From doll studies to a kaleidoscope of child-centered techniques: an epistemological research journey

Purpose Race is a complex and contextual construct, and there is no reason to assume that young children understand it in the same way as adults do. In this article, we reflect on the ways in which early doll study research was crucial in recognizing the existence of internalized racism from a very early age. Design/methodology/approach Drawing upon our experience using an adapted version of the doll study with racialized children aged 3–7 in a Spanish afterschool program along with participant observation and other child-centered techniques, we explore the limitations of stand-alone doll study research and suggest ways in which it may be used in conjunction with more participative methodologies. Findings Our doll study results, in many cases, seemed inconsistent and other techniques that yielded richer (thicker) data helped to shed light on some of these initially puzzling results. While the doll study is precise, systematic and provides individualized results that avoid the immediate peer influence typical of group activities, this kind of study lacks three elements that, as qualitative researchers, we consider to be essential – an emic perspective, thick description and a kaleidoscopic approach to interpreting data from multiple techniques without rushing to find consensus. Originality/value Together, these different data collection techniques helped to unsettle adult-centric understandings and highlighted that young children employ sophisticated and context-driven approaches in constructing their understandings of themselves and those around them. They are astute interpreters whose understandings of abstract concepts like race, ethnicity and religion are grounded in tangible daily experiences and practices.