Alaska Federation of Natives: Guidelines for Research
Alaska Federation of Natives, Fairbanks, Alaska.

“The Alaska Federation of Natives’ Board of Directors adopted a policy recommendation (in the 1990s) that includes a set of research principles to be conveyed to scientists who plan to conduct studies among Alaska Natives. . . . The best scientific and ethical standards are obtained when Alaska Natives are directly involved in research conducted in our communities and in studies where the findings have a direct impact on Native populations.”
The Guidelines:   http://www.ankn.uaf.edu/IKS/afnguide.html

Can Experimental Research Be Conducted with Culturally Based Education Interventions?  An Assessment of Feasibility
Presentation at the 2005 Annual Conference of the American Educational Research Association in Montreal. 
K. O. Yap, W. G. Demmert, D. Beaulieu, R. G. Tharp, J. C. Towner, & J. Kushman.
Distributed by the Northwest Regional Educational Laboratory.

“In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students’ home backgrounds.  In reaction against this ‘blame the victim’ approach, scholars have moved toward focusing on positive aspects of diversity.  This article raises critical questions about the tradeoffs of framing all diversity as positive.  The author contends that such framings divert attention from socioeconomic diversity and obscure larger, structural inequities. Moreover, by avoiding the difficult issues that many marginalized parents, students, and their teachers face daily, educational research risks becoming less useful and credible.”
Abstract (full text for purchase): http://edr.sagepub.com/cgi/content/abstract/32/8/30

Culturally Competent Evaluation for Aboriginal Communities: 
A Review of the Empirical Literature
Journal of Multidisciplinary Evaluation. (2007).  Western Michigan University, Kalamazoo.  J. A. Chouinard & J. B. Cousins.

“The purpose of this paper is to review and synthesize the current empirical literature on cross-cultural evaluation in Aboriginal communities, and to begin to address the recognized lack of critically engaged discussion about research on culturally competent evaluation. . . . To provide focus for this review (the authors) posed the following key questions: (a) What is culturally competent evaluation;  what are the benefits to such practices; why bother; why does culture matter?; (b) What does a culturally competent evaluation in Aboriginal communities look like; what are the relevant findings? what are the relevant findings?; (c) What methodological practices have been found to be culturally relevant in Aboriginal
communities? what evaluation approaches? And (d)  What is missing in the literature; what gaps remain to be addressed?”
Full Text – Under Articles:
http://survey.ate.wmich.edu/jmde/index.php/jmde_1/issue/view/24


Culturally Sensitive Research Approaches:
An African American Perspective
Educational Researcher. (2002). American Educational Research
Association. L. C. Tillman.

National Institute of Child Health and Human Development (NICHD),
National Institutes of Health. (2001).

“In July 2001, the NICHD held a workshop, with funding assistance from the NIH Office of Research on Minority Health, on the inclusion of language-minority populations in national studies.  This 44-page scientific report describes the workshop and the topics discussed, including (a) describing language-minority populations; (b) challenges for including these populations in surveys; (c) sampling, measuring, and interviewing these populations; and (d) technological innovations and linguistic logistics.”
Full text:
http://www.nichd.nih.gov/publications/pubs_details.cfm?from=&pubs_id=230

Handbook of Research on Multicultural Education, Second Edition
Jossey-Bass/A. Wiley Company, San Francisco, California. (2003).
J. A. Banks, Editor,  & C. A. McGee Banks, Associate Editor

Lawrence Erlbaum Associates Inc, Mahwah, New Jersey.  (2006).
G. Spidler & L. Hammond (Eds.).

“This volume focuses on and exemplifies how ethnography -- a research tool devoted to looking at human interaction as a cultural process rather than individual psychology--can shed light on educational processes framed by the complex, internationalized societies in which we live today.  Part I offers theoretical chapters about ethnography and examples of innovative ethnography from particular perspectives.  In Part II, the emphasis is on the application of ethnographic approaches to educational settings.”
For purchase:
http://www.amazon.com/Innovations-Educational-Ethnography-Theories-Methods/dp/0805845313

MDRC, New York City. (2003).  A. Gardenhire & L. Nelson.

