This is what I had wrote in class on my "index card". Sorry for the delay in posting.
Boote & Beile validated my experience of writing literature reviews. For me, I always feel that I was giving the "cliff notes" version of the literature when writing a literature review. An important point that I have come to realize and that Boote & Beile affirm is that existing literature is not " the authority" and that it is important to be critical and analytical. Another assertion that Boote and Beile make that resonated with me and my experiences creating a literature review is "the point is to you ought to know when to read and when not to". This is something that I have struggled with in the past and am thankful to be introduced to the concept of a literature matrix to help guide me in doing so. As I have grown as a doctoral student, I have a better understanding of this, but I think that the literature matrix will be important and helpful in guiding my reading.
Saturday, February 27, 2010
Help Wanted: Christy's mini-research project!
I am interested in extending some research that I conducted last semester in Sociolinguistics. In that project, I looked at learning disabilities as a socially constructed phenomenon and analyzed the “language of learning disabilities”. I then analyzed the transcripts of learning disabled students and identifying emerging themes as they described their experience of the phenomenon of being labeled “learning disabled”. For this project, I interested in exploring how being identified as “dyslexic” shapes, if at all , one’s experience of themselves as a reader. In thinking about this question, I was unsure if I would be employing a narrative or a phenomenological study; however, after our discussion, it seemed that a phenomenological study was the appropriate design. As a result, my plan is to interview a twenty five year old female who was identified as dyslexic in elementary school. Another question that emerged is: Do I need more participants? If I only have one participant, would this be more of a narrative? This is where I was wavering before and while I feel like it is more clearly phenomenological, I am getting stuck on the one participant. As I read more in Creswell about data collection he states that phenomenology typically collects data from “ individuals who have experienced the same phenomenon”. Also, I was thinking that perhaps, I could really develop my interview questions from the questions that I developed for the sociolinguistics assignment. Perhaps I should use some of the data from that assignment as well. While the questions and activity that I designed was “hypothetical” and I did not actually complete the activity, I can adapt that for use with my participant. I do have transcripts of students writing about their experiences of having the label “LD”. Maybe those should be used as data as well for my research. I wish that I had the capability/access to more participants. I do not think that my school would support this type of research at this time. Where I am struggling right now is that we did not discuss concepts that we felt emerged from my question. Maybe I am tackling too much here? HELP! As I am trying to create my concept map, I am struggling a bit and would love to hear your feedback.
Marica- I apologize for referring to the project that I completed last semester. I do not mean to be “cryptic”. I have the activity that I completed and can post later / bring to class if you would like to see. It is saved on my USB drive and I do not have that one me right now.
Thanks….Christy
Marica- I apologize for referring to the project that I completed last semester. I do not mean to be “cryptic”. I have the activity that I completed and can post later / bring to class if you would like to see. It is saved on my USB drive and I do not have that one me right now.
Thanks….Christy
Friday, February 26, 2010
Marcia's Mirror: "I" am...
What Are My “I”s?
Alan Peskins (1988), in his enlightening article “In Search of Subjectivity—One’s Own,” eloquently categorized subjectivity in terms of how researchers truly see themselves. Many of the studies that are published today and a couple of decades ago seem to “ooze” with overgeneralization or oversimplification of a given problem/issue that is plaguing society.
Peskins (1998), in this article, forces the writer to first look at one’s own self before studying others. I totally agree with the idea that all researchers should acknowledge their position of subjectivity, but very few of them actually “identify” their personal experiences (as they relate to gender, class, etc.) and how these factors shape and impact/influence their mode of research. Educators and researchers have claimed that good research is void of personal bias, which is hard to do. Subjectivity quite often shapes an individual’s purpose for doing a study. If researchers are informed about the quantities that have emerged during their research, they can at least disclose where self and subject become joined (p. 17).
Whether we like it or not, our “subjectivity is a garment” (Peskins, 1988). In addition, some individuals in the world of higher education (research) cannot “mask” their true colors. Like this author, I too have discovered my own subjectivity. And even though I have always known it was there, as an African-American woman, I tried to mask or guard my personal feelings in the name of political correctness. Now, I realize that in order to engage in research that is honest, valid, and purposeful, my mask has to come off (somewhat)—“who” I am and “what” I have experienced have shaped me and will be present in any study I am a part of.
