Attending to Investigator Reflexivity and Epistemic Privilege: A Worksheet for Facilitating Individual and Research Team Self-Reflection

Investigator reflexivity has become a core aspect of designing, conducting, and reporting qualitative research in psychology. It allows researchers to be self-aware, to address limitations in their perspectives that might hamper their research, and to be transparent in their reporting in journal articles. In this process, ethics based upon the feministmulticultural concept of epistemic privilege can guide scholars to consider how their own and their participants’ lived experiences and perspectives influence their research. Engaging in reflexivity and considering epistemic privilege are central tasks for qualitative researchers—whether working individually, in research teams together, or in projects with consultants and community members. In this editorial, I present a worksheet that can be downloaded to assist researchers in this self-reflection and to structure research team discussions. These discussions can be particularly helpful at the beginning of qualitative research projects and when engaging in intersubjective recognition or agreement processes (e.g., consensus, auditing, member checking, participant feedback). Reflections on this worksheet can inform research design as well as the selection of research teams and collaborators, especially in critical, participatory, and communitybased qualitative research. It is presented as a resource for researchers who wish to engage in an exercise to stimulate their reflexivity and to consider how their perspectives might lead to both problematic assumptions and insightful nuanced understanding.