This whole semester has helped me to better understand the complex thinking of becoming a qualitative researcher. And narrowing my research topic or narrowing my criteria is a little challenging. Because I am very interested in so many aspects or perspectives of my topic, that for the sake of time and class, that I need to focus in on one or maybe two things.
My research topic is on Hawaiian identity and higher education, how both intersects one another and/or affect each other. I say both of these, because I see two different relationships between intersection and affect. I don't know if they could both mean the same, or could be different. So my research question would be like: "How, if at all, does Hawaiian identity and higher education intersect or affect one another?"
In trying to narrow my focus between students and faculty/staff/administrator, I am leaning more towards faculty/staff. The reason why I'm leaning more towards this groups is because of how much and how long they achieved the status of a faculty/staff/administrator. And this focus is particularly only at UH Mānoa. Therefore, I believe that my participants were all students at come point in their lives at UH Mānoa. To get their in-depth responses, I believe, will help to possibly shape other future projects with them and with students.
My initial focus were on the Hawaiian Studies and Hawaiian Language programs, because this is the foundation of Hawaiian identity in higher education. This is were everything has come forth from and evolved around the campus. However, I'm thinking about trying to get a holistic Hawaiian approach on focusing on Hawaiian faculty/staff/administrator at UH Mānoa. I have still yet to decide.
My proposals have used historical research as my method, and within that, conduct individual interviews. Now, I would like to look at another method to see how it would look different. So, I'm looking at case study as the method to obtain fat data. And so with that, interview questions is another story.
Tuesday, November 6, 2012
EDEA 604 Blog 9: Thoughts of Qualitative Methods
This semester has truly gone by and I remember like the first day of class was only yesterday. Remembering that I choose qualitative methods, because I didn't want to work with numbers, so therefore it would be a lot easier to work with. I guess I'm still grateful for taking qualitative methods. Even though qualitative methods are very flexible and isn't constrained, it is still challenging and requires greater in-depth thinking.
This definitely a vital class to have, although, there is so much more that needs to be learned. I know I've read the chapters and did the assignments, but I really need to take this class like at least 3 more times to better understand qualitative methods. I think only than, can I really feel more confident in developing qualitative research proposals and then conducting them.
I also feel that qualitative is more personal and not a step-away from people. I really like the in-depth knowledge. And it is greatly beneficial as an inspiring Indigenous scholar. Many books about Indigenous research and methodologies are available and are written by Indigenous scholars. I am interested in reading those books in hopes of understanding qualitative methods from an Indigenous perspective.
This definitely a vital class to have, although, there is so much more that needs to be learned. I know I've read the chapters and did the assignments, but I really need to take this class like at least 3 more times to better understand qualitative methods. I think only than, can I really feel more confident in developing qualitative research proposals and then conducting them.
I also feel that qualitative is more personal and not a step-away from people. I really like the in-depth knowledge. And it is greatly beneficial as an inspiring Indigenous scholar. Many books about Indigenous research and methodologies are available and are written by Indigenous scholars. I am interested in reading those books in hopes of understanding qualitative methods from an Indigenous perspective.
EDEA 604 Blog 8: Conducting a Focus Group Interview
We just completed two focus groups for a project. Although we had fewer participants than we had expected, we did obtain a lot of data that will become very helpful. In our second focus group, we were only able to have two participants. So, reflecting on that, I felt that it will be a little difficult with just two participants. However, we proceeded with conducting the interview anyway, and in the end, it was successful in obtaining the data.
As we did with our first focus groups at our other site, we have separated the males and the females. This decision was a thoughtful decision based on cultural and gender factors, that may or may not affect our process of collecting data. If we are trying to collect in-depth and "fat" data, then, we had to ensure we get the most out of each individual in each group. Therefore, we felt that it would be more beneficial to separate by gender. They're things that males will or or will not share, should there be other females present.
My role while assisting in the focus group, was quietly taking hand notes on similar and different experiences, non-verbal actions and any other things that stood out. My other job is transcribing and I along with others, are still trying to transcribe our earlier focus groups. It definitely takes a toll on you and makes it boring and tiring to type everything verbatim. It is why transcribing focus groups is a challenge. It's been months, and we're behind and so, while these two groups are fresh in my mind for the next couple days, I really need to start transcribing them.
As we did with our first focus groups at our other site, we have separated the males and the females. This decision was a thoughtful decision based on cultural and gender factors, that may or may not affect our process of collecting data. If we are trying to collect in-depth and "fat" data, then, we had to ensure we get the most out of each individual in each group. Therefore, we felt that it would be more beneficial to separate by gender. They're things that males will or or will not share, should there be other females present.
