In this chapter, the author hopes to "explore queer performances of identity and to investigate the use of video diaries as a research tool and method" (Location 4110). He does this by trying to capture "queer identities in three different spaces—work, rest (home), and play (the scene)—to chart the similarities and differences in identity performances between them" (Location 4124).
The author used video diaries as a method to collect data, which I find extremely interesting. He states that the "framing of the video diary as a private space to discuss personal issues and feelings often gives such diaries a confessional feel" (Location 4144). I am curious to see if this helps participants feel more open. For me, the word "diary" definitely has a connotation of confession and sharing, capturing bits and pieces of my life that I may not usually be open about. When approaching his participants, the researcher basically handed them "a camera, microphone, and tripod plus a set of instructions" (Location 4151). After that, they were on their own, challenged to go capture bits and pieces of their world. One thing I've loved about this textbook is how much agency the interviewee often has. I believe that this agency can bring a unique perspective and help the researcher better represent participants. While some may argue that this is an extremely subjective viewpoint, I tend to agree with the statement "that all views come from somewhere" (Location 4169). No matter how objective we work to be, there will always be some level of subjectivity, and I believe that qualitative research definitely respects and acknowledges that. To move forward with this blog, I believe it is important to explore what queer methodology is. While this can be extremely complex, the author states: "A queer methodology, in a way, is a scavenger methodology that uses different methods to collect and produce information on subjects who have been deliberately or accidentally excluded from traditional studies of human behaviour" (Location 4204). This broad definition helps us capture all of the complex definitions of queer methodology. The author also points out, "queers have been “invisibleized” by heterosexual culture" (Location 4211). Their identities are often not acknowledged, and I believe that gives this study even more weight. We can start exploring the study by looking at some of the past theories that relate. According to Judith Butler (1990) and the concept of Performativity, "rather than resting on an inner self that is stable and complete, identity is nothing more or less than a set of compulsory and repetitive performances" (Location 4225). The first time I heard this theory in an academic setting, I felt extremely challenged. I fundamentally believe that there is an inner self, and the idea that everyone is constantly performing is something I have never truly agreed with. However, I love that it is a topic that challenges me and takes me out of my comfort zone- it makes me all the more excited to learn about it and explore it. As a method, the author chose video diaries because he wanted participants to be able to reflect on their 'performances.' As he states, "video diaries afford participants the potential for a greater degree of reflection than other methods, through the processes of watching, re-recording, and editing their diaries before submission" (Location 4238). This gives them time to reflect on their identity and truly speak on who they feel they are. People also feel open to share when recording video diaries. The author points out that "the fullest confession opens up the greatest space for self-representation" (Location 4284). Video diaries are a place where interviewees feel open to confess, sharing information that they normally wouldn't feel comfortable saying out loud. This idea of confession, though, gives the researcher a new level of understanding. It is interesting that even though "no prompt was given to participants encouraging a confessional style, this emerged recurrently in the completed diaries" (Location 4302). People have the natural tendency to share, confess, and create a product that they feel shares their truths. Despite the theme of sharing confessions, depending on the individual, video diaries can look extremely different from one another. For example, "some of the diaries tended toward a more artistic structure and included, for instance, recitals of poetry and background music" (Location 4324). I believe that this is something I would definitely include when creating a video diary of my life. Sometimes, words strung together in a sentence aren't enough to capture who I am and what I am feeling. At those moments, I turn to mediums of art like poetry and music, so I definitely relate to personalizing video diaries using these methods. I think that it is beautiful that the researcher is able to "capture the performance of identities and the ways in which they are mapped onto the surfaces of bodies, homes, and work spaces in fascinating ways" (Location 4330). I believe that our identities are evident in everything that we do (from our home, to our workplace, to our schools), and video diaries are a great way to capture and share that. In interviews, many of these aspects may be missed. However, video diaries are a real-time documentation of all that makes up an individual. In the authors work, he found several themes. One of them was this idea of "coming out of the closet." He states, "coming out (of the closet) is never a once-and-for-all event, but rather an unending process" (Location 4363). It was "shown to be extremely difficult and stressful, given heteronormative culture’s reluctance to listen or to presume" (Location 4370). By using video diaries as a method, the researcher was able to capture and better understand some of these struggles. I found the next few paragraphs of this chapter absolutely heart-breaking. As individuals shared their experiences, I felt hurt and upset that they often felt uncomfortable being who they are. I have this quote, that is one of my absolute favorites, "The violence, the unforgivable violence, is the violence we do against ourselves, when we choose not be who we really are." While this quote is powerful, this chapter showed that often societal standards prevent people from being who they are- it is definitely not a choice they make. Still, I hope that individuals can find the courage somewhere to be who they are. The text states that "embodying one’s identity is central to feelings of empowerment and comfort" (Location 4446). I truly believe that when you choose to be who you are, you will feel more empowered than ever, leading a life you never thought possible. I know, because this was my journey when I chose to go without my wig. Even though I didn't choose to lose my hair, and I didn't choose to be different, and I definitely didn't choose the norms society tried to impose on me... I could choose to have the courage to be who I am. And I try to do that, everyday.
