“Hispanic” students

, 19

Home settings and gatekeepers

, 367–369

Human subjects training

, 50

Hybridized research procedure

, 42–43

Hyper-protection and surveillance of youth

, 2–3

Iconographic language

, 371n9

ICTs. See Information and communications technology (ICTs)

Immigrant males

, 21–22

In control model

, 135

In-depth interviews

, 43–44, 120, 181, 201, 261, 309

“Independent learners”

, 50

Individual board members

, 16, 17

Inductive approach use

, 28

Information and communications technology (ICTs)

, 354–355

Informative participation

, 157–158

Inner-city elementary school

, 60

Innovative research methods

, 2

Innovative visual method

, 310

photographs of celebrities

, 310–311

quality data

, 317–318

questions about race

, 314–316

shifting power dynamics

, 311–314

“Insider researcher”

, 27

Insider/outsider identity

, 340–342

Institutional agents

, 104–106

Institutional gatekeepers

, 121, 305

Institutional Review Boards (IRBs)

, 2, 3, 12, 37, 85, 204, 218n5, 257, 305, 332, 333–335

approval

, 42, 43–44

Belmont principles of autonomy

, 13–14

comparing experiences

, 25–28

differing researcher experiences with

, 18–25

funding agencies

, 50

negotiating access with IRB gatekeepers

, 18

practice

, 14–18

requirements

, 52

Instructive participation

, 160–161

Internet

-based research

, 3074

and technology

, 6

Interpretive sociological child religious studies

, 255–256

Interventions

, 24, 44, 45, 107, 334, 341

Interview participation, motivations for

, 156

corrective participation

, 158–160

expressive participation

, 162–165

informative participation

, 157–158

instructive participation

, 160–161

investigative participation

, 161–162

Interviewees

, 52

Interviewer positionality

, 208–209

Interviewing children, strategies for

, 208

confidentiality

, 211–212

incorporating emotional sensitivity

, 209–210

interviewer positionality

, 208–209

See also Focus group interviews

Interviews

, 70

with children

, 204–205

interview-based study

, 282

protocol

, 275–276

qualitative

, 279

sensitive topics

, 73–77

strategies

, 278–279

truth dilemma and performative construction of student narratives

, 70–72

Investigative participation

, 161–162

IRBs. See Institutional Review Boards (IRBs)

Jail & Family Life Study

, 201, 203, 208–209, 211

interviews with children

, 204–205

study design

, 203–204

Kids

, 23–24, 82, 94, 375

absence of intense ethnography in private spaces of childhood

, 378

authoritative role

, 84

inequality from

age-based power imbalances and accommodating kids’ embodiment

, 284–286

challenges of interviewing kids

, 279–281

interview strategies

, 278–279

sampling, data analysis, and negotiating accessing to fieldsite

, 282–284

visual techniques for beneath equality rhetoric

, 286–297

kid-centered research

, 278

“new” sociology of childhood

, 376–377

research

, 377–378

world of childhood

, 179–180

Language gap

, 22

Latina/o students

, 18–19, 21, 26

classroom observations of

, 20

Latino student

, 23

Laughing out loud (LOL)

, 241–242

Least possible adult

, 64–66

impossible least possible adult

, 66–70

Least white American middle-class identity

, 65–66

Least-adult

position

, 107

role

, 60, 64, 82, 83, 84

status

, 104

Least-middle-class-identity

, 65

Least-possible-adult approach

, 66

LGBTQ youth

, 37, 39, 40, 51–53

LGBTQ youth-serving agency

, 43–44, 46

researching

, 40–45

List generation strategy

, 286

African American kids

, 287–288

kids’ friendship groups

, 286–287

visual techniques

, 288–289

“Listening” to pictures

, 262–263

“Local instance of interpretation”

, 17

LOL. See Laughing out loud (LOL)

