Reflexivity and Qualitative Research

(1)

Current Issues in Qualitative Research, 1(2) Current Issues in Qualitative Research, 1(2) Page 1 of 1 Page 1 of 1

Current Issues in

Current Issues in Qualitativ

Qualitative Research

e Research

An Occasional Pub

An Occasional Publication for Fiellication for Field Researchers from a d Researchers from a Variety of DiscipVariety of Disciplineslines _______

___________________________________________________________________________________________________________________________________________________________________________________ Volume

Volume 1, 1, Number Number 2 2 August August 20102010 ___________

_______________________________________________________________________________________________________________________________________________________________

Reflexivity and Qualitative Research

Jane F. Gilgun

University of Minnesota, Twin Cities

eflexivity is an important topic for qualitative researchers to consider and to experiment eflexivity is an important topic for qualitative researchers to consider and to experiment with. I believe that all researchers, no matter which methods and perspectives they use, with. I believe that all researchers, no matter which methods and perspectives they use, must be reflexive if their research is to be useful. That researchers influence research must be reflexive if their research is to be useful. That researchers influence research processes

processes and and research research processes processes influence influence researchers researchers are are givens givens in in theoretical theoretical physics. physics. TheseThese assumptions are also givens or basic methodological principles, in most forms of qualitative assumptions are also givens or basic methodological principles, in most forms of qualitative research. Finally, awareness of the importance of reflexivity is part of the human sciences, whose research. Finally, awareness of the importance of reflexivity is part of the human sciences, whose traditions extend back to the origins of social science research in the middle of the nineteenth traditions extend back to the origins of social science research in the middle of the nineteenth century (Gilgun, in press).

century (Gilgun, in press).

The Core of the Idea The Core of the Idea

The core concept of my working definition of reflexivity is the idea of awareness—that The core concept of my working definition of reflexivity is the idea of awareness—that researchers are reflexive when they are aware of the multiple influences they have on research researchers are reflexive when they are aware of the multiple influences they have on research processes and on how research processes affect them.

processes and on how research processes affect them. Researchers would do well to consider beco

Researchers would do well to consider becoming reflexive in three general areas:ming reflexive in three general areas:

•

• the topics they wish to investigate. This means they account for the personal andthe topics they wish to investigate. This means they account for the personal and

professional meanings their topics have for them; professional meanings their topics have for them;

•

• the perspectives and experiences of the persons with whom they wish to do the research;the perspectives and experiences of the persons with whom they wish to do the research;

this includes both informants/participants/subjects as well as research partners who have this includes both informants/participants/subjects as well as research partners who have a stake in the research, such as funders and agencies/settings in which the research takes a stake in the research, such as funders and agencies/settings in which the research takes place, and

place, and

•

• the audiences to whom the research findings will be directed. This means that researchersthe audiences to whom the research findings will be directed. This means that researchers

write to specific audiences, presenting ideas and evidence for the ideas in language that write to specific audiences, presenting ideas and evidence for the ideas in language that audiences can understand. Furthermore, many audiences want to learn researchers’ audiences can understand. Furthermore, many audiences want to learn researchers’ thoughts on the meanings of informants’ experiences and actions that may be take in thoughts on the meanings of informants’ experiences and actions that may be take in order to respond to informants.

order to respond to informants.

About the author About the author

Jane F. Gilgun, Ph.D., LICSW, is

Jane F. Gilgun, Ph.D., LICSW, is a professor, School of Social Work, University of Minnesota,a professor, School of Social Work, University of Minnesota, Twin Cities, USA. Her articles, books, and children’s stories are available

Twin Cities, USA. Her articles, books, and children’s stories are available on Amazon Kindle,on Amazon Kindle, the Apple store, & scribd.com/professorjane for a variety of mobile

the Apple store, & scribd.com/professorjane for a variety of mobile devices.devices.

R

(2)

Accounting for all three of these areas enhances the quality of both processes and outcome. Accounting for all three of these areas enhances the quality of both processes and outcome.

