The ethics of social research MA SBE

The ethics of Social Research The ethics of social (and educational) research has become even more prominent in recent years Reasons for this include: a) diversification in forms of research especially in the qualitative research and; b) increasing ethical regulation for social research through ethics committees in universities and other organisations.

Ethical concerns Ethical concerns can take a variety of forms, and may arise at all stages of the research process: Selecting a research topic (should some research questions simply not be studied ?). Gaining access (who should be approached? ; is covert research ethical?). Data collection (what is it legitimate to expect of the people being studied ?; what is the role of the researcher?). Recording data, analysis and writing up (how do you preserve confidentiality?; how do you report behaviour?).

Ethical Principles: Harm and Autonomy Harm. Is a research strategy likely to cause harm, and is there any way in which such harm could be justified or excused? Autonomy. Does the research process display respect for people in the sense of allowing them to make decisions for themselves, notably about whether or not to participate?

Ethical Principles: Privacy, Reciprocity and Equity Privacy. A central feature of research is to make matters public. But what should and should not be made public? Reciprocity. What should participants reasonably expect in return from researchers; what should researchers offer them? Should experimental subjects or informants be paid? Equity. The various individuals and groups that a researcher comes into contact within the course of research should be treated equally, in the sense that no-one is unjustly favoured or discriminated against.

Examples of Ethical Dilemmas

1. Investigating racist practices in schools In designing a project concerned with investigating racist practices within a school, the researcher believes that only by disguising the focus of enquiry will access be granted. Would she be justified in doing this?

2. Researching ‘vulnerable’ people Studying education provision for students with learning difficulties, a researcher is faced by a young adult who demands to be included in the research project, along with fellow students even though her relatives have already refused on her behalf. What should be the researcher’s response?

3. A Study of three nursery schools In writing up a study of three nursery schools, the researcher realises that his analysis is likely to be interpreted by parents and the local media as suggesting that one of these schools does not meet current inspection standards. Should he proceed to publish the findings?

Situated judgements What weight we give to each of the principles and how we interpret them, in relation to the various people implicated, is likely to vary according to the particular circumstances in which we are making a judgment. Judgments about what is and is not ethical practice must also depend upon what is taken to be the goal of research, who is its audience, and how it is intended to relate to policy or practice.

Autonomy and informed consent A common strategy used by researchers to try to deal with ethical issues is to gain informed consent often via a consent form which lays out what will be involved in the research, and the rights and responsibilities each side has. While informed consent is an important principle that addresses, in particular, the issue of respecting people’s autonomy, it is not a simple concept, nor does it offer any blanket solution to ethical problems (from whom consent should be obtained and when; how consent ought to be secured, for what consent is being sought; and what counts as free consent?)

The issue of deception The much debated case of covert research. Who should be told, what, when, and in what contexts? Active and passive deception (not correcting misapprehensions) And who should not be told what?

Your own research ethics? How might any of the issues we have discussed affect your own research ethics?

What to include in your dissertation…… A sensitivity to the need to follow ethical guidelines- BERA ethical guidelines 2011 Research process (voluntary/ withdraw/ confidentiality/ anonymous) Research design (letter/ parental consent) Data collection stage (purpose of research/ personal interest/ results/ active listening/ jargon)

Ethical codes British Sociological Association (BSA), Statement of Ethical Practice: Social Research Association (SRA), Ethical Guidelines: British Educational Research Association (BERA), Revised Ethical Guidelines for Educational Research (2004). British Psychological Society (BPS), Code of Conduct, Ethical Principles, and Guidelines: conduct_home.cfm American Sociological Association (ASA), Code of Ethics: ntents Economic and Social Research Council (ESRC)

References For a more detailed discussion of the issues raised in this presentation and a bibliography on research ethics see: Hammersley, M. and Traianou, A. (2012) Ethics and Educational Research at: and-educational-research (accessed November 2012) and-educational-research Hammersley, M.& Traianou, A. (2012) Ethics in Qualitative Research: Controversies and Contexts. London:Sage