“This paper is the first in MDRC's series on research methodology to examine the use of ethnographic interviews, focus groups, and other intensive qualitative methods in social policy research. . . . It highlights the unique contributions that qualitative methods can make to efforts to understand the effects of social programs and discusses the challenges of integrating qualitative research into the design, analysis, and presentation of social policy evaluations.  (The paper) culminates in specific guidelines for getting the most out of qualitative methods.”  The research examples described in this paper include examination of the effects of (a) increasing self-sufficiency of teenage, welfare-dependent mothers who had dropped out of high school; (b) employment supports for low-income, non-custodial parents; (c) income supplements for low-income individuals; and (d) welfare reform legislation on low-income communities and families in four large, urban counties.
Abstract and click for full text:
http://www.mdrc.org/publications/339/abstract.html

Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research
Educational Researcher (2007).  American Educational Research Association.
T. K. Chapman.

“This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms.  Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action.”
Full Text – Under Research and Comment:
http://www.aera.net/publications/Default.aspx?menu_id=38&id=2904

Ka‘aka–lai Ku–Kanaka: A Call for Strengths-Based
Approaches from a Native Hawaiian Perspective
Educational Researcher. (2005).  American Educational Research
Association.  S. M. Kana'iaupuni.

Teachers College Record, Columbia University Teachers College,
New York City. (2006).  T. T. Stritkus & A-M. Wiese.

“In this article, (the authors) address the ongoing call for research to be more relevant to educational policy and practice by focusing on the public controversy regarding bilingual education. To show how ethnographic research can be relevant, (they) present findings of two independent but parallel studies of how teachers implement bilingual education policies based on Proposition 227 in California.  Findings from both studies indicate that the use of ethnographic methods yields a rich account of various factors that play a crucial role in determining how educational policy is implemented.  In reporting on these ethnographic studies, (the authors) seek to provide an alternative voice in the ongoing discussion about the role of research in educational policy and practice.”
Abstract (Full text by membership or purchase):
http://www.tcrecord.org/Content.asp?ContentID=12519

Educational Researcher. (June/July 2003).  American Educational Research Association.

This theme issue on cultural concepts and methodologies in research includes an editor’s introduction, four full-length articles, and a book review on the topic of race and ethnicity in research.
Full text of entire theme issue:
http://www.aera.net/publications/?id=397

Research Reconsiderations Concerning Cultural Differences
Contemporary Issues in Early Childhood. (2004). 
Symposium Journals, United Kingdom.  A. A, Becher.

“Critical multiculturalism raises the question of cultural differences and of how to theorize and do research without creating culturally essentializing categories.  This article alerts readers to the plight of children in shifting cultural contexts, to the challenges they are facing, and to the skills and competencies they are developing.  It seeks to contribute to two current areas of debate, namely inclusive education and internationalization.”
Abstract and click for the full text:
http://www.wwwords.co.uk/ciec/content/pdfs/5/issue5_1.asp#7

Contemporary Issues in Early Childhood (2005).  Symposium Journals, Oxford, United Kingdom.  
G. Barclay-McLaughlin & J. A. Hatch

“This article is a dialog between colleagues from different races who struggle with the complexities of doing qualitative research with participants who come from backgrounds that do not match their own.  Based on transcriptions of extensive audiotaped conversations, the article explores issues related to studying across difference.  The discussion is framed by four qualitative research paradigms: post-positivist, constructivist, critical/feminist, and poststructuralist.”
Full Text:
http://www.wwwords.co.uk/ciec/content/pdfs/6/issue6_3.asp#1

The Evaluation  Exchange. (2005).  Harvard Family Research Project, Harvard University, Cambridge, Massachusetts.  
T. B. Cowles.

“Continuous self-reflection and self-evaluation are proactive means for sustaining multicultural competence.  The  strategies (discussed in this paper) have been adapted from Gorski's suggestions for becoming a better multicultural educator and serve as a guide for enhancing evaluators' multicultural competency to improve evaluation practice.”
Full text:
http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/evaluation-methodology/ten-strategies-for-enhancing-multicultural-competency-in-evaluation
Cited reference:  Gorski, P. (2004).  20 (Self-)Critical Things I Will Do To be a better multicultural educator.  EdChange.
http://www.edchange.org/multicultural/resources/self_critique.html

Using Culturally Sensitive Methodologies When Researching Diverse Cultures. 
Journal of Multidisciplinary Evaluation. (2006). 
The Evaluation Center, Western Michigan University.
E. J. Baugh & L. Guion.