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Barriers and solutions to participation in family-based education interventions

Lingwood, J; Levy, R; Billington, J; Rowland, C; (2019) Barriers and solutions to participation in family-based education interventions. International Journal of Social Research Methodology 10.1080/13645579.2019.1645377. (In press). Green open access

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Abstract

The fact that many sub-populations do not take part in research, especially participants from lower socioeconomic (SES) backgrounds, is a serious problem in education research. To increase the participation of such groups we must discover what social, economic and practical factors prevent participation, and how to overcome these barriers. In the current paper, we review the literature on this topic, before describing a case study that demonstrates four potential solutions to four barriers to participation in a shared reading intervention for families from lower SES backgrounds. We discuss the implications of our findings for family-based interventions more generally, and the difficulty of balancing strategies to encourage participation with adhering to the methodological integrity of a research study.

Type: Article
Title: Barriers and solutions to participation in family-based education interventions
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13645579.2019.1645377
Publisher version: https://doi.org/10.1080/13645579.2019.1645377
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Shared reading, interventions, socioeconomic status (SE), barriers, families
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10078967
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