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I love how this chapter starts off with a story. This format makes it extremely relatable. I believe that the last line the author writes sums it up perfectly: "after seeing the photos that Nanci took, I realized she was also a mariachi singer" (Location 2695). The author learned something about his subject that he wouldn't have previously learned, and that is an extremely powerful aspect of research. As he states, "the photo elicitation methodology allowed students to show me aspects of their lives that might have otherwise been hidden from an adult researcher like myself" (Location 2704). It allows students to tell their story in their own way, which can offer a unique perspective that the researcher may have missed. I think just as important, though, is that "photo elicitation helped uncover some of the institutional practices that might have served to perpetuate educational inequalities that might have otherwise not been revealed by just examining the school setting" (Location 2704). While it is not easy and comfortable to openly talk about these topics sometimes, photos can tell a powerful story. When it comes to Nanci's story, the author was extremely impressed by the fact that she was a part of a mariachi band. He "could not help but wonder why this extracurricular skill did not translate into valuable cultural capital and a better social ranking at school" (Location 2711). With further exploration, the author began to understand the "school’s achievement ideology" (Location 2711). The author also realized that without this picture of Nanci, he would have never learned that she was a part of mariachi band, showcasing how photo elicitation can be a very powerful tool. Something that could be considered a minor fact not worth mentioning, showcased inequalities within the school system. The author continues by sharing his views on children. He has "a perspective that tries to understand children as active, creative, and important actors in their own right" (Location 2717). I really connected with this statement, because I have always believed in the power of young people. As someone who started my non-profit organization at the age of 14, I know that young people truly have the power to change the world if we invest in them and listen to their ideas. When beginning his study, the author "became immersed in the students’ school and social lives for almost an academic year" before even introducing photography (Location 2730). He was passionate about this because he "noticed gaps in the literature that did not capture the realities of the kids’ social world outside of school—realities such as familial responsibilities, play, or peers" (Location 2730). When thinking about the lives of children, it is easy to forget that they might carry these responsibilities. However, some of the strongest people I've ever met faced many of their struggles during childhood, making it evident that children often carry a lot of weight and face unique struggles that only they can fully understand. A gap in this area of research is that it "mainly tells about white, middle-class childhood because many times, these are the children to whom researchers have access" (Location 2730). It is important to gain diverse perspectives, because different children face different struggles. The author points out that "literature does not address the subjective questions of what it is like to be poor, a minority, and a kid" (Location 2737). This is a population that definitely exists, and if we want to make real change, we need to include this population and hear their stories. There are things that we don't even think about when considering the stories of young people. For example, the author found that "young participants recognized the local drug dealer’s car; this curtailed their ability to play outside when the car stopped for a long period of time near their homes" (Location 2745). The typical picture of childhood is often painted as happy, stress-free, and free from any real struggle. Unfortunately, this isn't the reality that many of our children face, and we must acknowledge this fact. The researcher chose photo elicitation as a method. According to the text, photo elicitation is when "the researcher introduces photographs to the interview context as a way to generate responses beyond the language-based conventional interview protocols" (Location 2752). This is powerful because "photographs can generate data illuminating a subject that otherwise may be invisible to the researcher but blatantly apparent to the interviewee" (Location 2758). You literally get to capture the interviewee's perspective, and I find that really exciting. Using photo elicitation with children is even more powerful. As the author points out, "photographs taken by children captured and introduced content area that from an adult viewpoint might have been poorly understood (or even overlooked)" (Location 2779). Children have this unique way of looking at the world that we often loses as adults. Aside from that important fact, photos can also "lessen some of the awkwardness of interviews because there is something to focus on, especially if the interviewee takes the photographs: They are familiar with the material" (Location 2791). It is something that they have created themselves, therefore, they are able to explain and talk about their work. The author notes that "children may believe that if someone poses a question (especially an adult), there is a “correct” answer" (Location 2797). During photo elicitation, children are able to develop their own answers and set their own boundaries. There are less limits in terms of what they feel like they have to say. There are, however, limitations that come with photo elicitation. The author states that "researchers must understand that family dynamics of power and authority may affect their ability to take the photographs of their own choosing or to finish the project" (Location 2817). If a parent tells a child to take a certain photo, the data is being interfered with. At the end of the day, the researcher "must be cautious and thoughtful of their specific population’s needs and capacities, especially in research with children" (Location 2824). When the author began his project, he started with a simple task: "Take pictures of the people and the things that are the most important to you (e.g., family members, favorite places, toys—it’s up to you!)" (Location 2838). This definitely made me think about what I would take photos of if I was approached with this question. Moments that are important to me definitely include: My role as a student, my time in the Ambassador office, the moments I have with my friends, my phone calls with my mom, and my role as a non-profit owner. I would love to somehow be able to capture these and share them with someone, especially if I'm trying to represent myself. For this reason, I believe that photo elicitation can be extremely powerful. The author found that "photographs elicited extended personal narratives that illuminated the viewers’ lives and experiences" (Location 2860). The author also notes that "photographs act as a medium of communication between researcher and subject" (Location 2867). While the photos are important, what's most important is the stories behind the photos and the interviewee's insights. There is definitely a strong "interpretive meaning" when it comes to images in "the way that children can speak to and through" the pictures they took (Location 2888). Another powerful aspect of photo elicitation is agency. The author notes that "photo elicitation, as a method, is good at giving children agency because the images and explanations mainly come from the kids themselves" (Location 2895). Allowing children to have the agency to shape the direction of their research acknowledges the knowledge, power, and potential of young people, which is something I feel really strongly about. In terms of findings, the author noted that "kids took the most photographs of aspects of their social lives such as their friends, pets, and family parties" (Location 2921). It is interesting to see what aspect of a child's life they are open to share and capture. There was also "a gender difference in the position from which the photos were taken" (Location 2938). When taking pictures of the outside, girls often stayed inside, while boys took the photos directly from the