My role while assisting in the focus group, was quietly taking hand notes on similar and different experiences, non-verbal actions and any other things that stood out. My other job is transcribing and I along with others, are still trying to transcribe our earlier focus groups. It definitely takes a toll on you and makes it boring and tiring to type everything verbatim. It is why transcribing focus groups is a challenge. It's been months, and we're behind and so, while these two groups are fresh in my mind for the next couple days, I really need to start transcribing them.
EDEA 604 Blog 7: Towards Developing a Conceptual Framework
All I imagined was a big right arrow with many small arrows connecting into the bigger one. Because it deals with one's identity, it is an ongoing process that forms daily. I did not want to make a concept map that seems too closed and looks like it isn't going anywhere. Therefore, an arrow represents something that is heading into a pathway that may or may not seem to stop. I think it is a little unforeseeable of where this arrow will turn.
I decided to distinguish the factors between the top and the bottom. Where as on the top, they are very vital and are prioritized above education. On the bottom, is where there is great influence through different factors in education. Friends is definitely a determining factor, as you would like to have the same degree, keep in touch and socially interact on a daily basis. The teachers and space will also bring culturally sensitive setting to students via the classroom, the campus, the environment, making it welcoming to the Hawaiian student to feel comfortable. There is also a difference whether the teacher is of that same Hawaiian background, as there is a difference in the relationship. The degree may or may not have some affect as well.
ʻOhana, language and culture are very vital and dependent on one another. ʻOhana is the close familial, communal system of support. Language and culture are the foundation of Hawaiian identity.
EDEA 604 Blog 6: Identifying and Dealing with Validity Threats
I still can't get my head around validity. Although I know that it is another important role in research, it's another challenging part of the research. All I look at is the root word - "valid." How valid is your research? I'm not sure how else I could really understand validity, besides this.
The two main validity threats are researcher bias and reactivity. Both of these can have serious impact on the research and on the individuals involved. Honestly, I kinda don't like the word researcher bias. However, I do believe this may be a huge threat to my research. Researcher bias must be and should be clearly stated in the research proposal. A researcher's bias are things the research believes or values in, possibly things that are maybe ethical. It may definitely shape the way I put the research together and interpret the findings and conclusion.
Reactivity I think will possibly the biggest threat. I think my influence may be based on the relationship between one another, and therefore, sets the environment and the individual. I myself, always seems nervous in asking questions, because as a Hawaiian, we do not want to be nīele (inquisitive or curious) or seem mahaʻoi (bold or impertinent). When conducting interviews, in a way, I believe validity depends on the relationship. I feel in order to deal with reactivity is to ensure that the relationship is mutual and open, and that there isn't anything negative to alter the environment and individuals.
I feel that obtaining rich data, respondent validation, searching for discrepancies and triangulation will help to ensure that the validity of my data are correct and true to the best possible. In addition to validity, there are other concepts like trustworthiness. One that I believe will definitely need to take into consideration. Usually, we take oral histories as they are. Although, there will probably be two different versions of an oral history, how do we consider the trustworthiness? Is it the trustworthiness of the person of of what the person said?
The two main validity threats are researcher bias and reactivity. Both of these can have serious impact on the research and on the individuals involved. Honestly, I kinda don't like the word researcher bias. However, I do believe this may be a huge threat to my research. Researcher bias must be and should be clearly stated in the research proposal. A researcher's bias are things the research believes or values in, possibly things that are maybe ethical. It may definitely shape the way I put the research together and interpret the findings and conclusion.
Reactivity I think will possibly the biggest threat. I think my influence may be based on the relationship between one another, and therefore, sets the environment and the individual. I myself, always seems nervous in asking questions, because as a Hawaiian, we do not want to be nīele (inquisitive or curious) or seem mahaʻoi (bold or impertinent). When conducting interviews, in a way, I believe validity depends on the relationship. I feel in order to deal with reactivity is to ensure that the relationship is mutual and open, and that there isn't anything negative to alter the environment and individuals.
I feel that obtaining rich data, respondent validation, searching for discrepancies and triangulation will help to ensure that the validity of my data are correct and true to the best possible. In addition to validity, there are other concepts like trustworthiness. One that I believe will definitely need to take into consideration. Usually, we take oral histories as they are. Although, there will probably be two different versions of an oral history, how do we consider the trustworthiness? Is it the trustworthiness of the person of of what the person said?
EDEA 604 Blog 5: Tips from the Author Corrine Glesne
It was a great opportunity to see and speak with Corrine Glesne, the author of Becoming Qualitative Researchers An Introduction 4th Edition (2011). It was a short, yet very helpful insight into conducting qualitative research. She gave a very helpful tips. I just wanted to share some my notes and reflect on them.
- Figure out what exactly what you want to study.