With the categories that
Peskins (1988) provided, I mostly identify myself in terms of the “Ethnic Maintenance I.” My ethnicity and gender are at the core of my being. I embrace the “Ethnic Maintenance I” to survive and ultimately relate to my students. Ninety percent of my students are at-risk poor black individuals from broken families (usually with only one parent) with the world marginalizing their existence. I come from the same community and ethnic background as these youngsters. This “I” manifests itself in the way I teach. For example, February is Black history month and many of my colleagues (other teachers) focus on several “safe” (nonthreatening) African Americans to discuss and they will sometimes ask me to “lend” them a few Blacks because beside Dr. King and Rosa Parks, they are at a loss. I don’t pay too much attention to Black history month because I feel that Black history is American history, period!!! Afro-Americans contribute a lot and we should not be isolated to the celebration of one month.
In my teaching, the pride of the “Ethnic I” shows loud and clear: Black history is just American history, and throughout the school year I introduce individuals who have shaped or changed the culture we live in. Peskins (1988) stated that, “being Jewish shapes” his life, well, being a black woman definitely shaped mine. And like this researcher, I get “a warm feeling” from a solid identification of who I am. I make it my business to learn about the good and bad parts of the past that shape the Black community. The way I teach, live, worship, and dress shapes my “Ethnic I.” According to Peskins (1988), the “Ethnic I” can be a hazard to one’s state of being—it is all consuming. “… In valuing the behavior of those who chose to perpetuate their ethnic identify, I may ignore the lives of those who chose not to” (p. 18). Maybe I am paying too much attention to my ethnic identity.
In addition to an ongoing focus on ethnic identity, the other “I” that shapes my character is the “Justice-Seeking I.” I fear that this gets me into a lot of trouble. Justice-Seekers are natural-born troublemakers due to the fact that they cannot keep their mouths shut and “play the game.” As an African-American female teacher, it pains me to see others give less than 100 percent to minority students. Some teachers feel that they can get away with it because who is going to know or tell. I have confronted others about lackluster classroom instruction and negative attitudes and at times I have suffered for it. I have also felt like I was a student’s last line of defense. In the words of Cheater (1987), “We cannot rid ourselves of this subjectivity, nor should we wish to; but we ought, perhaps, to pay it very much more attention …” (p. 172).
At this moment I do not identify with the other “I”s; I hope to continue to discover aspects of myself during this course.
Alan Peskins (1988), in his enlightening article “In Search of Subjectivity—One’s Own,” eloquently categorized subjectivity in terms of how researchers truly see themselves. Many of the studies that are published today and a couple of decades ago seem to “ooze” with overgeneralization or oversimplification of a given problem/issue that is plaguing society.
Peskins (1998), in this article, forces the writer to first look at one’s own self before studying others. I totally agree with the idea that all researchers should acknowledge their position of subjectivity, but very few of them actually “identify” their personal experiences (as they relate to gender, class, etc.) and how these factors shape and impact/influence their mode of research. Educators and researchers have claimed that good research is void of personal bias, which is hard to do. Subjectivity quite often shapes an individual’s purpose for doing a study. If researchers are informed about the quantities that have emerged during their research, they can at least disclose where self and subject become joined (p. 17).
Whether we like it or not, our “subjectivity is a garment” (Peskins, 1988). In addition, some individuals in the world of higher education (research) cannot “mask” their true colors. Like this author, I too have discovered my own subjectivity. And even though I have always known it was there, as an African-American woman, I tried to mask or guard my personal feelings in the name of political correctness. Now, I realize that in order to engage in research that is honest, valid, and purposeful, my mask has to come off (somewhat)—“who” I am and “what” I have experienced have shaped me and will be present in any study I am a part of.
