Off track or on point? Side comments in focus groups with teens.

Abstract

Side comments and conversations in focus groups can pose challenges for facilitators. Rather than seeing side comments as problematic behavior or "failed" data, we argue that they can add to and deepen analyses. Drawing on focus group data with grade nine students from a study on early work, in this methodological paper we discuss three patterns. First, side comments have highlighted where participants required clarification, and illustrated their views and questions about the research process. Second, side comments added new data to our analysis, including personal reflections, connections to others' comments, and information about participants' uncertainties about the research topics. Third, these comments offered insight into peer relations and dynamics, including participants' reflections on age, and how they deployed gender relations in their discussions. Provided that their use fits within established ethical protocols, we argue that there is a place for attention to side comments, especially in focus group research with young people where adult-teen hierarchies and peer dynamics might lead young people to engage more with peers than directly respond to researchers' questions.