Furthermore, on-going reflection on my own

Furthermore, on-going reflection on my own and informants’ experiences helps me toand informants’ experiences helps me to deal with the power dimensions that are part of doing research. Finally, being reflexive in these deal with the power dimensions that are part of doing research. Finally, being reflexive in these areas increases researcher accountability, not only to

areas increases researcher accountability, not only to the intellectual communities who are part ofthe intellectual communities who are part of our audiences but to other audiences as well, such as practitioners who may apply findings to the our audiences but to other audiences as well, such as practitioners who may apply findings to the lives of living, breathing human beings. Our own experiences and perspectives influence every lives of living, breathing human beings. Our own experiences and perspectives influence every aspect of the research we do. Creating awareness is an open and honest approach to doing and aspect of the research we do. Creating awareness is an open and honest approach to doing and reporting research.

reporting research.

An Example An Example

As mentioned, reflexivity in research extends to the origins of social science research. As mentioned, reflexivity in research extends to the origins of social science research. John Dollard in his

John Dollard in his Caste and Class in a Southern Town,Caste and Class in a Southern Town, published in 1937, gave a first-person published in 1937, gave a first-person account that demonstrates that reflexivity in research was an issue then as it is today. For account that demonstrates that reflexivity in research was an issue then as it is today. For example, Dollard described the social awkwardness of being white in a southern town whose example, Dollard described the social awkwardness of being white in a southern town whose mores forbade treating "Negroes" as equals. Fearing that other white persons were watching as mores forbade treating "Negroes" as equals. Fearing that other white persons were watching as he talked to "Negroes" on his front porch, when he knew their "proper" place was at the back he talked to "Negroes" on his front porch, when he knew their "proper" place was at the back door, he wrote:

door, he wrote:

My Negro friend brought still another Negro up on the porch to meet me. Should My Negro friend brought still another Negro up on the porch to meet me. Should we shake hands? Would he be insulted if I did not, or would he accept the we shake hands? Would he be insulted if I did not, or would he accept the situation? I kept my hands in pockets and did not do it, a device that was often situation? I kept my hands in pockets and did not do it, a device that was often useful in resolving such a situation (p. 7).

useful in resolving such a situation (p. 7).

This description is a poignant verbal picture of a pivotal moment in Dollard's fieldwork and it is This description is a poignant verbal picture of a pivotal moment in Dollard's fieldwork and it is full of connotations about the racist social practices of the time. This excerpt illustrates a full of connotations about the racist social practices of the time. This excerpt illustrates a methodological point Small (1916) made in his essay on the first 50 years of sociological methodological point Small (1916) made in his essay on the first 50 years of sociological research in the U.S.: namely, the importance of going beyond "technical treatises" and providing research in the U.S.: namely, the importance of going beyond "technical treatises" and providing first-person "frank judgments" that can help future generations interpret sociology. Without such first-person "frank judgments" that can help future generations interpret sociology. Without such contexts, "the historical significance of treatises will be misunderstood" (p. 722). Throughout his contexts, "the historical significance of treatises will be misunderstood" (p. 722). Throughout his essay, Small used the first-person and provided his views--or frank judgments--on the events he essay, Small used the first-person and provided his views--or frank judgments--on the events he narrated.

narrated.

Accounting for Reflexivity Accounting for Reflexivity

We can account for our own reflexivity in a several ways and at different points in the We can account for our own reflexivity in a several ways and at different points in the research process:

research process:

•

• before and during the design processes; before and during the design processes; •

• during the implementation processes;during the implementation processes; •

• while conducting the analysis;while conducting the analysis; •

• during the write-up;during the write-up; •

• in the course of dissemination;in the course of dissemination; •

• and while applying findings to practice, teaching, and other research projects.and while applying findings to practice, teaching, and other research projects.

I have found both writing relevant thoughts, experiences, emotions, biases, favorite theories, etc., I have found both writing relevant thoughts, experiences, emotions, biases, favorite theories, etc., reflecting upon these, and talking

(3)

reflexivity. reflexivity.

For example, researchers typically work in teams. While engaged in planning the For example, researchers typically work in teams. While engaged in planning the research, I suggest that researchers begin the reflexivity process, first, by writing down their own research, I suggest that researchers begin the reflexivity process, first, by writing down their own perspectives about the three areas mentioned earlier and then sharing with other members of their perspectives about the three areas mentioned earlier and then sharing with other members of their team what they have written. Chances are team sharing will stimulate further thinking and team what they have written. Chances are team sharing will stimulate further thinking and dialogue that could deepen understanding of the topic area and contribute to a much better dialogue that could deepen understanding of the topic area and contribute to a much better project than would have

project than would have been possible had not been possible had not the team engaged the team engaged in group reflexivity. When suchin group reflexivity. When such procedures

procedures become become routine routine in in team team meetings, meetings, quality quality of of the the research research and and accountability accountability toto audiences increase.

audiences increase.