outside. It is interesting to explore these differences and relate them back to broader theories and ideas. The author also took the time to include family members in interviews. This is significant, because as the author states, "each family member who joined the conversation had a particular perspective and reality concerning these details that were inadvertently included" (Location 2972). In class, we did an activity early where we chose a photo and spoke about what it meant to us. At that moment I realized that a group of people could look at the same thing, but have entirely different versions of reality. One challenge that comes with including families is that, sometimes, "family tensions became apparent" (Location 3000). There was a clear power dynamic and conflict that arose. The author concludes by noting that there is an extremely closed-mind view of children these days. Adults sometimes believe that children are over-run by technology, completely consumed an unable to formulate their own ideas and opinions. However, the author noted that it was "clear that these products did not take an overwhelming role in or have a brain-numbing affect on their lives" (Location 3027). It is important to allow children to tell their own stories instead of creating a narrative for them. Many children, similar to adults, just want to capture their "play, work, culture, and dreams for a better future" (Location 3047). It shows that despite the difference in age, children aren't much different from us at all. I love the idea of studying different communities, so I'm excited to read this chapter and gain insight. The chapter starts by exploring the "major debate within this scholarship [which] concerns if the visual should be treated as the primary object of analysis or if images should be used as one of many tools available for the investigation of social life" (Location 2291). One side of the argument states that images should be treat as "a serious source of data worthy of analysis” (Location 2298). The other side argues "images can be effectively integrated with other forms of information to improve sociological work, even if analysis of the visuals is not the central focus" (Location 2306). Personally, I believe that there is no single answer to that question. Images can serve both roles in a project, and I am looking forward to seeing how they can be used to study immigrant communities. I believe that all types of data can be valuable, and if you feel that your project needs something beyond visual data, you should not be afraid to integrate multiple aspects into your work. As the author states, "by adopting an approach that emphasizes the integration of visual and non-visual data into broader sociological work (as opposed to demanding a visual sociology that deals solely with visual topics), this technique offers the many benefits of visual sociology to a broad community of students and colleagues" (Location 2326). If we tell researchers that visual data HAS to be isolated, they may hesitate to use it all-together. For this reason, I believe it is important to be open-minded, allowing the researcher to decide what data is needed in their research. Next, the author highlights four uses of photography in immigration research. In the next portion of this blog, I'm going to explore each of these reasons, defining them and providing personal insights. 1.) Gaining Orientation: According to the text, "photographs can document what environments look like, how they provide a context in which groups interact, and who is present at events" (Location 2360). The text mentioned that, as researchers, we are often focused on the abstract. Photos help us capture literal details that help us understand more about our environment. 2.) Developing Rapport: The author notes that "making and sharing photographs can be helpful in generating rapport with respondents" (Location 2367). Respondents are more likely to trust the interviewer when they know that he/she has taken time to go out into the community and capture photos. I am extremely passionate about this, because as the text states, more trust leads to stronger interviews and better overall representation. 3.) Emailing images: In research, communicating with participants is vital. Because of the "rapid turn-around, coupled with a general access to e-mail among members of the communities researched" helps "establish communication" (Location 2413). This communication helps create a better relationship between the researcher and respondents. The author notes that "digital photography and e-mail allowed [him] to extend rapport with, learn about, and contribute to a community in a manner superior to that which [he] had used during years of previous experience" (Location 2424). Since email has a quick turn-around, you can be in constant communication, continuously learning and working to improve your research. I definitely identify with this, because learning more about participants and being able to represent them accurately is always a priority in my research. 4.) Analysis: Images can be analyzed in several ways. The interrogatory principle is the process where "images are used to help answer sociological questions suggested by literature review and previous fieldwork" (Location 2429). Images can carry a lot of power, and by analyzing them, we can definitely build on knowledge that already exists and develop new ideas and theories. The author continues the chapter by describing three specific cases where he has used photography. I will continue the blog by highlighting these specific cases. 1.) Communities: The author begins to explore communities by introducing the ethnic mobilization theory which states that "in the modern era, major benefits are garnered by populations who organize on a broad, groupwide, or international scale" (Location 2441). Overall, communities are made up of "background, interests, experiences, identities, and patterns of resettlement" (Location 2441). This is different than previous definitions, because for many, community "tend[s] to take place within subgroups that share commonalties rather than at the level of the entire population" (Location 2441). For me, even exploring the definition of community was powerful. I have always tried to define community in my own world and my own life, and I identify with much of what the author wrote. 2.) Coethnic and Outgroup Labor: As the author noted, it was often assumed that society would be organized by skill and merit. The ones who worked the hardest and had the most skills would naturally move forward. However, "ethnic-based ties and resources continue to be vitally important in shaping economic life and access to resources" (Location 2470). While I find this extremely unfortunate, it is something that can't be denied. Many people turn to their communities for resources, and the author has found that "immigrant business resources and strategies have their origins in shared communal sources, [so] the potential for coethnic competition is considerable" (Location 2499). There is a lot to understand about this topic, but I found this statement interesting. Instead of drawing from society for resources, many feel the need to draw from their own communities. I want to live in a world where everyone feels comfortable, encouraged, and as if they have equal opportunities. 