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The Impact of a Researcher’s Positionality on the Substance and Structure of a Research Investigation

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Instructor

Law

31st August 2020

The Impact of a Researcher’s Positionality on the Substance and Structure of a Research Investigation

  1. Thesis

McCorkel and Myers’ study “What difference does difference make? Position and privilege in the field” fundamentally discusses the impact of a researcher’s positionality on a research investigation’s substance and structure. The two researchers primarily argue that social, educational, gender, racial, and religious status of social scientists often affect interviewers’ responses, and hence the results.

  1. Three Key Methodologies chosen by the Author
  • Ethnographic approach
  • Grounded theory approach
  • Case study approach
  1. How Methodological Choices Shaped the Findings
  • Through an ethnographic study of imprisoned women, McCorkel embraced the fact that this group was indeed out of control and rejected the construction that they were dangerous.
  • Through grounded theory and ethnography, Myers established that the problems he experienced when collecting data from African American women as opposed to white women were because of his whiteness.
  • The researchers managed to register more objective and unbiased findings because they considered the effect of their positionality.
  1. “Zoom in” vs. “Zoom out.”
  • “Zoom out” represents the bigger picture. It merely refers to the ability to have an open mind and to embrace diversity.
  • This strategy significantly helps the author’s argument. It enables the researcher to consider all the circumstances surrounding a study, including the effect of positionality.
  • Compared to the three methodological approaches – ethnography, grounded theory, and case study – above, the “zoom in” vs. “zoom out” approach is more comprehensive. It considers both narrow and broad-based factors that affect a research study.

 

 

 

 

 

 

 

Bibliography

McCorkel, Jill A., and Kristen Myers. “What difference does difference make? Position and privilege in the field.” Qualitative Sociology 26.2 (2003): 199-231.

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