With the categories that
Peskins (1988) provided, I mostly identify myself in terms of the “Ethnic Maintenance I.” My ethnicity and gender are at the core of my being. I embrace the “Ethnic Maintenance I” to survive and ultimately relate to my students. Ninety percent of my students are at-risk poor black individuals from broken families (usually with only one parent) with the world marginalizing their existence. I come from the same community and ethnic background as these youngsters. This “I” manifests itself in the way I teach. For example, February is Black history month and many of my colleagues (other teachers) focus on several “safe” (nonthreatening) African Americans to discuss and they will sometimes ask me to “lend” them a few Blacks because beside Dr. King and Rosa Parks, they are at a loss. I don’t pay too much attention to Black history month because I feel that Black history is American history, period!!! Afro-Americans contribute a lot and we should not be isolated to the celebration of one month.
In my teaching, the pride of the “Ethnic I” shows loud and clear: Black history is just American history, and throughout the school year I introduce individuals who have shaped or changed the culture we live in. Peskins (1988) stated that, “being Jewish shapes” his life, well, being a black woman definitely shaped mine. And like this researcher, I get “a warm feeling” from a solid identification of who I am. I make it my business to learn about the good and bad parts of the past that shape the Black community. The way I teach, live, worship, and dress shapes my “Ethnic I.” According to Peskins (1988), the “Ethnic I” can be a hazard to one’s state of being—it is all consuming. “… In valuing the behavior of those who chose to perpetuate their ethnic identify, I may ignore the lives of those who chose not to” (p. 18). Maybe I am paying too much attention to my ethnic identity.
In addition to an ongoing focus on ethnic identity, the other “I” that shapes my character is the “Justice-Seeking I.” I fear that this gets me into a lot of trouble. Justice-Seekers are natural-born troublemakers due to the fact that they cannot keep their mouths shut and “play the game.” As an African-American female teacher, it pains me to see others give less than 100 percent to minority students. Some teachers feel that they can get away with it because who is going to know or tell. I have confronted others about lackluster classroom instruction and negative attitudes and at times I have suffered for it. I have also felt like I was a student’s last line of defense. In the words of Cheater (1987), “We cannot rid ourselves of this subjectivity, nor should we wish to; but we ought, perhaps, to pay it very much more attention …” (p. 172).
At this moment I do not identify with the other “I”s; I hope to continue to discover aspects of myself during this course.
Monday, February 22, 2010
Response to Jeta's comment(Marcia's post) on ethics and abuse
Good question, Jeta.
First, I would not "cause" the teacher any "discomfort" in front of the students. I would address the issue one-on-one with the struggling teacher. In addition, maybe(must consider the attitude of the teacher) provide a sample lesson or even model(demo)the proper way of doing a read-aloud. I need to think about the next steps---because this might get ugly professionally for both parties involved. Thanks for a wonderful question--I was only thinking about "abuse" in terms of bodily harm.
Steps to dealing with problems other than bodily harm:
1. private conversation
2. provide support with lesson and Modeling strategies
3. stop and think
4. blantant harm--will employ "duty of inform" (blantant harm--must go beyond just a sloppy read-aloud.)
First, I would not "cause" the teacher any "discomfort" in front of the students. I would address the issue one-on-one with the struggling teacher. In addition, maybe(must consider the attitude of the teacher) provide a sample lesson or even model(demo)the proper way of doing a read-aloud. I need to think about the next steps---because this might get ugly professionally for both parties involved. Thanks for a wonderful question--I was only thinking about "abuse" in terms of bodily harm.
Steps to dealing with problems other than bodily harm:
1. private conversation
2. provide support with lesson and Modeling strategies
3. stop and think
4. blantant harm--will employ "duty of inform" (blantant harm--must go beyond just a sloppy read-aloud.)
Friday, February 19, 2010
A closer look at research: the ethical issue
The Ethical Issue: The right and wrong way of dealing with …
History has shown us that research devoid of ethics leads to abuse and, ultimately, shame in the research/scientific communities. For example, Black men with syphilis were denied treatment due to the medical community’s desire to detail the devastating effects on these men and their families. This longitudinal study was “designed to investigate the long-term side effects of untreated syphilis” (Bosley, 2007, p. 1).