3.) Gender: According to the author, "relatively little systematic research has been devoted to examining the gender patterns of migrant families" (Location 2522). Because of this fact, there is a lot of information that can be assumed without data to back it up. Even though many would assume that traditional gender roles are prevalent (they definitely are in some cases) the author states that "whatever their cultural preferences, women, men, and families generally make decisions about working, caring for children, gaining education, involving themselves in community organizations and other issues according to context" (Location 2534). It is less about traditional gender roles, and more about their families particular situation. For example, "two families who shared common nationality, social network, location, and refugee status maintained distinctly different patterns of gendered sociability" (Location 2548). Each family has a unique approach, and it is definitely extremely interesting to explore these approaches. I've seen how gender roles have played a role in my family, and can definitely relate to some of the content in this reading. The final conclusion was that "migrant families’ gender arrangements reflect practical concerns as much as they do idealized notions about how women and men should behave" (Location 2588). In conclusion, photography is powerful because of the "visual dimension" that it adds to research (Location 2609). While words have power, there is something unique about capturing a moment, and I've loved reading about it throughout this chapter. There has been an ongoing debate in the world of images as data. "Photographers have argued over the degree to which they should manipulate their subject, their viewer, and themselves and whether such manipulation is good or bad," according to the text (Location 1076). This chapter begins by exploring this debate and other conflicts that can arise when using images as data. The chapter starts off with a powerful quote that states "while photographs may not lie, liars may photograph" (Location 1088). I think this speaks to the integrity of the researcher, which is something I'm extremely passionate about. At the same time, "the camera is a far more objective and trustworthy witness than a human being" which can speak to the power of this data (Location 1088). The text states (and I agree) that "the true business of photography is to capture a bit of reality" (Location 1106). Even though this is the mission, it is important to acknowledge that "photography is not objective; it never was objective. It has never told the truth any more than any other form of artistic communication can," (Location 1115). It is truly a form of art, and like any art, it has a level of subjectivity that comes with it. The simple truth that the author has come to is that "All photos lie" (Location 1133). This is because of the simple fact that "noted, every image is the result of a large number of technical and aesthetic choices made by the photographer. Each choice introduces subjective elements into the content" (Location 1156). At the end of the day, the photographer brings some level of subjectivity to the photo. On a more literal level, "a photograph can never represent reality" because "it’s a two-dimensional representation of a three-dimensional world" (Location 1163). The author continues to note that "even if we were to define real as “what our eye sees,” we know that two eyes view a scene from slightly different angles" (Location 1170). However, I would argue that this could be said about any type of research. Each researcher approaches things from a different angle, causing them to interpret topics in different ways. Another literal side of this comes from exploring the elements of photography. I took a photojournalism class in high school, and while reading this chapter, I was reminded of several of the concepts we learned about in class. One of these that I loved utilizing in my photography was depth of field. Basically, this is when you purposely blur the background to focus on a particular element in your photo. According to the text, "In human vision, depth of field is constantly changing [and] selective depth of field can be achieved by fixing one’s gaze on a single point" (Location 1228). The last, pretty literal reason is that "a photograph records a brief moment in time" (Location 1257). Photographers are "limited to capturing a two-dimensional image over a period somewhere in the range of 1/1000 of a second to 1 second" (Location 1257). At the end of the day, this cannot 100 percent represent reality, which is constantly moving and changing. A more complex idea is the concept of choice. The concept temporal editing can be defined as "the choice of one moment over another" (Location 1286). The author also explores spatial editing, which is known as "the selection of one portion of an image over another" (Location 1286). Other choices a photographer can make include "toning, contrast adjustment, dodging, burning, sharpening, color balance, and a host of other possible modifications" (Location 1328). Thinking about this more in depth, further choices could be "electronic or print, framed on a wall or flat on the page, as a single image or part of a series" (Location 1328). The variety of choices makes it clear that there is "no photograph that is not manipulated in some way, simply by dint of the many choices that are made between image capture and presentation (Location 1336). There will always be choices to make when it comes to a photo, which brings the photographers subjectivity into the product. Since we have explored the literal aspects of photos, let's explore the question that carries more weight: "why the photographer made these choices" (Location 1343). The question of 'why' brings up the ethical issue of "deception in photography" (Location 1357). There is the obvious intent of the photographer, however, we cannot forget that "the lens has two sides" (Location 1365). The author points out that "the subject will have an intent of his or her own, and depending on the power relationship that exists, the subject’s intent may easily lead to manipulation of the photographer" (Location 1365). I found this extremely interesting, because I've never considered the intent of the subject. This read brought a new perspective. I believe that learning about these perspectives can help us learn about the different biases that may exist. As in any research, different individuals may perceive things in different ways. It is noted that "even if one removes the camera entirely from the equation, two individuals observing the same reality may disagree" (1385). We all have different ideas and perceptions, so research will always be interpreted with different perspectives. Acknowledging these perspectives and thinking critically about photos is extremely beneficial when exploring images as data. At the end of the day, "it makes us think about what we’re looking at, and this is the greatest compliment we can pay any work" (Location 1398). This is all obviously a difficult art to master. There are so many choices and variables that make it hard to find a 'single truth.' As I was approaching the end of the chapter, I was looking for some tangible advice to help me improve my skills as I researcher. I acknowledge that I have a lot to learn, so I'm always looking for ways to improve. The author ended the chapter with one last take-away and piece of advice. He stated that one of the best ways to learn is to "occasionally pick up a camera and make your own truth" (Location 1420). I'm excited to incorporate this into my research someday and learn more about the art of photography. Chapter 2: Observing Culture and Social Life: Documentary Photography, Fieldwork and Social Research4/26/2017 This chapter begins by exploring the author's interest in documentary photography and social research. According to the text, his interest began by acknowledging that this type of research can provide a "thoughtful and encouraging account of how photographs could be used to make durable