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.

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.