*Six hundred poor Black men from Alabama (399 with syphilis and the rest without this STD).
*Race was an issue (only Blacks, no whites, were involved in this “crazy” study).
*Medication was available (penicillin), but some of these men were allowed to go insane, and even die, in the name of research.
The “Tuskegee Study of Untreated Syphilis in the Negro Male” was a blatant example of human rights violations and intent to do harm. Nearly 50 years after this experiment, we are still discussing ethics and how not to do harm. As a teacher/researcher, it is important to establish boundaries and to understand the rules that govern ethics. The constant review of the rules is needed to ensure the well-being of participants and researchers. Marshall and Rossman (1999) outlined the dos and don’ts of research: a) What role will I play in this qualitative research? Outline the level of participation in the study—participant observer or just an observer—for me, playing the role of observer presents a problem. As a researcher, I will not engage in any manner of abuse, but individuals in the study might engage in dangerous, self-destructive behavior. I am a teacher first, then a researcher. As a teacher, I must and will inform the proper authorities (principals, parents, or cops) of a dangerous situation. The “duty to inform” is my duty as a teacher; b) Negotiating access to the participants is essential. This can be in the form of a consent letter to parents, principals, etc. The letter needs to describe the study in full detail. If the study involves schools, a follow-up call (to principals, teachers, etc.) is needed; c) Addressing one’s bias—whether cultural or social—sensitivity to the participants’ state of being (state of mind and emotional state) as well as status within the culture can shape the study positively or negatively; d) Protect their privacy at all times. Some issues within the study are highly sensitive in nature. Assuring anonymity is vital to participants’ mental health as well as safety. An example of this is if you are doing research on the gay community and you are focusing on the question “Do gay parents have effective parenting skills?” and e) Understand and study cultural “norms” within the particular group. What one group finds okay or normal, another might find offensive or taboo. Many teachers/researchers conduct studies without considering that these participants (individuals, subjects) are really people with full lives and must be respected at all times.
History has shown us that research devoid of ethics leads to abuse and, ultimately, shame in the research/scientific communities. For example, Black men with syphilis were denied treatment due to the medical community’s desire to detail the devastating effects on these men and their families. This longitudinal study was “designed to investigate the long-term side effects of untreated syphilis” (Bosley, 2007, p. 1).
*Six hundred poor Black men from Alabama (399 with syphilis and the rest without this STD).
*Race was an issue (only Blacks, no whites, were involved in this “crazy” study).
*Medication was available (penicillin), but some of these men were allowed to go insane, and even die, in the name of research.
The “Tuskegee Study of Untreated Syphilis in the Negro Male” was a blatant example of human rights violations and intent to do harm. Nearly 50 years after this experiment, we are still discussing ethics and how not to do harm. As a teacher/researcher, it is important to establish boundaries and to understand the rules that govern ethics. The constant review of the rules is needed to ensure the well-being of participants and researchers. Marshall and Rossman (1999) outlined the dos and don’ts of research: a) What role will I play in this qualitative research? Outline the level of participation in the study—participant observer or just an observer—for me, playing the role of observer presents a problem. As a researcher, I will not engage in any manner of abuse, but individuals in the study might engage in dangerous, self-destructive behavior. I am a teacher first, then a researcher. As a teacher, I must and will inform the proper authorities (principals, parents, or cops) of a dangerous situation. The “duty to inform” is my duty as a teacher; b) Negotiating access to the participants is essential. This can be in the form of a consent letter to parents, principals, etc. The letter needs to describe the study in full detail. If the study involves schools, a follow-up call (to principals, teachers, etc.) is needed; c) Addressing one’s bias—whether cultural or social—sensitivity to the participants’ state of being (state of mind and emotional state) as well as status within the culture can shape the study positively or negatively; d) Protect their privacy at all times. Some issues within the study are highly sensitive in nature. Assuring anonymity is vital to participants’ mental health as well as safety. An example of this is if you are doing research on the gay community and you are focusing on the question “Do gay parents have effective parenting skills?” and e) Understand and study cultural “norms” within the particular group. What one group finds okay or normal, another might find offensive or taboo. Many teachers/researchers conduct studies without considering that these participants (individuals, subjects) are really people with full lives and must be respected at all times.