I do not believe that researchers are obligated to share sensitive personal information in I do not believe that researchers are obligated to share sensitive personal information in team meetings, but they can share their own points of view and perspectives and engage in team meetings, but they can share their own points of view and perspectives and engage in dialogue about them. They can keep reflective journals for more private considerations and have dialogue about them. They can keep reflective journals for more private considerations and have private

private dialogues dialogues with with significant significant others others if if personal personal issues issues arise, arise, which which happens happens quite quite often often inin qualitative research. Much of qualitative research involves dealing with the sensitive personal qualitative research. Much of qualitative research involves dealing with the sensitive personal issues of others.

issues of others.

For instance, I have done for more than 25 years on interpersonal violence. Qualitative For instance, I have done for more than 25 years on interpersonal violence. Qualitative research in this area involves face-to-face contact with perpetrators and/or survivors. Few research in this area involves face-to-face contact with perpetrators and/or survivors. Few researchers have no emotional responses and have no memories or nightmares activated through researchers have no emotional responses and have no memories or nightmares activated through contact with the traumas and violence that others experience and perpetrate.

contact with the traumas and violence that others experience and perpetrate.

Write, Reflect, Discuss Write, Reflect, Discuss

Throughout the research process, researchers would do well to write, reflect upon, and Throughout the research process, researchers would do well to write, reflect upon, and discuss what is going on for them and how what they are doing may affect their research discuss what is going on for them and how what they are doing may affect their research informants/participants/subjects, the nature and quality of the data, and how they will present informants/participants/subjects, the nature and quality of the data, and how they will present findings. In these meetings, researchers can share not only their scholarly interpretations of what findings. In these meetings, researchers can share not only their scholarly interpretations of what they are learning from informants, but also their personal and professional interpretations.

they are learning from informants, but also their personal and professional interpretations.

There are many reasons to account for researchers to account for their own responses. There are many reasons to account for researchers to account for their own responses. Besides the promise of deepening and broadening understandings of the topical area to be Besides the promise of deepening and broadening understandings of the topical area to be researched, accounting for reflexivity can add to the integrity of the research. We researchers are researched, accounting for reflexivity can add to the integrity of the research. We researchers are subjective, fallible human beings who are

subjective, fallible human beings who are full of biases and favorite theories.full of biases and favorite theories.

On-going scrutiny of ourselves is a way for us to “come clean” so that we are less likely On-going scrutiny of ourselves is a way for us to “come clean” so that we are less likely to unwittingly impose our perspectives on the accounts and actions of research informants. If we to unwittingly impose our perspectives on the accounts and actions of research informants. If we share our own perspectives, expectations, experiences with others, or simply raise our own share our own perspectives, expectations, experiences with others, or simply raise our own awareness through writing and reflection, we are more like to provide an open venue for the awareness through writing and reflection, we are more like to provide an open venue for the perspectives

perspectives of of our our informants informants to to blossom. blossom. Indeed, Indeed, through through engagement engagement in in such such processes, processes, thethe dependability and authenticity of our findings will be greatly enhanced.

dependability and authenticity of our findings will be greatly enhanced.

What to Include in Research Reports What to Include in Research Reports

An important consideration is how much of our own subjectivity do we put into research An important consideration is how much of our own subjectivity do we put into research reports. I believe that we as researchers should include only those bits of reflexivity that add to reports. I believe that we as researchers should include only those bits of reflexivity that add to understanding research processes, findings, and applications—no more and no less. Therefore, understanding research processes, findings, and applications—no more and no less. Therefore,

(4)

researchers must be highly reflexive about the purposes of their research reports and how researchers must be highly reflexive about the purposes of their research reports and how accounts of reflexivity would enhance these reports. After all, the research is about informants accounts of reflexivity would enhance these reports. After all, the research is about informants and not about the researchers. Anything about researcher perspectives must advance the purposes and not about the researchers. Anything about researcher perspectives must advance the purposes of the report (Gilgun, 2005).

of the report (Gilgun, 2005).

