Sashaying Across Party Lines: Evidence of and Arguments for the Use of Validity Evidence in Qualitative Education Research

Abstract

Though the concept of validity is rooted in positivism, recent scholars have expanded the definition of validity to reflect more progressive paradigms, opening the door to consideration of validity in qualitative education research. Despite this evolution, to date a review of validity evidence in qualitative research has yet to be undertaken even though products offering recommendations for using validity or validity analogs (e.g., trustworthiness) in qualitative work has accelerated. In this chapter, I provide an overview of the history of validity in qualitative research and give an assessment of the use of validity evidence as presented in qualitative articles published in a high-impact journal. I use the results of this assessment to highlight validity practices that are well-represented in the research as well as those that are underrepresented, offering recommendations for how researchers can support the presentation of their work through reflection on these underrepresented elements. Additionally, I forward suggestions as to how qualitative researchers may approach using validity frameworks in planning their studies. Implications for qualitative and quantitative researchers are also discussed, along with suggestions for future work in exploring the use of validity in qualitative education research.