Lying in interviews

, 60

Magnet students

, 282

Maneuvering stormy waters of ethnography

of contradictory interests

, 60

least possible adult

, 64–66

impossible least possible adult

, 66–70

research site and central findings

, 61–62

sensitive topics

, 73–77

theoretical perspectives

, 62–63

truth dilemma and performative construction of student narratives

, 70–72

Mapping technique

, 289–291

Melissa’s experiences

effects in field

, 21–22

IRB concerns and adjustments made

, 20

Melissa’s research plan

, 19

research topic and initial proposal

, 18–19

Memorandum of Understanding

, 53

Methodological innovations

, 5

Methodological issues

, 2, 3

Methodological strategies

, 2, 4

Methodological tools

, 225

Minors

, 36–39

Modern communication

, 327

Modern organization

, 2

“Multicultural” play food

, 97, 100n, 6–101n, 6

Multiple-method research techniques

, 6

Negative life occurrences

, 47

Negative peer interactions

, 18

Negotiating access

to fieldsite

, 282–284

with IRB

, 20

with IRB gatekeepers

, 18

“Neoliberal government of social insecurity”

, 62

Neoliberalism

, 134

(n)ethnographic dimensions

, 366

“New social control regimes”

, 62

“New” sociology of childhood

, 2, 3, 6

Non-parental caregivers

, 206

Non-verbal communication

, 212–213

“Normative white femininity”

, 309

“Objective observer” role

, 69

“Observer effect”

, 67

Office of Human Research Protections (OHRP)

, 333

“Official” avenue of interaction

, 22

OHRP. See Office of Human Research Protections (OHRP)

Online and offline research, challenges in

, 335–337

Online spaces

, 337

Online worlds

, 6

Online-offline peer cultures

, 242

Organizations

, 44–45

claims

, 52

community

, 48, 49, 51–52

modern

, 2

training

, 50

of volume

, 3–6

youth

, 48

Ostracism

, 39

Overt defiance

, 154

Paramount reality

, 185

Parent Teacher Association (PTA)

, 238

Parents

, 42

immigrant status

, 27

parent/child relationship

, 38

parental caregivers

, 206

parental consent

, 43

passive

, 23

securing

, 36–37

standards

, 38–39

parental incarceration

, 200

intergenerational consequences of

, 202–203

parental permission

, 26–27, 38–39

Participants

, 78n8

child

, 5

observation

, 19, 82, 83

researcher roles in participant observation of young children

, 83–86

study

, 43–44

See also Researcher positionality in participant observation

Participation

, 95, 129, 131–133, 135

corrective

, 158–160

expressive

, 162–165

informative

, 157–158

instructive

, 160–161

investigative

, 161–162

Participatory

methods

, 128, 128–130, 133–134, 136–137, 138, 139–143, 350

research

, 279

with children

, 129

Paternalistic IRBs

, 15

“Performance of Badness”

, 67

Photography

, 357–359, 361–362

Piagetian-inspired model of cognitive development

, 254–255

Police surveillance, racialized peer cultures under

, 239–241

Power negotiation

, 340

childhood scholars

, 340–341

conducting research

, 341–342

“Pragmatic actors”

, 151

Praxis

, 36

Predominantly-White suburban communities

, 236

Preschool

, 87

children in gendered-White peer cultures

, 225–226

classrooms

, 83

as fieldsite

, 4

use of participant observation methods

, 309

Program staff

, 42–43, 46

Project collaborators

, 51

Project partners

, 51

Pseudonyms

, 44

PTA. See Parent Teacher Association (PTA)

Public-racial scripts

, 234

Punitive school discipline, research on

, 62

Qualification screenings

, 27

Qualitative child researchers

, 3

Qualitative dissertation projects

, 18

Qualitative interviews

, 279

Qualitative methods

, 305–306, 309, 320

Qualitative research

, 3, 12, 17–18, 36, 327

methods

, 28

Qualitative researchers

, 12, 63

Qualitative work

, 17–18

Quantitative studies

, 253

Quiet defiance

, 155

Race swap question

, 291–293

“Racetalk”

, 281

Racial and cultural preconceptions

, 27–28

Racialized adult-youth binary

, 228–229, 243

Racialized interpretive reproduction

, 229, 243

Racialized peer cultures

, 236

under police surveillance

, 239–241

sample demographics

, 237

on social media

, 241–243

in suburban schools

, 236–239

See also Youth peer cultures

Racially enhancing theory

, 228–229

Racism

, 243

and youth peer cultures

, 225

race in school-based peer cultures

, 225–226

racialization of youth

, 226–228

Rational individualism

, 134

Reactive observer

, 85, 91

“Real “Virtual World”