Laura McLeod and I presented extended accounts of our reflexivity in our analysis of Laura McLeod and I presented extended accounts of our reflexivity in our analysis of gender and violence in the transcripts of men who had been convicted of violent crimes. The gender and violence in the transcripts of men who had been convicted of violent crimes. The following excerpts from our article called Gendering Violence (Gilgun & McLeod, 1999) following excerpts from our article called Gendering Violence (Gilgun & McLeod, 1999) explains our rationale and provides examples of how we did it.

explains our rationale and provides examples of how we did it.

In preparing to write this paper, our emotions were deeply stirred as we struggled In preparing to write this paper, our emotions were deeply stirred as we struggled to understand the accounts of men who had committed violent acts. As women and to understand the accounts of men who had committed violent acts. As women and members of a class oppressed by male violence, we often identified with the victims of members of a class oppressed by male violence, we often identified with the victims of these men, and we may even have been victimized at times by their words. Jane, the first these men, and we may even have been victimized at times by their words. Jane, the first author, experienced feelings of fear and vulnerability that she slowly learned to manage author, experienced feelings of fear and vulnerability that she slowly learned to manage over the course of more than ten years of conducting research on violent men. To this over the course of more than ten years of conducting research on violent men. To this day, she occasionally walks into her home wondering if a violent man has broken in and day, she occasionally walks into her home wondering if a violent man has broken in and will be sitting in her living room waiting for her.

will be sitting in her living room waiting for her.

The second author, Laura, was part of the project for almost two years. In a paper The second author, Laura, was part of the project for almost two years. In a paper for one of her graduate

for one of her graduate classes, she wrote, "My readings of the classes, she wrote, "My readings of the transcripts about rapes andtranscripts about rapes and murders of women and girls brought out my vulnerabilities in very unexpected ways, murders of women and girls brought out my vulnerabilities in very unexpected ways, making me feel permeable, without boundaries" (McLeod, 1995). Both of us developed making me feel permeable, without boundaries" (McLeod, 1995). Both of us developed deep insight into the phenomenology of victimization.

deep insight into the phenomenology of victimization.

Rather than acting as if we were kin to the Wizard of Oz, presenting our results in Rather than acting as if we were kin to the Wizard of Oz, presenting our results in a disembodied, detached, and seamless voice, we chose to present "close ups" of some of a disembodied, detached, and seamless voice, we chose to present "close ups" of some of our emotional reactions to the acts that we struggled to understand, along with our our emotional reactions to the acts that we struggled to understand, along with our representations of our informants and our more "detached" analyses. As Bruner (1986) representations of our informants and our more "detached" analyses. As Bruner (1986) pointed

pointed out out more more than than a a decade decade ago, ago, fieldwork fieldwork involves involves "at "at least least two two doubledouble experiences:" researchers experiencing themselves, researchers experiencing informants, experiences:" researchers experiencing themselves, researchers experiencing informants, informants experiencing themselves, and informants experiencing researchers (p. 14). In informants experiencing themselves, and informants experiencing researchers (p. 14). In our work, we are attempting to report on the first half of this double consciousness. We our work, we are attempting to report on the first half of this double consciousness. We consciously, to use Fine’s (1994) words, were "unpacking the hyphen" of the self-other consciously, to use Fine’s (1994) words, were "unpacking the hyphen" of the self-other dichotomy; that is, challenging notions of "scientific neutrality, universal truths, and dichotomy; that is, challenging notions of "scientific neutrality, universal truths, and researcher dispassion" (p. 70).

researcher dispassion" (p. 70).

We created a multi-vocal text that experiments with writing that attempts to We created a multi-vocal text that experiments with writing that attempts to differentiate our representations of informants from our representations of ourselves. differentiate our representations of informants from our representations of ourselves. When we speak in our own voices, we state which of us is speaking; we did not have When we speak in our own voices, we state which of us is speaking; we did not have identical personal reactions to the men's words. Our representation of ourselves as identical personal reactions to the men's words. Our representation of ourselves as women with emotion is a form of experimental writing (Richardson, 1994, 1997) that is women with emotion is a form of experimental writing (Richardson, 1994, 1997) that is part of feminist and postmodern thinking and practice.

part of feminist and postmodern thinking and practice.