As teachers, students, and researchers, we need to fully understand the role that ethics plays in doing research and dealing with people’s lives.
References
Marshall, C. & Rossman, G. (1999). The researcher’s role: Issues of entry,
reciprocity, personal biography, and ethics. Designing qualitative
research (3rd ed.) (pp. 79-103). Thousands Oaks: Sage.
Matlins & Magida (2006). How to be a perfect stranger (4th ed.): The essential
religious etiquette handbook. Woodstock, VT: SkyLight Paths Publishing.
This book is quite interesting.
Marshall, C. & Rossman, G. (1999). The researcher’s role: Issues of entry,
reciprocity, personal biography, and ethics. Designing qualitative
research (3rd ed.) (pp. 79-103). Thousands Oaks: Sage.
Matlins & Magida (2006). How to be a perfect stranger (4th ed.): The essential
religious etiquette handbook. Woodstock, VT: SkyLight Paths Publishing.
Thursday, February 18, 2010
My Index Card: Thinking about good research...
What is the definition of good research?
Good research starts with the solid knowledge base and interest level of the researcher. According to Boete and Biele(2004), "Doctoral students must be scholars before they are researchers.(p.11) Quite often, doctoral students are in a hurry to finish their "course work" and sometimes they do not focus on the nature of research. Being a scholar means taking the time to read and study literature that supports or refutes a given issue or situation.
Boete and Biele(2004) outlined the essential of good research:
"Good research is good because it advances our collective understanding."(p. 12)
a) study the literature on this topic and "build on the existing" knowledge
b) highlight the weakness and strengths of the research
c) doctoral students should be up-to-date on the current literature and debates on issues
d) have knowledge of difference research methods and approaches
e) According to Boete and Biele(2004)individuals engaged in research should master Bloome's Stages of Cognitive Development: comprehension, application, analysis, synth. and evaluation.
f) Asking good questions in order to uncover the truth.
g) Giving time to collect data, test, and analyze
Good research starts with the solid knowledge base and interest level of the researcher. According to Boete and Biele(2004), "Doctoral students must be scholars before they are researchers.(p.11) Quite often, doctoral students are in a hurry to finish their "course work" and sometimes they do not focus on the nature of research. Being a scholar means taking the time to read and study literature that supports or refutes a given issue or situation.
Boete and Biele(2004) outlined the essential of good research:
"Good research is good because it advances our collective understanding."(p. 12)
a) study the literature on this topic and "build on the existing" knowledge
b) highlight the weakness and strengths of the research
c) doctoral students should be up-to-date on the current literature and debates on issues
d) have knowledge of difference research methods and approaches
e) According to Boete and Biele(2004)individuals engaged in research should master Bloome's Stages of Cognitive Development: comprehension, application, analysis, synth. and evaluation.
f) Asking good questions in order to uncover the truth.
g) Giving time to collect data, test, and analyze
Mini inquiry project ideas -dated 2/3/10
Research Questions:
1. Are female teachers more effective communicators? 2. Is there a difference between male and female teachers(as it relates to delivery of instruction--in various subject areas)?
Importance of research:
To find literature to support or refute the issue of gender and instruction. As a teacher, I feel that my gender helps and at times hinders my level of instruction. Desire to support my Professional Development with solid research that can "truly" detail this issue.
I think "case study" why?
* Centers around a particular situation or event. * One individual is the center of attention. * Intrinsic valus- desire to better understand the role of gender in classroom instruction.
exceptions: Desire to uncover the issues related to gender and classroom instruction.
Beliefs: women are natural born teachers, starting with the home life. Society expects women to be teachers of children.
assumptions: women are teachers in and out of classroom. I "think" we are more caring about the welfare of children and in the classroom--we give 100%(okay I'm bias)
1. Are female teachers more effective communicators? 2. Is there a difference between male and female teachers(as it relates to delivery of instruction--in various subject areas)?