, 330–332

“Reflexive social agents”

, 27

Relational agency

, 135

Religion

developmental studies of children and

, 254–255

interpretive sociological child religious studies

, 255–256

Research

ethics

, 327

participation

, 151

project

, 108–109

Research encounters

adult and white privileges during

, 231–235

analyzing data

, 190–191

blank back page and follow-up interviews

, 182

deliberate risk

, 190

differences in individual vs. group interviews

, 189

during interview

, 186–187

subversive drawings and lists

, 184

use of child-friendly research techniques

, 183

child agency

, 178

Frankel’s framework

, 193–194

management

, 179–180

path model to aid in interpretation of research data

, 191

qualitative methods

, 181

research with children

, 176–177

Research on children of incarcerated fathers

access to children

, 205

contact with caregivers

, 205–206

participation of children

, 206–208

incarceration rates in United States

, 200

intergenerational consequences

, 201

intergenerational consequences of paternal incarceration

, 202–203

Jail & Family Life Study

, 201, 203–205

opportunities

, 212

caregiver’s view

, 213–215

verbal and non-verbal communication

, 212–213

parental incarceration

, 200

strategies for interviewing children

, 208–212

Research with children and youth

, 2, 352

cherished conceits of

agency

, 133–137

canonical components of contemporary ethical research with children

, 131

participation

, 131–133

participatory methods

, 128

responsibilities and obligations of children

, 129–130

voice

, 137–141

organization of volume

, 3–6

Researcher

, 66, 70

as college coach

adult status

, 104–105

dilemmas during conversations with educators

, 115–117

hillside’s counseling system and college-for-all norm

, 111–113

institutional agents in college-for-all era

, 105–106

interactions and observations in field

, 113–115

limits and possibilities of research with adolescents

, 120–122

negotiating ethical dilemmas as college coach and researcher

, 117–120

potential and limitations of university researchers

, 106–108

research project

, 108–109

researcher in field

, 109–111

identity

, 104

negotiating ethical dilemmas as college coach and

, 117–120

positionality in participant observation

children’s understanding of researcher’s role

, 90–94

data

, 86

ethnographic research

, 82

gaining and maintaining rapport with children and teachers

, 94–98

researcher roles in participant observation of young children

, 83–86

teachers mediating researcher’s role in classrooms

, 86–90

roles

, 82

children’s understanding

, 90–94

in participant observation of young children

, 83–86

in preschool classrooms

, 83

teachers mediating researcher’s role in classrooms

, 86–90

“Rhetoric of scandal” surrounding research

, 13

Risk of research

, 333

Rutgers LGBTQ and Diversity Resource Center

, 47–48

Rutgers University-Newark LGBTQ and Diversity Resource Center

, 42

Sampling

, 282–284

Sanctioning children’s behavior

, 82

Scholars

, 37, 48, 51–52, 305–306

conducting research in schools

, 4

facing challenges negotiating inherent power relations

, 340

facing challenges regarding consent

, 335–336

feminist

, 140–141

knowledge among children

, 343–344

qualitative

, 343

race

, 226, 227, 244, 270

studying social worlds

, 63

theoretical importance of taking children’s perspectives

, 305–306

School discipline

, 61, 62

School-based ethnography

, 4

School-based peer cultures, race in

, 225–226

Screening process

, 23

Screenshots

, 365–367

Sensitive topics

, 73–77

Sexism

, 227, 229, 243, 281, 291

Sexual minority

, 41

Sharpening research tools

, 228

racially enhancing methodology

, 230

racially enhancing theory

, 228–229

Shifting power dynamics

, 311

celebrity exercise

, 311–313

child-centered methodology

, 314

SIPP. See U.S. Census Bureau Survey of Income and Program Participation (SIPP)

“Snitching”

, 75, 78n8

Social agency

, 135

Social and economic harms

, 39

Social class composition

, 23

Social inequalities

, 5, 281

Social justice orientation

, 48

Social media, racialized peer cultures on

, 241–243

Social minority group

, 150

Social science research

, 17–18, 36, 38

Social science researchers

, 38

Social scientists

, 14, 37

“Social theory”