We expect our interpretations and reactions to the men's accounts to be similar in We expect our interpretations and reactions to the men's accounts to be similar in many respects to those of the audiences who read our work, but some of our responses many respects to those of the audiences who read our work, but some of our responses could appear to be idiosyncratic and situated according to our personal histories and could appear to be idiosyncratic and situated according to our personal histories and status. We also acknowledge that texts are open, and, therefore, readers' interpretations of status. We also acknowledge that texts are open, and, therefore, readers' interpretations of

(5)

our texts may be different from our own. Further, the interpretations of some readers may our texts may be different from our own. Further, the interpretations of some readers may appear to be idiosyncratic to them. It is likely that individual interpretations, like the appear to be idiosyncratic to them. It is likely that individual interpretations, like the accounts of the informants of this study, may seem idiosyncratic but may actually accounts of the informants of this study, may seem idiosyncratic but may actually represent enactments and particularizations of cultural themes and practices. Readers, represent enactments and particularizations of cultural themes and practices. Readers, researchers, and informants may all be involved in enacting and creating culture.

researchers, and informants may all be involved in enacting and creating culture.

The following excerpt shows how we handled our subjectivity/reflexivity in our article. We are The following excerpt shows how we handled our subjectivity/reflexivity in our article. We are quoting Don, one of two men who provided the material that we analyzed. I did the interview. quoting Don, one of two men who provided the material that we analyzed. I did the interview.

"Just Grab Them:" Don's Sense of Entitlement "Just Grab Them:" Don's Sense of Entitlement

Both informants constructed themselves as entitled to having sex with others without Both informants constructed themselves as entitled to having sex with others without including others in their decisions. For instance, Don said about his rapes, "if I can't get including others in their decisions. For instance, Don said about his rapes, "if I can't get them this way [through mutual consent] then the other way to get them is, you know, to them this way [through mutual consent] then the other way to get them is, you know, to just

just grab grab them." them." Drawing Drawing from from cultural cultural images images of of "loose" "loose" women women for for whom whom raperape supposedly has no meaning, his narrative is permeated with an "ideology of supremacy" supposedly has no meaning, his narrative is permeated with an "ideology of supremacy" (Connell, 1995, p. 83) and constructions of women as sexual objects for men (Donaldson, (Connell, 1995, p. 83) and constructions of women as sexual objects for men (Donaldson, 1993). The following shows Don defining who the women were and what rape meant to 1993). The following shows Don defining who the women were and what rape meant to them. He is imposing ideologies about women who are "loose sexually." This is them. He is imposing ideologies about women who are "loose sexually." This is hegemonic masculinity in action.

hegemonic masculinity in action.

Um, and if I take the right person, you know, it's not going to make a difference Um, and if I take the right person, you know, it's not going to make a difference anyway. You know, because, like I said before, you know, the women I was, was anyway. You know, because, like I said before, you know, the women I was, was raping were, you know, they'd been in that bar looking for guys anyway....You raping were, you know, they'd been in that bar looking for guys anyway....You know, all my victims were, you know, they, my set up was that they'd been out in know, all my victims were, you know, they, my set up was that they'd been out in bars or loose sexually,

bars or loose sexually, kinds of people. kinds of people. So they had So they had it coming, or they, it coming, or they, you know,you know, it didn't matter to them. So, so, you know, this wouldn't be a big, big thing to it didn't matter to them. So, so, you know, this wouldn't be a big, big thing to happen to them.

happen to them.

After Don's statement that rape would not be "a big, big thing" to the women, I (Jane) After Don's statement that rape would not be "a big, big thing" to the women, I (Jane) was speechless for 20 seconds. When I finally was able to speak, I asked Don how he was speechless for 20 seconds. When I finally was able to speak, I asked Don how he knew the women were loose. His answer revealed more of his hegemonic thinking:

knew the women were loose. His answer revealed more of his hegemonic thinking:

J: (10 sec) Yeah. (10 sec) Well, how did you know that they were at bars and J: (10 sec) Yeah. (10 sec) Well, how did you know that they were at bars and were loose? What...[interrupted].

were loose? What...[interrupted].

D: Well, I mean, I didn't actually know that. D: Well, I mean, I didn't actually know that. J: Oh.

J: Oh.

D:I, I knew, I knew that because that's the kind of people that were out at that D:I, I knew, I knew that because that's the kind of people that were out at that time of night.

time of night.

J: Okay. So you would be looking at what time of night? J: Okay. So you would be looking at what time of night? D: Yeah.

