1. Paper III Qualitative research methodology

2. Objective 1.9 Explain reflexivity in qualitative research

3. Learning to reflect on ones own behavior and thoughts, as well as on the phenomenon under study, creates a means for continuously becoming a better researcher. Learning to reflect on ones own behavior and thoughts, as well as on the phenomenon under study, creates a means for continuously becoming a better researcher. This process in qualitative research is known as reflexivity. This process in qualitative research is known as reflexivity. What is reflexivity

4. Qualitative research requires reflexivity on the part of the researcher. Qualitative research requires reflexivity on the part of the researcher. As a qualitative researcher, one needs to reflect on the nature of ones involvement in the research process, and the way this shapes its outcomes. As a qualitative researcher, one needs to reflect on the nature of ones involvement in the research process, and the way this shapes its outcomes. Consider the ways that ones personal involvement in the research effect the outcome in qualitative research (specific examples) Consider the ways that ones personal involvement in the research effect the outcome in qualitative research (specific examples) What is reflexivity

5. There are two types of reflexivity: Personal Reflexivity and Epistemological Reflexivity. There are two types of reflexivity: Personal Reflexivity and Epistemological Reflexivity. Personal Reflexivity involves reflecting upon how situational and dispositional factors (your own values, experiences, interests, beliefs, political commitments, social identities) have shaped the research. Personal Reflexivity involves reflecting upon how situational and dispositional factors (your own values, experiences, interests, beliefs, political commitments, social identities) have shaped the research. It also involves thinking about how one may be affected and possibly changed through the research process. It also involves thinking about how one may be affected and possibly changed through the research process. Types of reflexivity

6. Epistemological reflexivity attempts to identify the foundations of knowledge and the implications of any findings. Epistemological reflexivity attempts to identify the foundations of knowledge and the implications of any findings. It requires us to engage with questions such as: It requires us to engage with questions such as: How has the research question defined and/or limited what can be 'found’ (Does this limit what we look for or what we assume)? How has the research question defined and/or limited what can be 'found’ (Does this limit what we look for or what we assume)? How has the design of the study and the method of analysis influenced the data and the findings (Does this limit what we see/hear/conclude)? How has the design of the study and the method of analysis influenced the data and the findings (Does this limit what we see/hear/conclude)? Types of reflexivity

7. Epistemological reflexivity attempts to identify the foundations of knowledge and the implications of any findings. Epistemological reflexivity attempts to identify the foundations of knowledge and the implications of any findings. It requires us to engage with questions such as: It requires us to engage with questions such as: How has the research question defined and/or limited what can be 'found’ (Does this limit what we look for or what we assume)? How has the research question defined and/or limited what can be 'found’ (Does this limit what we look for or what we assume)? How has the design of the study and the method of analysis influenced the data and the findings (Does this limit what we see/hear/conclude)? How has the design of the study and the method of analysis influenced the data and the findings (Does this limit what we see/hear/conclude)? Types of reflexivity

8. How has my personal history led to my interest in this topic? How has my personal history led to my interest in this topic? Do I have a personal “truth” about the topic I am studying? Do I have a personal “truth” about the topic I am studying? Will my research suffer from self serving bias? Will my research suffer from self serving bias? How does my gender / social class / ethnicity / culture influence my positioning in relation to this topic and my informants? How does my gender / social class / ethnicity / culture influence my positioning in relation to this topic and my informants? Will social identity play a role in my interactions in the study? Will social identity play a role in my interactions in the study? What are my personal stereotypes regarding the group I am studying? What are my personal stereotypes regarding the group I am studying? Things to consider through the reflexive process

9. How has my personal history led to my interest in this topic? How has my personal history led to my interest in this topic? Do I have a personal “truth” about the topic I am studying? Do I have a personal “truth” about the topic I am studying? Will my research suffer from self serving bias? Will my research suffer from self serving bias? How does my gender / social class / ethnicity / culture influence my positioning in relation to this topic and my informants? How does my gender / social class / ethnicity / culture influence my positioning in relation to this topic and my informants? Will social identity play a role in my interactions in the study? Will social identity play a role in my interactions in the study? What are my personal stereotypes regarding the group I am studying? What are my personal stereotypes regarding the group I am studying? Things to consider through the reflexive process

10. Where is the power held in relation to my research project and where am I in the power hierarchy? Where is the power held in relation to my research project and where am I in the power hierarchy? Did I personally design the study? Did I personally design the study? How did I develop the research questions, way of observing, or sampling method? Could I have taken a more objective approach? How did I develop the research questions, way of observing, or sampling method? Could I have taken a more objective approach? How can I ensure my analysis represents the voice of the group I am studying? How can I ensure my analysis represents the voice of the group I am studying? Things to consider through the reflexive process

11. An example of how the age of the researcher can affect the research he carries out is work on at-risk youth. An example of how the age of the researcher can affect the research he carries out is work on at-risk youth. Members of an at-risk population are more likely to open up and speak honestly too a trendy young research who fits into the social situation than a middle aged researcher who looks and acts like the youths’ superior. Members of an at-risk population are more likely to open up and speak honestly too a trendy young research who fits into the social situation than a middle aged researcher who looks and acts like the youths’ superior. Examples of reflexivity

12. Being reflexive will allow the researcher to: Being reflexive will allow the researcher to: Understand the potential biases that will be present in the study by his/her social identification with the youth-or lack thereof. Understand the potential biases that will be present in the study by his/her social identification with the youth-or lack thereof. Prepare for this assumption and use investigator triangulation in his/her study. Prepare for this assumption and use investigator triangulation in his/her study. Examples of reflexivity

13. How would reflexivity enhance the following research topics: How would reflexivity enhance the following research topics: Teenagers suffering from eating disorders. Teenagers suffering from eating disorders. Women suffering from domestic abuse. Women suffering from domestic abuse. Students who practice academic dishonestly during high stakes testing. Students who practice academic dishonestly during high stakes testing. Examples of reflexivity

14. It is important for the researcher to be aware of his social background because people of the same class tend to bind together. It is important for the researcher to be aware of his social background because people of the same class tend to bind together. They can be wary or even hostile to people from other classes making research and especially the process of gaining access to research participants extremely hard and in some cases impossible. They can be wary or even hostile to people from other classes making research and especially the process of gaining access to research participants extremely hard and in some cases impossible. Examples of reflexivity

15. Personal characteristics of a researcher may get the participants to alter their behavior in some way. Reflexivity allows the researcher to locate his own self in terms of the research in an attempt to minimize the effect he has on the research (Hertz, 1997). Examples of reflexivity

16. Learning to reflect on your behavior and thoughts, as well as on the phenomenon under study, creates a means for continuously becoming a better qualitative researcher. Learning to reflect on your behavior and thoughts, as well as on the phenomenon under study, creates a means for continuously becoming a better qualitative researcher. Reflexivity can have its limits as it is not possible to analyze every single action of the researcher. This would detract from actually observing the participants. Concluding on Theories and Practices

17.  3 Questions (associated with stimulus material)  All questions will come from objectives 1.1-1.9  All answers must make reference to stimulus material for full credit. Quiz FYI