Reflexivity and Positioning

Question 1

Define:

Positioning

(According to Qualitative Psychological Research)

Answer 1

Our role as researchers in relation to our work/study.

This takes into account things such as…
- Values
- Beliefs
- Assumptions

…and how these may influence the research!

Question 2

True or False:

‘Who we are informs the knowledge we produce’.

Answer 2

True

(According to a Qualitative paradigm)

Our unique personal attributes inform our the paradigm/methodologies selected and underpinning our research.

Question 3

What are FOUR examples of broad categories that make up who we are?

Answer 3

• Location
• Demographics
• Beliefs/Values
• Relationships

These ultimately are contextual - we have ‘different selves’ for different contexts.

Question 4

Define:

Insider

(In a research context)

Answer 4

Being a member of a studied group.

Note: we all have insider and outsider aspects, even when we may intially seem to be a member of a group.

(e.g. from the same community, but not necessarily the same ethnical background, generation etc.).

Also, researchers typically have greater power within the research, so it is hard to be a complete insider within your study.

Question 5

Define:

Outsider

(In a research context)

Answer 5

Not being a member of a studied group.

Note: we all have insider and outsider aspects though, and some meaningful commonality will likely exist between the researcher and participants.

Question 6

Define:

Insider-Outsider

(In a research context)

Answer 6

A status acknowledging the non-binary aspects of group membership and commonality between researchers and participants.

This more accurately denotes the spectrum between the two extremes of insider vs. outsider.

Question 7

What key issue does the following quote outline?

(Hooks, 1990)

Answer 7

Majority group members speaking on behalf of, or silencing, minorities through their research.

Question 8

Explain:

The meaning of ‘working the hyphen’.

(In regards to ‘insider-outsiders’).

Answer 8

Acknowledging that we have…
- Different identities in different contexts.
- Aspects of ‘majority’ & ‘minority’ groups in our identity.

And keeping all of these facets in mind when conducting/designing our research!

Question 9

Describe:

TWO key issues of not conducting studies involving groups of which you are an outsider to.

(According to PSYC232 course).

“Is my greatest contribution to move over and get out of the way?”

Answer 9

• Potentially reinforces any current power imbalances/the status quo.
• Places a greater burden on disadvantaged/minority groups to make their voices heard.

Question 10

True or False:

Researchers are part of a study’s ‘toolset’.

Answer 10

True

Each individual brings a unique dimensionality to their work/study.

Question 11

What is the main purpose of the article: ‘The Space Between: On Being an Insider-Outsider in Qualitative Research’?

Answer 11

To weigh the pros & cons of having an insider and/or outsider status with the groups you are studying.

Question 12

Describe:

ONE major assumption an ‘insider’ reasearcher needs to overcome in their work.

Answer 12

That they already have ‘full knowledge’ on the topics/experiences.

Instead, they should approach carefully and ‘assume ignorance’, as they might not be a part of specific subcultures etc.

Moreover, we are all individuals and so being in the same demographic does not equate to having the exact same experiences/perspectives.

Question 13

List:

THREE types of membership roles in observational research.

Answer 13

1. Non-Participant of core-group member activities.
2. Involved in central activities, but not committed to values/goals.
3. Complete membership/full affiliation achieved via research.

Question 14

True or False:

If you are an insider of your studied group, you cannot learn any new or meaningful things about shared experiences.

Answer 14

False

Ultimately, we are all unique individuals, and so even if we are ‘members’ of the same ‘groups’, not two peoples’ experiences will be exactly identical.

Question 15

True or False:

Being an insider inherently makes your research of the studied group better.

Answer 15

False

It can positively contribute to different aspects of the research, but only when the researcher incorporates a clear understanding of positioning and reflexivity.

Same applies for being an outsider!

Question 16

List:

THREE potential benefits of being an insider.

(In research)

Answer 16

• Can lead to increased breadth/depth of understanding.
• May increase ‘legitimacy’ (particularly in eyes of other insiders).
• More likely to gain trust & acceptance.

Question 17

List:

THREE potential benefits of being an outsider.

(In research)

Answer 17

• Help make sense of overlap/ambiguities in goals/values/motives etc.
• Full introspection = extremely difficult, so decreases related complications.
• Increased likelihood of noticing novel (or overarching) trends/patterns; (Whole-picture analyses).

Question 18

List:

FOUR potential disadvantages of being an insider.

(In research)

Answer 18

• Stigma (from outsiders).
• Decreased objectivity and/or reflexivity (‘too close to home’).
• Increased risk of confusion/’confliction’.
• Participants assuming prior knowledge.

The final one may lead to participants leaving out key information or failing to fully describe/explain their personal experiences.

Question 19

List:

THREE potential disadvantages of being an outsider.

(In research)

Answer 19

• Incorrectly assuming complete objectivity.
• Harder to gain trust/acceptance.
• May struggle to fully empathise/understand certain experiences.

Question 20

Fill-in-the-Blank:

Qualitative research often leads to greater ____, regardless of positioning or ____ vs. ____ status.

Answer 20

Qualitative research often leads to greater immersion, regardless of positioning or insider vs. outsider status.

Question 21

What is ONE way to challenge the typical researcher-participant power dynamics, in regards to sharing information?

Answer 21

Allow participants to also ask questions about the researcher’s experiences.

This can be applicable whether you are an insider and/or outsider!

Question 22

Define:

Reflexivity

(According to Magritte, 1937)

Answer 22

“To bend back on oneself”

Question 23

Define:

Reflexivity

(General definition)

Answer 23

To acknowledge your positioning as a researcher and meaningfully assess how various components of your identity may influence your work.

‘Components’ may include values, beliefs, experiences, emotions, etc.

Question 24

In which part(s) of quantitative research might you be able to incorporate more personal or reflexive aspects?

Answer 24

• Debriefing - disclose positioning/reflexivity statements to participants.
• Discussion - disclose positioning/reflexivity to readers of article.

Question 25

True or False:

You cannot be overly reflexive.

(In research)

Answer 25

False

It’s important to not spend too much time focusing on yourself and your positioning - instead, prioritise participants!

A happy medium should be sought.

Question 26

If you’re an outsider in research, what is ONE way you can maximise efficiency when it comes to interviewing participants?

Answer 26

Do your research first!

This prevents you having to continuously request participants to define every single concept they bring up in discussing their unique experience.

Although, it is good to get people to elaborate on key things too!

Question 27

List:

The TWO ‘What’ questions to ask when practicing reflexivity in your research.

Answer 27

• What research do we want to conduct?
• What difference/impact will be made?

Question 28

List:

The THREE ‘How’ questions to ask when practicing reflexivity in your research.

Answer 28

• How do we want to conduct the research?
• How will we know it is worthwhile?
• How do my identities/experiences impact the knowledge produced?

Question 29

List:

The FOUR ‘Who’ questions to ask when practicing reflexivity in your research.

Answer 29

• Who is this intended for?
• Who will conduct it?
• Who will own the research?
• Who will benefit?

Question 30

List:

The ONE ‘Why’ question to ask when practicing reflexivity in your research.

Answer 30

• Why am I conducting this research?