D: Yeah.

J: What, what time of night would you

(6)

D: Well generally the, and this, this is another thing that doesn't make D: Well generally the, and this, this is another thing that doesn't make sense because there was all kinds of

sense because there was all kinds of times that I was out.times that I was out. J: Oh. J: Oh. D: But, D: But, J: (Laugh) J: (Laugh)

D: Um, (5 sec) generally it would be late, like you know, midnight, one D: Um, (5 sec) generally it would be late, like you know, midnight, one o'clock, two o'clock in the morning, that kind of thing. But you know I o'clock, two o'clock in the morning, that kind of thing. But you know I was out in, in the winter time sometimes after it got d

was out in, in the winter time sometimes after it got d ark, you know, orark, you know, or not right after it got dark but maybe

not right after it got dark but maybe at seven-thirty or eight o'clock,at seven-thirty or eight o'clock, or something.

or something.

Jane:

Jane: My My laugh laugh was inapwas inappropriate but propriate but it arose it arose out out of of an an enormous sense enormous sense of inconof incongruitygruity and perhaps hysteria. Here is this guy who looked so small to me sitting here making and perhaps hysteria. Here is this guy who looked so small to me sitting here making one-sided, hegemonic constructions of women who deserve to be raped and this same guy one-sided, hegemonic constructions of women who deserve to be raped and this same guy and guys like him terrorize women routinely. In some instances, they ruin the lives of and guys like him terrorize women routinely. In some instances, they ruin the lives of women. He seems unable to understand the significance of what he did, what meanings women. He seems unable to understand the significance of what he did, what meanings his words and behaviors might have for women in general and his victims in particular. his words and behaviors might have for women in general and his victims in particular. Based

Based on on our our extensive extensive conversations, conversations, I I think think he he was was so so focused focused on on himself that himself that he he waswas not able to step outside of his own frame of reference. In fact, he had a frame of reference not able to step outside of his own frame of reference. In fact, he had a frame of reference that was outside of mine: the frame of reference of hegemonic masculinity. As we spoke, that was outside of mine: the frame of reference of hegemonic masculinity. As we spoke, he seemed to hunched over, forehead wrinkled, working very hard to explain to me how he seemed to hunched over, forehead wrinkled, working very hard to explain to me how he thought about his rapes. I was working hard to understand him.

he thought about his rapes. I was working hard to understand him.

Laura:

Laura: They had it coming. They deserved to be raped because he decided who theyThey had it coming. They deserved to be raped because he decided who they were, what they were doing. I'll punish them for not doing what they're supposed to be were, what they were doing. I'll punish them for not doing what they're supposed to be doing as women.

doing as women.

Jane:

Jane: Yes, for not being "virtuous" women. He has no idea who they were. He told me heYes, for not being "virtuous" women. He has no idea who they were. He told me he wouldn't recognize any of his victims if they walked into the room. Yet, he's taking on a wouldn't recognize any of his victims if they walked into the room. Yet, he's taking on a God-like function of naming them. He's constructing these women, creating them in God-like function of naming them. He's constructing these women, creating them in images he chooses, independent of them. This is hegemony.

images he chooses, independent of them. This is hegemony.

Ironically, Don could not see the holes in his own thinking. He had no basis Ironically, Don could not see the holes in his own thinking. He had no basis except ideological for concluding that the women he raped were loose, and he never except ideological for concluding that the women he raped were loose, and he never arrived at the conclusion that no one "deserves" to be raped, no matter what. To serve his arrived at the conclusion that no one "deserves" to be raped, no matter what. To serve his own agenda, he chose a hegemonic ideology from a grab bag of possible ways of own agenda, he chose a hegemonic ideology from a grab bag of possible ways of constructing women who drive their cars after dark.

constructing women who drive their cars after dark.

Don's views, however, may not be as extreme as we would like to believe. Many Don's views, however, may not be as extreme as we would like to believe. Many of the rapists in Scully's (1990) research also invoked negative cultural stereotypes and of the rapists in Scully's (1990) research also invoked negative cultural stereotypes and thus constructed the women in ways that may have helped them to rape: the women were thus constructed the women in ways that may have helped them to rape: the women were seductresses, really wanted sex, and were not nice girls anyway. Although feminists have seductresses, really wanted sex, and were not nice girls anyway. Although feminists have long challenged myths that portray rape victims as deserving of rape, as for example, long challenged myths that portray rape victims as deserving of rape, as for example,

(7)

when they hitchhike, get drunk, go to bars alone, or are prostitutes, these myths continued when they hitchhike, get drunk, go to bars alone, or are prostitutes, these myths continued to be invoked and enacted.

to be invoked and enacted.