visual records of culture and social life" (Location 505). The author shares his standpoint on this kind of research, arguing "that documentary photography and social science fieldwork—as complementary modes of observation-based inquiry—may have more in common with each other epistemologically than fieldwork has in common with other forms of social research" (Location 533). He uses this chapter to fully explain his viewpoints. He starts by defining empirical social inquiry as "as an effort to generate new knowledge of culture and social life through the systematic collection and analysis of sensory evidence and other forms of real-world data" (Location 547). I love the idea of generating knowledge about culture and social life, and it's actually what drew me to sociology in the first place. More specifically, my project explores how culture and social interactions on social media shape the way individuals view themselves. I believe it could very easily fall within this realm. One concern explored by the author is one that I've found often brought up in qualitative research. The idea of "'hard data' romance—that is, the notion that, removed far enough from the social circumstances in which they were created, numbers and words are unambiguously objective" (Location 562). The sad reality when it comes to this is that "investigations based on data that have been pared away from their real-world origins are regarded by many researchers as more empirically sound than investigations (including the work of documentary photographers) based on direct observations in natural settings" (Location 562). The author points out how ironic this is, and I completely agree. While I believe numbers and "hard data" are significant, I also believe that direct observations carry a unique power. As the text states, "some things learned through direct observation in natural settings are difficult or impossible to learn in any other way" (Location 590). The next topic the author is explores is research design, which I found extremely helpful because of where I am currently at in the research process. The author defines research design as "an explicit description of how a study is organized and how the right kind of evidence can be brought to bear in answering predetermined questions" (Location 604). I was careful when designing my research, ensuring to include not only in-depth interview questions, but also a profile person where I would receive photos and additional information from my participants. The research design is literally said to be "where social scientists place their own trust and hope" (Location 604). I have began my research process, and even though I'm not sure how it will turn out, I'm truly trying to learn to trust in the process. One tool in terms of research designs that is often used by documentary image makers are personal accounts. It helps keeps researchers credible and accountable throughout the process of their work. These can be integrated in documentaries in several ways, such as throughout, or, "in other instances, they appear as forewords, afterwords, and interviews that documentary image makers give about their work" (Location 619). As I develop my research project, I'm realizing how much of a personal connection I have with my topic. I am trying to remain as transparent as possible, sharing personal accounts where needed. Subjectivity, however, seems inevitable. Some photographers, as mentioned in the text, "have adjusted the tone, contrast, and framing of their photographs to better express their own strongly held ideas about how the places they photographed 'should look'" (Location 640). However, from what I understand, subjectivity is often valued in qualitative research as long as the researcher is extremely transparent. I hope that I am able to be honest and transparent throughout my research. The author also explores the concept of casing. In the text, casing is referred to as the idea that "every account of 'the facts of life' will reflect some form of inventiveness by investigators and reporters, not just in making photographs or putting words on a page or quantifying variables, but in linking observations of any sort to concepts, theories, or narratives" (Location 674). Again, basically stating that every piece of research, regardless of what type it is, will carry some kind of bias. However, "depending on the intention, skill, and integrity of the investigator, these inventions can move an account closer to or farther away from 'things as they are'" (Location 674). I definitely want to approach my research with the intention of telling stories accurately and the integrity of being transparent. I know I am not as skilled as researchers with years of experience, but I hope my commitment to intention and integrity can help me create research that depicts "things as they are" (Location 674). As the text stated, "the choice is not between truth and invention but between inventions that lead toward truths and those that lead away from them" (Location 689). I want to stay as close to the truth as I possibly can. The author then provides an example of three projects, which helped me gain insight on what this research can look like. I personally identify most with Girl Culture, so I will focus on this one in the blog. According to the text, the documentary maker "seems intent on 'getting it right' empirically—recording what she sees and what her subjects have to say in ways that both document and raise questions about culture and social life" (Location 767). I love that the author came in with honest intentions, hoping to represent the population well. I think more than anything though, I love the content of findings, because I identify with it so well and I find my project to be really similar. Directly from the study, the author states, "the body has become the primary canvas on which girls express their identities, insecurities, ambitions and struggles" (Page 775). As someone who has personally struggled with losing my hair and body image, I know what it's like to use my body as a canvas to express insecurity. I struggled and wore a wig for a long time, but also, I struggled with self-harm. My body was my outlet in many ways, so I felt an extremely personal connection with this study. The study explores "the constant scrutiny and disaffection that women express toward their own bodies and heightens the temptations of plastic surgery or physical self-abuse" (Location 781). This is an extremely sensitive topic, so it is important that the author covers it comprehensively. According to the text, she "combines powerful photographs with other data, including extended interview comments by the subjects of her study" (Location 794). This comprehensive approach makes this data reliable. While covering such a personal topic, the author remains transparent. She states: “[Although my project is] about the girls I photographed … They’re also about me" (Location 801). As someone who is covering a project that I feel an extremely personal connection with, I know that a piece of it will be about me. While I've been doing research on this topic that I am so emotionally attached to, it has been healing pieces of me... And I completely acknowledge that. When exploring how these projects remain credible, the author states that "these documentary image makers give more attention to challenges of recording good evidence than do most social researchers" (Location 846). They spend time making sure this data is comprehensive, including a "wealth of visual detail" (Location 846). I also love that these projects are often rooted in passion. The author states, "I was photographing girl culture before I realized I was working on Girl Culture" (Location 