Importance of research:
To find literature to support or refute the issue of gender and instruction. As a teacher, I feel that my gender helps and at times hinders my level of instruction. Desire to support my Professional Development with solid research that can "truly" detail this issue.
I think "case study" why?
* Centers around a particular situation or event. * One individual is the center of attention. * Intrinsic valus- desire to better understand the role of gender in classroom instruction.
exceptions: Desire to uncover the issues related to gender and classroom instruction.
Beliefs: women are natural born teachers, starting with the home life. Society expects women to be teachers of children.
assumptions: women are teachers in and out of classroom. I "think" we are more caring about the welfare of children and in the classroom--we give 100%(okay I'm bias)
Wednesday, February 17, 2010
Response to 2/17 class
In my earlier post, I basically conveyed the idea that bias is a part of who we are as researchers that infiltrates all aspects of our work. It's neither good nor bad; it's simply the reality of being a human being with your own unique experiences and perspectives. In this post, I was really trying to get away from the idea of bias being a "negative" part of research and instead frame it as a reality.
Some of the other readings, however, have made me want to re-frame (or at least reconsider) this depiction. I was really struck by Peshkin's discussion of the role of affection and dispassion in research. When we feel affection or care for the subject we're studying or the participants, we may avoid the harsh critiques or data that may represent our participants in a poor light. On the opposite end, total dispassion for what happens to our participants seems irresponsible and even unethical. Peshkin argues that, as a researcher, we must have a healthy dose of both: "an affection that serves to remind one of obligations to his respondents, and for a dispassion that, as horseradish does in the nasal passages, clears his vision" (p. 20). Marshall and Rossman even re-term bias as "high personal interest," indicating that bias may be better characterized as our passions, beliefs, and values that truly make us care and commit to a study (p. 81). Framed in this light, bias--or our affection or high personal interest--is not just a reality that we must be aware of; it is a tool to be used. The care or affection we have for our participants reminds us of our commitment to their welfare and centers us on the goal of ultimately having an ameliorative role in their lives.
Some of the other readings, however, have made me want to re-frame (or at least reconsider) this depiction. I was really struck by Peshkin's discussion of the role of affection and dispassion in research. When we feel affection or care for the subject we're studying or the participants, we may avoid the harsh critiques or data that may represent our participants in a poor light. On the opposite end, total dispassion for what happens to our participants seems irresponsible and even unethical. Peshkin argues that, as a researcher, we must have a healthy dose of both: "an affection that serves to remind one of obligations to his respondents, and for a dispassion that, as horseradish does in the nasal passages, clears his vision" (p. 20). Marshall and Rossman even re-term bias as "high personal interest," indicating that bias may be better characterized as our passions, beliefs, and values that truly make us care and commit to a study (p. 81). Framed in this light, bias--or our affection or high personal interest--is not just a reality that we must be aware of; it is a tool to be used. The care or affection we have for our participants reminds us of our commitment to their welfare and centers us on the goal of ultimately having an ameliorative role in their lives.
I've been mulling over exactly how I should go about this inquiry project. I'm in the midst of working on my residency project this semester, which is on middle-school, African-American students' language attitudes towards code-switching between African American English and Standard English. I'm going to be interviewing students about their beliefs by having the students respond to scenarios about code-switching. These are research-based, short narratives that I've created about adolescents code-switching under a variety of circumstances. Participants will be asked to discuss their opinions about the characters in these stories. I'd like to use this project in some way for the research project for our course.
I'd also like to use this course as an opportunity to consider, evaluate, and try out some different methodologies. In thinking ahead towards the dissertation, I'd like to use this course as a chance to decide which methodologies work best for my interests and my beliefs as a researcher.
All that said, I am considering focusing on a text-based methodology--perhaps document analysis??? Because I'm already doing interviewing, I'd like to experiment with a methodology where I am analyzing written data. As I see it, there are two avenues I could take this: 1) I could have students write and create their own code-switching scenarios, or 2) I could look at samples of student writing to see if they are using code-switching in a variety of school assignments. Both of these appeal to me for different reasons. The first appeals because it would allow me to get more data on students' attitudes in an open-eneded format without the constraints of the scenarios that I've created. I also like that this approach may use some of the features of narrative research that we've been reading about. I like the 2nd approach because it would really address this question of whether code-switching is impacting students' school writing and, if so, how. Focusing on their school writing gives significance to this issue of code-switching for teaching and learning.
