Citation

Spears Johnson CR, Kraemer Diaz AE, Arcury TA. Health Educ. Behav. 2016; 44(2): 271-277.

Affiliation

Wake Forest School of Medicine, Winston-Salem, NC, USA tarcury@wakehealth.edu.

Copyright

(Copyright © 2016, SAGE Publishing)

DOI

10.1177/1090198116651038

PMID

27268495

Abstract

Community-based participatory research (CBPR) seeks to conduct relevant, sustainable research that is tailored to the needs of the communities with which it is engaged through equitable collaboration between community representatives and professional researchers. Like other participatory approaches to research and planning, CBPR has been criticized for the potential to engage a biased sample of community representatives and, thereby, undermine the fundamental purpose of the approach. Moreover, the varying educational levels and areas of expertise, especially regarding science literacy, among those participating in CBPR has raised concern about the ability for true collaboration to exist within CBPR projects. This article presents findings from a qualitative study of 25 CBPR research projects and explores matters of science literacy, community representation, and the nature of CBPR. Ultimately, it is suggested that those who engage in CBPR should carefully consider the potential for biased community representation and seek to purposely and mindfully avoid any partiality.

© 2016 Society for Public Health Education.

Language: en