854). The authors often "frame their work as the result of a personal journey that led to new insights and understanding" (Location 883). I definitely acknowledge that my passion may lead to some framing, but I plan to be extremely transparent about that. I think another important aspect of these projects is the acknowledgement that there's always more to learn. The author also states that her research “does not attempt to represent the experience of all girls in American, or even the full and rich experience of any girl [she] photographed” (Location 869). As the author of the text acknowledged, even though this research can be "somewhat more ambiguous than social scientific reports, but it does not make them any less empirical" (Location 913). The biggest concern is that researchers “mirror the subject” (Location 941). This can be a powerful way to do so. The author points out the issue that the "continuing neglect of observational methods and epistemology within the social sciences makes it all the more important that social researchers learn what they can from documentary photographers and filmmakers, at least some of whom celebrate both art and empiricism and who aim for both telling images and telling truths" (Location 1009). I am excited that we spent time in class acknowledging this subject, and I look forward to continuing to learn more! *NOTE*: I am reading the Kindle version of this text, so instead of page numbers I have "locations" which I have specified when citing my work. "Images Convey" (Location 70) Although this is a simple statement, I believe it is a great start to this text. I am excited to learn more about how as qualitative researchers, we can use pictures to better tell stories, understand people, and represent populations. In theory, "all the images provide is the most basic empirical description of the physical objects captured by a digital chip at the moment [the photographer] depressed the button" (Location 81). And although this doesn't seem significant, objects and moments have value. The author talks about how taking a picture in different moments, from different angles, can provide three entirely different stories. It makes you ask yourself "what purpose could photography serve as an empirical or even descriptive tool?" (Location 97). That is what this chapter and text overall strives to answer. One practice we must begin with is epistemology. According to the text, epistemology asks several questions such as "how is it that we come to know what we know, and what are the underlying assumptions of this pursuit?" (Location 132). Although complex, when exploring visual research methods we have to take the time to answer these questions in order to generate data that is credible and effective. There are several projects within this field mentioned throughout the text. One that I identified with is the work of Hines. According to the text, Hines work was "sociologically informed" and he hoped to "promote a rational, public dialogue about inequities that would encourage social change" (Location 147). While there was challenges seeing much of this research as valid, I truly believe that this type of work can be used to create inspiring social change. It is important to realize that no matter how powerful visual research methods can be, there is a consistent debate going on. "The line between subjectivist and objectivist-realist assumptions—that images capture something “real” and that images are constructions—is continually moving" (Location 190). Therefore, the methods when it comes to this kind of research are extremely essential. According to the text, "Methodology considers the innovative ways in which researchers employ visual tools and techniques in the field to generate rapport and gather data" (Location 248). I think one of the biggest aspects of this is establishing rapport. Readers must be able to trust the researcher, ensuring that they are a credible source. The text highlights three types of methodologies: 1. The "explicit empirical uses of documentation--a realist position" (Location 255) 2. "Storytelling approaches built on sequences of images--a narrative position" (Location 255) 3. "Integrative techniques that incorporate interviews or participants’ own photographs and points of view--a reflexive position." (Location 255) My project mostly follows a reflexive position, asking participants to turn in photographs while incorporating their own interviews and points of view. Participants fill out a social media profile, adding their own photos that they best feel describe themselves. They are encouraged to be open about their opinion and point of view, giving insight to truly help me understand their images and interpret the data. I also loved learning about the narrative position, where images "gain meaning and depth from their use and placement in relation to each other" (Location 270). It's truly a way to tell a story, which I believe is what this class has been all about. Lastly, this chapter explores "the unique substantive findings that visual methods produce." (Location 299). As the text states, many of the scenarios we will explore throughout the reading would have gone unnoticed without visual research methods. As stated, "visual research reveals new insights that our conventional methodologies can miss" (Location 306). These methods definitely carry weight and value, and I am excited that we are spending the last bit of class exploring them. The chapter ends by providing an overview of the chapters, which got me extremely excited about what's to come in the reading. I'm looking forward to (even if it's only briefly) exploring the different topics in this book and tying it into my research. I already feel more and more the significance of the images I have received during research. At first, when participants were filling out their profiles, I did not realize how important their images were. Now, I realize that the images provide their own unique stories, and I'm excited to explore this story throughout my research. I love that this chapter begins with a personal anecdote that truly explores "sorting the noodles from the soup" (Page 386). As it states, "a failure to sort the noodles from the soup in a fashion that make noodles mean something to others" is an important aspect of developing a research paper (Page 386). You could have all of the data in the world, but it's not meaningful until you're able to communicate it effectively through a paper.
This chapter starts by discussing the extremely important topic of plagiarism. It discusses common errors and mistakes among students such as "paraphrasing sentences, paragraphs, or whole pages but failing to provide proper citation of the original source" (Page 389). While some of these mistakes can seem obvious, it is important to ensure that you are giving credit to the original source. From the reading, I learned: When it doubt, cite. To begin to develop a research paper, you must start by identifying he purpose of your writing. A big part of "identification of the purpose goes hand in hand with understanding the audience" (Page 391). One day I hope to conduct action research, working to make change in a particular community. For that audience, my purpose would be encouraging and inspiring action based on research results. Each research project has a different purpose, and it's important to understand your purpose for writing before you begin. The text continues by describing the different elements and the basic scheme of a traditional research paper. The elements of a paper include the title, the abstract, the introduction, the literature review, methodology, findings or results, and discussion/conclusion (Page 392). I want to