, 4

Socialization

, 228, 278

childhood

, 321

racial

, 304, 305, 308, 321–322

religious

, 256

Socially stigmatized statuses

, 38

Socioeconomic status

, 28, 256

Sociological research

, 304, 306

Sociological Studies of Children and Youth (SSYC)

, 2

Sociologists

, 13, 328

Sociology

, 36

“Spider diagram”

, 291

SSYC. See Sociological Studies of Children and Youth (SSYC)

Stakeholders

, 49

“Student intern”

, 109, 116, 117

Student narratives in interviews, truth dilemma and performative construction of

, 70–72

Suburban schools, racialized peer cultures in

, 236–239

Subversion

, 193

“Supervisor” role

, 109–110

Suspension

, 62

Teacher

, 89

gaining and maintaining rapport with children and

, 94

attention seekers

, 95

behavior management practices

, 97

coding fieldnotes

, 96

observer in classrooms

, 98

mediating researcher’s role in classrooms

, 86–90

“Teacher/disciplinarian” role

, 109–110

“Teasing”

, 24

Technologically mediated devices

, 328

Technologies of communication

, 327

Teens

, 335, 341–342

Textual analysis techniques

, 331

“Town and Gown” partnerships

, 48

Training organizations

, 50

“Transmedia culture”

, 355

Truth dilemma and performative construction of student narratives in interviews

, 70–72

UC. See University of California (UC)

United Nations Convention on Rights of Child (UNCRC)

, 2, 131–132, 352, 354

United States of America (U.S.), educational system in

, 225

University of California (UC)

, 113

University of Southern California (USC)

, 119

University researchers, potential and limitations of

, 106–108

U.S. Census Bureau Survey of Income and Program Participation (SIPP)

, 253

USC. See University of Southern California (USC)

Utopia

, 180

Verbal communication

, 212–213

Virtual spaces

, 336–337

Visual methods

, 353–354

in domestic setting

, 356

photography

, 357–359

research method

, 305, 307–308

Visual techniques

, 281

for beneath equality rhetoric

, 286

gender swap question

, 293–295

gendered jobs card sort exercise

, 296–297

girl power and popular music icon pictures

, 295–296

list generation strategy

, 286–289

mapping technique

, 289–291

race swap question

, 291–293

Voice

, 13, 15, 137–141, 138–143, 150–153, 156–159, 165–169, 176–179, 244, 253, 306–308, 319–322

to children

, 353–356

Voice over Internet Protocol (VoIP)

, 365

Vulnerability

, 63

Vulnerable populations

, 14, 16, 20, 216, 217, 338

Welfare approaches

, 134

White methods

, 308

White privileges during research encounters

, 231–235

White racial socialization

, 308

White-Black binary

, 233–234

White-dominated peer cultures

, 238

White-dominated societies

, 228

Young people

, 6, 45–46, 183

as gatekeepers

, 21

LGBTQ

, 42, 43

mistrustful of adults

, 45

relationships with practitioners or volunteers

, 45

victimization

, 41

Youth

, 16, 27, 122n1, 279–280, 291, 295, 308, 321

advocates

, 4, 37, 39

background and rationale

, 37–40

challenges of utilization

, 49–53

partners

, 40–45

promises of utilization

, 45–48

counter-storytelling

, 235–236

culture

, 327–328

negative school experiences

, 41

organization

, 48

racialization

, 226–228

research with youth of color

, 231

adult and white privileges during research encounters

, 231–235

prioritizing youth’s counter-storytelling

, 235–236

violence prevention

, 40

youth-centered visual research methods

, 6

Youth peer cultures

adult researchers

, 243–244

CR theory

, 224–225

DRC process

, 224, 225

race/ethnicity and

, 225

race in school-based peer cultures

, 225–226

racialization of youth

, 226–228

racialized adult-youth binary

, 243

research with youth of color

, 231

adult and white privileges during research encounters

, 231–235

prioritizing youth’s counter-storytelling

, 235–236

sharpening research tools

, 228–231

See also Racialized peer cultures