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.
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Jeta,
ReplyDeleteI completely agree with your sentiment that our affection can serve as a "tool". As an educator, I am extremely passionate about serving the needs of the children that I teach and would like to believe and it is my hope that this degree will give me a greater voice to advocate for chilren that we teach; in my case as an adovcate for children with "learning disabilities" This passion is what led to me Fordham to pursue this degree. It is an important part of who I am as an individual and an educator and will impact the type of research that I conduct.
That being said, as a researcher, it is important to approach each case without bias. This kind of objectiveness, I believe, is crucial for the subjects and participants as we are using our research as a way to improve either the profession of education, to empower those who are educators and those students they teach and the families that they work with. I think that the balance is in not allowing your "passion" to guide your interpretation and to enter your research without any preconceived notion of what the answer is. We must use research not only as a tool to support our beliefs, but to challenge some of those beliefs as well.
Please excuse the typos!!! :-)!
ReplyDeleteI like the example of the "passion" of research being the desire to advocate for those you're studying.
ReplyDeleteAlso, this is really well said--"we must use research not only as a tool to support our beliefs but to challenge some of those beliefs as well." I agree with this philosophically, but I think it's hard to really put into practice. When I think about some of my deep down, core beliefs about education and learning that drive my research interest, I know I would have a hard time accepting or even seeing data that might negate those beliefs. (I'm hoping I'm more open-minded than I think I am)
I am still concerned that "bias" attitude/behavior can taint any research. I agree that research "should be used as a tool"(stated by Jeta)to support or disapprove beliefs. Those who are blantantly bias against a particular individual/group can't effectively carry out a study. If the researcher is:
ReplyDelete1. Has something to gain(racial, class, or caste system,etc.)
2. clearly bias history.
3. or brave enough to admit "bias"
These individuals have "no" business engaging in research that will influence the lives of certain participants.
"When I think about some of my deep down, core beliefs about education and learning that drive my research interest, I know I would have a hard time accepting or even seeing data that might negate those beliefs."
ReplyDeleteLooking for disconfirming data is an important part of qualitative research. It's what separates the paradigm from the quantitative.
I think that as I evolve as a researcher, this realization that it is important to look for "disconfirming data" is one that did not come naturally rather a perspective that evolved. I think that as I began my "journey" as a doctoral student, I had the notion that research was going to "confirm" all of the notions that I so dearly held. This perspective has only been gained through reflection and as I learn more about who I am as a researcher. I entered this program as a teacher, an educator, and as I begin to develop my role as a researcher, I understand that while it can be an uncomfortable position for the "teacher in me to question these beliefs and practices that I have held so closely and dearly, I have learned so much more by allowing myself to truly question and to look at the data in an objective way. Does that make sense?!? :-)
ReplyDelete