explore a few elements, pointing out factors that I found interesting. First of all, the chapter pointed out the importance of the introduction. As stated, it is "important to recognize that introductions can entice readers to continue reading, or turn them off so that they don't bother" (Page 397). The text also notes that even the opening sentence can have a major impact, determining if the reader continues to move forward or stops reading all together. I think in my research paper, I want to use a quote that highlights the essence of my paper for the introduction, making readers interested and invested in the participants stories. The next section I want to discuss is methodology. I tried to read this section in detail because according to the text, "inexperienced researchers often think the methodology section is the most difficult section to write" (Page 400). I appreciated the advice the text offered, suggesting that new researchers approach it by "imagining that they are explaining the process to a friend who needs to do something similar" (Page 401). I want to include detailed methods in my research paper, making it simple to recreate my project. Methodology also explores the subjects, data, setting, and analysis techniques. Another section I am extremely excited about when it comes to writing my paper is the discussion. As stated in the text, "the discussion section provides a canvas on which the researchers may paint their insights" (Page 403). By the end of the research, it is clear that the researcher will have some sort of insight or expertise to share with readers. Data is significant, but what is also significant in my eyes, is transparency from the researcher, sharing their insights on their processes and journey. The next section discusses references, and as stated earlier, these should be extremely thorough, ensuring that all sources receive proper credit. I want to explore the importance of presenting and sharing research. As the text states, "once a possible solution is identified, it remains worthless until it has been presented to others who can use the findings" (Page 409). My passion for creating change through research truly aligns with this point. I want to conduct my research, but also share it with others. Doing a project on self-esteem is not enough; I must share it with social media users who can evaluate the way they use social media, hopefully working to use it in a positive way that enhances their self-esteem instead of hurting it. I also felt that the insight on getting published the author provided through his personal experience was extremely helpful for a new researcher. I think the most important lesson I learned is that "routinely, much of the work submitted to each journal will be rejected" (Page 411). While this "can be very disheartening to inexperienced researchers who probably have invested considerable effort in their research" the text notes that "it is important not to take personally a rejection of a manuscript by a journal" (Page 411). This encouraged me to keep trying when it comes to publishing any future research that I conduct- One rejection won't define my research career! I also loved the emphasis on continuing to improve your work. The author notes that "experienced researchers realize that writing a research report is a multiple-level process" (Page 414). It is not linear, and the journey to writing an effective paper and hopefully someday getting it published can be rocky (As I have learned through developing my own paper!). The journey is definitely not easy, and I know that my first draft requires extensive editing and review before it was even near ready for publishing. As the chapter comes to an end (and so does the text), I want to reflect on my own experiences. I am grateful to develop a paper on my own, and I have now removed the pressure that it needs to be perfect right away. I will give myself time, constantly working to improve my writing and my research. I understand that this class is pretty short, and developing a research paper can take months. I am extremely proud of the way my paper is during out, though, and I can't wait to see the final product at the end of the course! This chapter explores content analysis which is "a careful, detailed, systematic examination and interpretation of a particular body of material in an effort to identify patterns, themes, biases and meanings" (Page 349). Content Analysis can be conducted on materials including "written documents, photographs, motion pictures or videotape, and audiotapes" (Page 350). As someone who is extremely passionate about qualitative research, this chapter was helpful in helping me understand how to analyze data. There are several approaches, but I identified most with the collaborative social research approach. According to the text, "researchers operating in this research mode work with their subjects in a given setting in order to accomplish some sort of change or action" (Page 351). In my opinion, the essence and main goal of qualitative research should be making some sort of change to improve society. This approach can help resolve problems and encourages action. When it comes to content analysis, I hope to apply all methods to my research at some point, but I appreciate directed content analysis (Page 352). This "involves the use of more analytic codes and categories derived from existing theories and explanations relevant to the research focus" (Page 352). I believe that drawing from existing theories provides unique insights that can allow us to explore the data in more depth and relate it to society as a whole. Next, I want to explore manifest versus latent content analysis. Manifest content includes "elements that are physically present and countable" (page 355). In latent content analysis, "the analysis is extended to an interpretive reading of the symbolism underlying the physical data" (Page 355). I love the concept of latent content analysis, because I believe that all elements have meaning. Even if something seems meaningless, I feel that there is an underlying story that needs to be told. As a sociology and communication double major, it was interesting to see the communication components related back to the field of sociology. The text highlights the three components of communication including the message, the sender, and the audience (Page 356). It discusses analyzing the message in a way that works to find deeper meaning. Messages can come in several forms. One of these forms is written messages. The text showcases seven major elements in written messages that can help with analysis. These include: words, themes, characters, paragraphs, items, concepts, and semantics (Page 359, 360). I am extremely interested in the concept of semantics, which explores "how strong or weak a word (or words) may be in relation to the overall sentiment of the sentence" (Page 360). Sometimes it is not just about what is said, it is about how it is said and how strong of words individuals choose to represent their message. I know often, when giving my speeches for my non-profit, I use words with strong connotations when I speak about losing my hair to Alopecia. While the message is simple, the word choice and how I say the words make the story emotional. Data is broken down into many units, classes, and categories before it can truly be analyzed. One group is known as special classes or "those labels used by members of certain areas (communities) to distinguish among the things, persons, and events within their limited province (Page 363). I find these interesting because they are general, yet specific to communities. Next, I want to explore the concept of coding. This has been the most challenging portion