What’s Typical in Research Reports What’s Typical in Research Reports

Typically, only a fraction of researchers’ accounts of their own reflexivity appears in Typically, only a fraction of researchers’ accounts of their own reflexivity appears in research reports. That is how it goes in good qualitative research: our research reports are only research reports. That is how it goes in good qualitative research: our research reports are only the best and most economical representation we can make of the phenomena of interest. This is the best and most economical representation we can make of the phenomena of interest. This is no less true for our ever-growing understandings of what the research means to us, in other no less true for our ever-growing understandings of what the research means to us, in other words, our accounts of our reflexivity.

words, our accounts of our reflexivity.

Articles about researchers’ experiences of research, however, can enlighten others about Articles about researchers’ experiences of research, however, can enlighten others about the nature of such research and help them to prepare for and grapple with their own responses to the nature of such research and help them to prepare for and grapple with their own responses to their own fieldwork. I have written two recent articles about my subjective reactions to research their own fieldwork. I have written two recent articles about my subjective reactions to research with men who have committed violent acts. One shows my growing awareness of the violence with men who have committed violent acts. One shows my growing awareness of the violence within me: at one point I envisioned a bullet hole between the eyes of a man telling me about a within me: at one point I envisioned a bullet hole between the eyes of a man telling me about a rape and murder he had committed.

rape and murder he had committed.

That image arose without my conscious awareness or will. I remember wondering how That image arose without my conscious awareness or will. I remember wondering how that bullet hole got there. Then I realized that I had shot him—not in actuality but in my that bullet hole got there. Then I realized that I had shot him—not in actuality but in my imagination, which at that point had a will of its own. See Gilgun (2008) for more about these imagination, which at that point had a will of its own. See Gilgun (2008) for more about these experiences. The other article describes 25 years of doing research on violence (Gilgun, in experiences. The other article describes 25 years of doing research on violence (Gilgun, in press).

press).

Write in the First Person Write in the First Person

Finally, though I am unsure that reflexivity has anything to do with writing in the first Finally, though I am unsure that reflexivity has anything to do with writing in the first person

person in in research reporesearch reports, I rts, I do do think that think that good good science science leads uleads us to s to this practice this practice (Gilgun, 2(Gilgun, 2005).005). Haraway (1988) terms third-person reports as pulling the “God trick” that represents authors as Haraway (1988) terms third-person reports as pulling the “God trick” that represents authors as disembodied voices of all-knowing beings who exist in some exalted realm and not the fallible, disembodied voices of all-knowing beings who exist in some exalted realm and not the fallible, fleshy human beings whom they are.

fleshy human beings whom they are.

First person writing has a long history, originating at least in the first part of the First person writing has a long history, originating at least in the first part of the nineteenth century when Albion Small, the founder of the first department of sociology in the nineteenth century when Albion Small, the founder of the first department of sociology in the United States at the University of Chicago, recommended it as means of providing contexts in United States at the University of Chicago, recommended it as means of providing contexts in terms of which future scholars may understand historically-situated research (Gilgun, 1999). terms of which future scholars may understand historically-situated research (Gilgun, 1999).

Conclusion Conclusion

In conclusion, accounts of reflexivity enhance the quality of our processes and outcomes In conclusion, accounts of reflexivity enhance the quality of our processes and outcomes and increases our sensitivity to informants’ concerns, whether our not we include these accounts and increases our sensitivity to informants’ concerns, whether our not we include these accounts in the products of our research, although I can think of no reason not to include some in all in the products of our research, although I can think of no reason not to include some in all reports. Reflexivity, then, is also an ethical issue in regard to clients and an accountability issue reports. Reflexivity, then, is also an ethical issue in regard to clients and an accountability issue in terms of quality.

in terms of quality.

One final note: we often are unaware of what we think and believe and the implications One final note: we often are unaware of what we think and believe and the implications of our interactions until we write about them and discuss them with others. Thus, survey of our interactions until we write about them and discuss them with others. Thus, survey researchers and others who are more quantitatively oriented would enhance their work by researchers and others who are more quantitatively oriented would enhance their work by engaging in these processes as well.

