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Engaging ‘less-often-heard’ groups in birth cohort studies: qualitative insights from own-household fathers and low-income families

Raybould, Alyce; Calderwood, Lisa; Hollings, Polly; Goldman, Rebecca; Burgess, Adrienne; (2023) Engaging ‘less-often-heard’ groups in birth cohort studies: qualitative insights from own-household fathers and low-income families. Social Research Practice , 13 pp. 4-17.

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Abstract

Fathers who do not live full-time with their child (own-household fathers, OHFs), low-income families (LIFs) and ethnic minority families (EMFs) are all ‘less-often-heard’ groups in survey research. The new Early Life Cohort Feasibility Study (ELC-FS) aims to test the feasibility of conducting a representative and inclusive UK-birth cohort study, including these groups, by collecting information about several thousand babies and their families at six to nine months of age. As part of development work for the ELC-FS, we conducted a qualitative research project with Ipsos to understand how best to recruit, engage and retain OHFs, LIFs and EMFs. Ipsos conducted one-toone interviews with 30 individuals from each group, using quota samples to ensure an inclusive sample. Overall clarity about expectations, flexibility in how participants take part and sensitivity to individual circumstances were identified as key features needed to engage a full spectrum of fathers and mothers into longitudinal family research.

Type: Article
Title: Engaging ‘less-often-heard’ groups in birth cohort studies: qualitative insights from own-household fathers and low-income families
Publisher version: https://the-sra.org.uk/SRA/Publications/Social-Res...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
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 - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10214067
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