It's been a little challenging over these months figuring exactly what I want to study. The topic can't be too broad, nor to narrow, it needs to be like in the middle. A little broad to add some flexibility and a little narrow to keep focus.
- Spend time on interview questions.
- 5 good questions = 1 hr.
From my previous post regarding research questions, developing questions to ask people in interviews is another challenge. How can you come up with "good" questions that will be able to obtain the information you seek? It is pretty genius to come up with at least 5 good questions, and hope that each question will take at least 10 minutes. It must be good enough to last at least 10 minutes or with having good techniques to probe.
- Write a lot, keep something going.
The mind is constantly thinking of things whether researching or not. It will be very beneficial to write it down, so that 1) it doesn't get lost, 2) it can further be reflected on and 3) used to explain or understand. Blogging or free journal is a great way to do this.
- Start with an interesting question.
This tip was by far, very help in developing the interview questions. I guess it's boring to start off with background questions. An interesting question will try to help set the environment, build rapport and/or better understand the person we are interviewing. As an inspiring Indigenous scholar, setting the environment, building rapport and understanding the person usually starts off with those background questions. Questions such as where they are from, their family and what they do are usually what helps Indigenous people understand one another. But, I guess before that, an interesting question would liven up the interview process.
So after she shared this very valuable tip, I began to work on developing an interesting question. The first question before the background questions.
- Figure out what exactly what you want to study.
It's been a little challenging over these months figuring exactly what I want to study. The topic can't be too broad, nor to narrow, it needs to be like in the middle. A little broad to add some flexibility and a little narrow to keep focus.
- Spend time on interview questions.
- 5 good questions = 1 hr.
From my previous post regarding research questions, developing questions to ask people in interviews is another challenge. How can you come up with "good" questions that will be able to obtain the information you seek? It is pretty genius to come up with at least 5 good questions, and hope that each question will take at least 10 minutes. It must be good enough to last at least 10 minutes or with having good techniques to probe.
- Write a lot, keep something going.
The mind is constantly thinking of things whether researching or not. It will be very beneficial to write it down, so that 1) it doesn't get lost, 2) it can further be reflected on and 3) used to explain or understand. Blogging or free journal is a great way to do this.
- Start with an interesting question.
This tip was by far, very help in developing the interview questions. I guess it's boring to start off with background questions. An interesting question will try to help set the environment, build rapport and/or better understand the person we are interviewing. As an inspiring Indigenous scholar, setting the environment, building rapport and understanding the person usually starts off with those background questions. Questions such as where they are from, their family and what they do are usually what helps Indigenous people understand one another. But, I guess before that, an interesting question would liven up the interview process.
So after she shared this very valuable tip, I began to work on developing an interesting question. The first question before the background questions.
Think back to a time, when you were on [the UHM] campus and felt that your Hawaiian identity was a threat, not acknowledge, or even challenged. Please share what happened and how did you feel about it?
I think starting with an interesting question will begin the interview process with a very thoughtful and personal story of that person. It will help that person to reflect, question and hopefully realize about their Hawaiian identity in a higher education environment. And that is what my topic is catered around.
Monday, November 5, 2012
EDEA 604 Blog 4: Reflecting on Your Research Relationships
Relationships is an important ethical issue in research. I believe everything is based on relationships. No matter how you are doing research, you always need good relationships that are open, mutual and goes both ways. Building relationships with those that will help you in many different ways, whether you are interviewing them or asking them for feedback, it is vital to the success for your research. In an Indigenous community, it is very important to have a relationship.
Because I'm actively involved in my community on campus, I have many different relationships from students, to faculty and staff, to even administrators. For relationships that I have already established, particularly my own Hawaiian community, I have established a relationship where I feel comfortable in sharing with them and/or talking with them about relevant things to school or life in general. For the established relationships and for those that I plan to establish, I try to base it on the concept of ʻohana. For many Indigenous peoples, ʻohana or a communal system is very important and dependent on one another to live.
These relationships, however, could impede on the study because of the concept of ʻohana. Since ʻohana is more personal and not a step away from those being interviewed or with those you are working with, it further brings the relationship closer dealing with real personal things. These are things that come with ʻohana. How to control it is another issue, that needs to be clearly thought of.
As a novice researcher and still quite unsure of many things, relationships for Indigenous peoples who are the researchers themselves have challenging issues and concerns before them. As an assistant to a current research project, we have had challenging issues in recruiting participants through gatekeepers. The gatekeepers are the key to potential participants. However, coming from the same community still has its challenges. It's the mentality of being an insider/outsider. Insider because you are from that community and know them, outsider, because of the outside influence of obtaining something.