I'd also like to use this course as an opportunity to consider, evaluate, and try out some different methodologies. In thinking ahead towards the dissertation, I'd like to use this course as a chance to decide which methodologies work best for my interests and my beliefs as a researcher.
All that said, I am considering focusing on a text-based methodology--perhaps document analysis??? Because I'm already doing interviewing, I'd like to experiment with a methodology where I am analyzing written data. As I see it, there are two avenues I could take this: 1) I could have students write and create their own code-switching scenarios, or 2) I could look at samples of student writing to see if they are using code-switching in a variety of school assignments. Both of these appeal to me for different reasons. The first appeals because it would allow me to get more data on students' attitudes in an open-eneded format without the constraints of the scenarios that I've created. I also like that this approach may use some of the features of narrative research that we've been reading about. I like the 2nd approach because it would really address this question of whether code-switching is impacting students' school writing and, if so, how. Focusing on their school writing gives significance to this issue of code-switching for teaching and learning.
Thursday, February 11, 2010
What I've been thinking about as I read Cresswell...
I am starting to see the idea of "subjectivity" in qualitative research differently because of the Cresswell readings. Cresswell argues that we cannot be "objective" in our research because "our words flow from our own personal experiences, culture, history, and backgrounds" (p. 231). I've never really bought into the idea of objective research (even in a strictly quantitative study). As soon as I make a choice about about a topic or question to study, my personal opinions and worldview have shaped that object of study. As I observe and interview in data collection, my own personal history and my cultural values determine both what I pay attention to and how I pay attention. Previously, I had always just accepted this as part and parcel of research. Although we may try to be conscious of personal biases and limit their role in a study, who we are and what we believe will always be embedded in the work that we do.
The Cresswell readings are helping me to see, however, that a research stance may be put on to help make our subjective influence explicit and systematic. It's a uniform that demarcates our subjectivity for both ourselves and our readers--"these are my beliefs, and this is how they influence my study." By wearing these beliefs openly, we hope that your ideas and beliefs are not Oz behind the curtain, secretly skewing and altering your research. Instead, your ideas and beliefs are being consciously and systematically used to make choices about your research.
I don't, however, think that wearing your research stance means that you can kick up your feet, pat yourself on your back, and assume that all your biases are now neatly exposed and consciously used. I think some of the biggest ways that biases affect research are the hardest to see--the unquestioned "truths" or tacit assumptions that are so ingrained in us that we do not even think of them as opinions or beliefs. I think that even when wearing an explicit research stance, we still have to be vigilant about understanding how our common sense beliefs and worldview shape our studies. None of this is done, of course, to remove subjectivity from research but to ensure that our beliefs are used in conscious, thoughtful choices rather than blind, predestined paths.
The Cresswell readings are helping me to see, however, that a research stance may be put on to help make our subjective influence explicit and systematic. It's a uniform that demarcates our subjectivity for both ourselves and our readers--"these are my beliefs, and this is how they influence my study." By wearing these beliefs openly, we hope that your ideas and beliefs are not Oz behind the curtain, secretly skewing and altering your research. Instead, your ideas and beliefs are being consciously and systematically used to make choices about your research.
I don't, however, think that wearing your research stance means that you can kick up your feet, pat yourself on your back, and assume that all your biases are now neatly exposed and consciously used. I think some of the biggest ways that biases affect research are the hardest to see--the unquestioned "truths" or tacit assumptions that are so ingrained in us that we do not even think of them as opinions or beliefs. I think that even when wearing an explicit research stance, we still have to be vigilant about understanding how our common sense beliefs and worldview shape our studies. None of this is done, of course, to remove subjectivity from research but to ensure that our beliefs are used in conscious, thoughtful choices rather than blind, predestined paths.
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