Reflections on Conducting Team-Based Qualitatively Oriented Mixed Methods Research about Students with Disabilities in STEM Clubs

There is increasing interest in applying mixed methods in educational research and emphasizing the qualitative components of such studies. However, few publications offer guidance on how to prioritize qualitative analyses and perspectives while working in a research team. This chapter showcases team-based qualitative and mixed methods analysis processes across two published studies from 2021 (Special Education Research, Policy & Practice) and 2022 (The Journal of Special Education). These studies examined the characteristics of science, technology, engineering, and math (STEM) clubs and teachers’ training to work with students with disabilities (SWD) in these clubs and the experiences of SWD and their parents in STEM clubs. The authors describe (a) how this line of inquiry evolved over time, (b) the collaborative coding processes of both studies, (c) how members of the research team taught and learned qualitative coding, (d) the creation of visuals that integrated qualitative findings with supplementary quantitative data, and (e) challenges to publishing the second study. Throughout the article, the authors reflect on their collaborative processes and learning and share images to showcase their qualitative analyses in practice. Lastly, they share recommendations for researchers interested in applying qualitatively oriented mixed methods approaches in a research team, including embracing team members’ strengths, using integration analyses focusing on the strengths of qualitative research, and navigating publication challenges.