I'm trying to analyze how we can get through gatekeepers to get the potential participants, however, we haven't had much dialogue with the gatekeepers, even if I already have an established relationship with them. As our guest speaker, Corrine Glesne shared, we need to work with the community. So how do we be more visible to them, so that we can establish a working relationship? It is what Hawaiians call "he alo a he alo," meeting face to face. So that we can physically see one another and determines one's intentions and ʻano, or character. I believe if we had more face to face meetings, we would have been able to recruit more participants in the study.
Because I'm actively involved in my community on campus, I have many different relationships from students, to faculty and staff, to even administrators. For relationships that I have already established, particularly my own Hawaiian community, I have established a relationship where I feel comfortable in sharing with them and/or talking with them about relevant things to school or life in general. For the established relationships and for those that I plan to establish, I try to base it on the concept of ʻohana. For many Indigenous peoples, ʻohana or a communal system is very important and dependent on one another to live.
These relationships, however, could impede on the study because of the concept of ʻohana. Since ʻohana is more personal and not a step away from those being interviewed or with those you are working with, it further brings the relationship closer dealing with real personal things. These are things that come with ʻohana. How to control it is another issue, that needs to be clearly thought of.
As a novice researcher and still quite unsure of many things, relationships for Indigenous peoples who are the researchers themselves have challenging issues and concerns before them. As an assistant to a current research project, we have had challenging issues in recruiting participants through gatekeepers. The gatekeepers are the key to potential participants. However, coming from the same community still has its challenges. It's the mentality of being an insider/outsider. Insider because you are from that community and know them, outsider, because of the outside influence of obtaining something.
I'm trying to analyze how we can get through gatekeepers to get the potential participants, however, we haven't had much dialogue with the gatekeepers, even if I already have an established relationship with them. As our guest speaker, Corrine Glesne shared, we need to work with the community. So how do we be more visible to them, so that we can establish a working relationship? It is what Hawaiians call "he alo a he alo," meeting face to face. So that we can physically see one another and determines one's intentions and ʻano, or character. I believe if we had more face to face meetings, we would have been able to recruit more participants in the study.
EDEA 604 Blog 3: Developing Your Research Questions
First and foremost, I it is challenging in developing research questions. After my first year and after several months of taking EDEA 604 Qualitative Methods, I am proud to say that I now know the difference between research questions and the questions you would ask someone in an interview. That is a huge difference! It would be weird to possibly ask them that and may also sound complex. I've been developing my research questions for the past year for my classes and I thought, it would be great to see how my research questions have developed over time. So far, the method of this research is conducting an historical research about Hawaiian identity in higher education, particularly at UHM.
Draft Questions 1 - EDEA 602 Introduction to Research (December 2011)
Draft Questions 3 - EDEA 720K Access, Diversity and Equity (May 2012)
Draft Questions 1 - EDEA 602 Introduction to Research (December 2011)
- How have the Hawaiian Studies and Hawaiian Language programs contributed to the university?
- How do these Hawaiian programs compare to other Native and Indigenous studies around the world?
- How do they impact western institutions of higher education?
- How did Hawaiian courses began at the university?
- What led to the establishment of the Hawaiian Studies and Hawaiian Language programs?
- How have the Hawaiian Studies and Hawaiian Language programs affected: (a) the university; (b) the faculty and staff; (c) the students; and (d) the community?
Draft Questions 3 - EDEA 720K Access, Diversity and Equity (May 2012)
- How have the Hawaiian programs created a pathway for Native Hawaiians?
- How did it diversify the academy?
- How did the university provide equal opportunities for Native Hawaiians?
- How, if at all, have these programs [Hawaiian Studies & Hawaiian Language] impacted Native Hawaiian in higher education?
- What was the shared vision for these programs?
- How was ʻohana or family emphasized?
- How did it mediate socio-economic difficulties for Native Hawaiians?
- How was cultural preferred pedagogy incorporated?
- How did these programs validate and legitimize Hawaiian aspirations and identity in higher education?
- How have these programs reflected Hawaiian preferences (cultural, political, economic and social)?
Within the year, I can greatly see the development of my research questions from when I first started with my introduction to research course. Over the months, it seems that I have reworded my questions and narrowed them to more specific questions which makes the overall research topic clearer.
In the EDEA 720K Access, Diversity and Equity course, I reworded my questions to fit in those aspects into my research questions. After looking at these questions, it is definitely interesting to see my same topic of Hawaiian identity with a different perspective that shapes my questions. In the EDEA 780K Critical Perspectives course, I applied a theoretical framework called Kaupapa Māori by Graham Hingangaroa Smith. The questions I developed catered towards each component of Kaupapa Māori. It definitely is another interesting perspectives, as it helped me to better understand Hawaiian identity by asking holistic questions.
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