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Reflexivity

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Joseph Gatt
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18 views5 pages

Reflexivity

Uploaded by

Joseph Gatt
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© © All Rights Reserved
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Reflexivity - A Process of Reflection

Reflexivity is the process of continual reflection upon the research process by a


researcher; at the heart of reflexivity is the idea of self-awareness.
How is reflexivity used in qualitative research?

 Researchers can practice reflexivity in their research in a number of ways,


such as keeping a journal, maintaining open dialogue and discussion with their
colleagues, or simply internally reflecting on the research process.

 Reflexivity can be divided into two types: prospective and retrospective.


Prospective reflexivity refers to the effects of the researcher on the study,
whereas retrospective reflexivity refers to the effects of the study on the
researcher (Attia and Edge, 2016). Understanding the bidirectional relationship
between researcher and research is an important concept in qualitative
methodology.
Why is reflexivity used in qualitative research?

 One aim of prospective reflexivity is to ensure credibility of results by reducing


the chances of the researcher biasing the study.

 Reflexivity can also help researchers become aware of how the values,
opinions and experiences they’ve brought to the research can be a positive thing.

 Reflexivity is really important in qualitative research because there are so


many ways in which researcher bias could affect the study, from the creation of
data gathering tools, to collecting the data, analysing it and reporting it. This is
because of the subjective nature of qualitative data and methodology. While bias
can affect quantitative studies, it is easier to control for than in qualitative studies.

 Another aim of retrospective reflexivity is so the researcher becomes aware of


how the research process has had an effect on them. Understanding these
effects can be an important part of the research process. (See an example here).
In many qualitative studies the researcher may be in closer contact with their

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subject of study, compared with quantitative studies, so the chance for impact of
the research on the researcher is also greater.

Qualitative interviewing involves a continuous process of reflection on the research.


Reflexivity is the process of examining both oneself as researcher, and the research
relationship. Self-searching involves examining one's "conceptual baggage," one's
assumptions and preconceptions, and how these affect research decisions,
particularly, the selection and wording of questions. Reflecting on the research
relationship involves examining one's relationship to the respondent, and how the
relationship dynamics affect responses to questions.

Qualitative interviewers are interested in how meanings are produced and


reproduced within particular social, cultural and relational contexts. They recognize
the interview itself as one such context of interactive meaning-making. Therefore,
interpreting qualitative data requires reflection on the entire research context.
Reflexivity involves making the research process itself a focus of inquiry by laying
open pre-conceptions and becoming aware of situational dynamics in which the
interviewer and respondent are jointly involved in knowledge production.

Emergent Findings
Findings do not emerge only at the last stage of the research, but there is a
deepening of insight throughout the research process. Emergent findings from
intermediate stages inform subsequent interviews and analyses. Reflexive practices
provide opportunity for revising questions and even re-framing the research topic as
the project unfolds.

Ongoing Analysis
Often researchers undertake "pilot" interviews to help identify the areas of greatest
conceptual complexity. In early interviews some questions do not seem to "work."
The researcher will become aware that questions were rebuffed because concepts
were not understood or were seen to be inappropriate. Ongoing analysis also entails
examining the dynamics of the interview. What was not said can be as revealing as
what was said. As the researcher comes to identify his or her assumptions and
preconceptions, questions are revised for the next round of interviewing.

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Trust and Rapport
Interviews require a high level of cooperation and at least a basic level of trust
between the interviewer and respondent. Rapport between interviewer and
respondent is created through friendliness, openness, respectful and sympathetic
listening, and a learner's attitude on the part of interviewer. Tacit knowledge of the
respondent's culture and some aspect of shared identity can be helpful to
establishing rapport, but social differences also create opportunities for rich and
informative interactions.

Indicate Interest through Attentive Listening


Some respondents are nervous about their performance in the interview. The
interviewer should attempt to reassure them that their thoughts and stories are
valuable. Attentive listening will build rapport and encourage the respondent to speak
freely. Here are some techniques to indicate that the interviewer is listening with
interest:

 Make supportive speech utterances such as "Uh-huh," "Mm-hmm," "Tell me


more," and "Go on…"
 Ask follow-up questions: "And then what happened?" "How did you feel about
that?" "What else did you do?"
 Summarize the respondent's comments and ask if you have understood
correctly
 Pick up on a key word or phrase and ask the respondent to elaborate.
 Simply repeat a word or phrase in a questioning tone to indicate you want to
hear more.
 Use receptive body language; maintain eye contact, do not cross arms.

Tacit Knowledge
Interviewers will share some common understandings with the respondent, which
are gained through immersion in a common cultural milieu, or prior personal
knowledge of the respondent. Tacit understandings help create rapport. However,
respondents may be inhibited or insulted if they feel they are being asked "obvious"
questions to which the interviewer already knows the answers.

3
Shared Identity
There are many facets of identity (race, gender, sexuality, age, language, social
class, etc.), some shared, and others sources of social difference. Prior to the
encounter it is difficult to predict which characteristics will be most important to the
dynamics of the interview. For example, if the interviewer and respondent may
identify with one another as women, but have a different racial identity. A woman
interviewing a man might connect through having a shared cultural or religious
identity. There is mixed evidence about the success of same-sex, same-race
interviews compared to interview pairs that cross the obvious categories of social
identity.

Although interviewers seek rapport, it is not always possible. Even when there is
poor rapport because of lack of identification between interviewer and respondent,
there can be much to learn from responses to one another. Such research can
provide unexpected and valuable findings.

Social Identification Social Difference

Advantage Empathy, trust, access,  Interviewer can take a


availability.
learner's attitude towards the
research.
 Interviewer is not expected to
know; respondents must make
an effort to explain aspects
other members of the group
take for granted.
 Emotional distance can
provide clarity and fresh insight.

Disadvantage  Members may be  Challenges in gaining trust.


confused about your  Lack of tacit knowledge.
switch from a familiar Over-reliance on stereotypes
role to that of researcher. and assumptions.
 The interviewer may  Difficulty gaining access.
experience conflicting
commitments.

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Social Identification Social Difference

 Interviewer may be too


familiar to take a
learner's attitude towards
the research.

still provide important opportunities for learning. When questions fall flat,
inappropriate assumptions are brought to light. When researcher and respondent
have difficulty getting along, researchers with humility and a strong spirit of inquiry
will explore the reasons for the failure. Why was there not a seamless co-
construction of meaning? Where did differences arise? What was the basis of the
conflict?

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