(8)

References & Further Reading References & Further Reading

Dollard,

Dollard, John (1937).John (1937). Caste and class in a southern town.Caste and class in a southern town. New Haven, New Haven, CT: YaleCT: Yale University Press.

University Press.

Gilgun, Jane F. (in press). Qualitative family research: Enduring themes and Gilgun, Jane F. (in press). Qualitative family research: Enduring themes and contemporary variations. To appear in

contemporary variations. To appear in Handbo Handbook ok of Marriage and of Marriage and the Familythe Family (3rd ed.). Gary F.(3rd ed.). Gary F. Peterson & Kevin Bush (Eds.), New York: Plenum.

Peterson & Kevin Bush (Eds.), New York: Plenum.

Gilgun, Jane F. (in press). Reflections on 25 years of research on violence.

Gilgun, Jane F. (in press). Reflections on 25 years of research on violence. Refle Reflectionctions:s: Narra

Narratives tives of Prof Professofessional ional HelpiHelping.ng.

Gilgun, Jane F. (2008). Lived experience, reflexivity, and research on perpetrators of Gilgun, Jane F. (2008). Lived experience, reflexivity, and research on perpetrators of interpersonal violence.

interpersonal violence. Qualitative Social Work, 7(2),Qualitative Social Work, 7(2), 181-197181-197..

Gilgun, Jane F. (2005). “Grab” and good science: Writing up the results of qualitative Gilgun, Jane F. (2005). “Grab” and good science: Writing up the results of qualitative research.

research. Qualitative Health ResearchQualitative Health Research, 15(2), 256-262., 15(2), 256-262. Gilgun, Jane F. (1999).

Gilgun, Jane F. (1999). Methodological pluralism and qualitative family research. InMethodological pluralism and qualitative family research. In Suzanne K. Steinmetz, Marvin B. Sussman, and Gary W. Peterson (Eds.),

Suzanne K. Steinmetz, Marvin B. Sussman, and Gary W. Peterson (Eds.), Handbo Handbook of ok of MarrMarriageiage and the Family

and the Family (2nd ed.) (pp. 219-261). New York: Plenum.(2nd ed.) (pp. 219-261). New York: Plenum.

Gilgun, Jane F., & Laura McLeod (1999). Gendering violence.

Gilgun, Jane F., & Laura McLeod (1999). Gendering violence. Studies in SymbolicStudies in Symbolic Inter

Interactionactionism, ism, 22,22, 167-193167-193

Haraway, Donna (1988). Situated knowledge.

Haraway, Donna (1988). Situated knowledge. Feminist Studies, 14 Feminist Studies, 14, 575-599., 575-599. Small, Albion W.

Small, Albion W. (1916). Fifty years of s(1916). Fifty years of sociology in the United States, 1865-1915.ociology in the United States, 1865-1915. American Journal of Sociology, 21,

American Journal of Sociology, 21, 712-864. 712-864.

Note Note

This is a revised version of Gilgun, Jane F. (2006). Commentary: On Susan Smith: Encouraging the This is a revised version of Gilgun, Jane F. (2006). Commentary: On Susan Smith: Encouraging the use of reflexivity in the writing up of qualitative research.

use of reflexivity in the writing up of qualitative research. Inter Internationnational al JournaJournal l of of TherapTherapy y andand Rehabi

Rehabilitalitation, tion, 13(5)13(5),, p. 215. p. 215.

About This Publication About This Publication

Current Issues in Qualitative Research

Current Issues in Qualitative Research is an occasional publication for field researchers in a is an occasional publication for field researchers in a variety of disciplines. Jane F. Gilgun, Ph.D., LICSW, is the editor and publisher. To submit variety of disciplines. Jane F. Gilgun, Ph.D., LICSW, is the editor and publisher. To submit articles to this publication, Professor Gilgun cordially invites researchers to email brief articles of articles to this publication, Professor Gilgun cordially invites researchers to email brief articles of three to five pages to her at

three to five pages to her at [email protected] [email protected]. Field researchers are individuals who do in-depth. Field researchers are individuals who do in-depth work with informants in the settings in which informants live their lives. If they do interviews, work with informants in the settings in which informants live their lives. If they do interviews, the interviews are in-depth and seek to