of the text so far for me, because I believe coding data is an in-depth process that takes time and practice. The text provides four basic guidelines when it comes to coding, but I want to explore the one I found most interesting. Rule four is "never assume the analytic relevance of any traditional variable variable such as age, sex, social class, and so on until the data show it to be relevant (Page 366). I found this interesting because of a project I did during my social research methods class. We discussed views on pre-marital sex within our class, asking several questions such as age, gender, class, etc. I had several assumptions going into the research on what views certain demographics would have, but I realized bringing in these views made me sometimes look for a correlation that wasn't there. I believe that through his personal experiences, the author provides unique advice when it comes to content analysis that really resonated with me. He states, "anyone, anytime, can dismiss your findings when you use content analysis by claiming that you are just "cherry-picking" the cases that support your ideas and ignoring the rest" (Page 372). I want to make sure that as a researcher, I am not bringing in any accidental bias. I want to truly explore all of my findings, finding content that supports my ideas and finding content that also refutes them. I believe that the most powerful research is that which is inclusive of all content, realizing that there is an exception to every case, and these exceptions carry weight and significance. There are several advantages of content analysis which include the fact that it is virtually unobtrusive, it is cost effective and it provides a means by which to study processes occurring over long periods of time (Page 375). The biggest disadvantage is that it may be difficult to locate exactly what you're looking for because "content analysis is limited to examining already recorded messages" (Page 376). This chapter provided interesting insights on the benefits (and dangers) of content analysis. I hope to one day be a researcher who can use content analysis to find new themes, develop theories, and be inspired for direction for further research. This chapter explores case studies, which can be defined in several different ways. According to the text, one definition of a case study can be "an attempt to systematically investigate an event or a set of related events with the specific aim of describing and explaining these phenomena" (Page 325). While this is only one of many definitions, the text establishes two criteria that each definition must meet. The first element is that "case studies require multiple methods and/or sources of data through which we create a full and deep examination of the case" (Page 325). This is powerful, because it acknowledges that multiple sources must be acknowledge to create an effective case study. The second element is that "there is some broader category of events (or settings, groups, subjects, etc.) of which the present study is one case" (Page 326). Meaning, that a case study is one case in a system that's much larger. Now that I have explored the elements of case studies, I want to explain case studies in relation to theory. I identified with the theory-before-research method, which provides several benefits. To me, the most important aspect of this is that "it helps the researcher specify what is being explored" (Page 328). I feel that by approaching a case study with a theory already somewhat developed, the researcher can approach the study with a more focused lens. For example, when working on my research in class, I began with the theory of "looking glass self." This helped me develop ideas for questions and gave me a starting point when approaching my research. When conducting an effective case study, individuals must draw from different sources. The text highlights three major reasons that show the need for multiple sources. First, "the research may itself focus on a broad area such as the subject's relationship in a particular group, necessitating that the group also be examined" (Page 331). Second, researchers must have "the realization that all of the aspects of an individual's social life are interconnected and often one of them cannot be adequately understood without consideration of the others" (Page 331). Finally, the concept of triangulation, discussed earlier in the text, is further explored. I believe that drawing from different sources and understanding all aspects of an individual's identity is extremely important. I am passionate about representing people well, and this includes exploring their relationship and their multiple identities through different methods. One of the methods highlighted by the text is the use of interview data. The text puts it simply by stating "the most effective way to learn about the circumstance's of people's lives is to ask them" (Page 331). When exploring the topic of interviewing in this chapter, the author highlights five skills associated with conducting an effective case study. The skill I identified most with was listening, which includes observation and sensing. I think that listening is truly a skill researchers must work to develop. Especially in case studies, researchers must take the time to listen and observe participants effectively in order to truly understand there situations. As a leader who always identified with being extroverted, listening was a skill I had to develop over time. Once I learned to listen, I was able to understand my team so much more. I hope to bring this same lesson into my research. Another method highlighted by the text is the use of personal documents. These can include diaries, journals, letters, and "any written record created by the subject that concerned his or her experiences" (Page 333). Personally, I document each day in diary. If studying about me or any of my relationships, looking through these documents would provide unique insights about my life. There are three different types of case studies including intrinsic, instrumental, and collective. Intrinsic case studies "are undertaken when a researcher wants to better understand a particular case" (Page 335). These cases are explored "because of [their] uniqueness or ordinariness" (Page 335). For example, if there is a unique event taking place in a city, researchers may want to study that particular event. Instrumental case studies "provide insights into an issue or refine a theoretical explanation, making it more generalizable" (page 335). The text states that "the case actually becomes of secondary importance, playing a supportive role" (Page 335). This type of case study would most likely begin with theory first. Finally, there is the collective case studies. These "involve extensive study of several instrumental cases, intended to allow better understanding, insight, or perhaps improved ability to theorize about a broader context" (Page 336). Personally, I believe that this type of case study can have a major impact. By understanding people who face similar cases and creating a broader understanding, I believe that we can make theories that explain phenomena previously not able to put into words. I feel that the more you explore different situations, the deeper your understanding and ability to make connections. There are different case study design types that the text explores. In descriptive case studies, researchers approach with a theory which provides them with a "framework... to follow throughout the study" (Page 338). Again, I feel most passionate about this, because I believe that having a theory provides researchers with a place to start, and they are able to immediately explore the study in more depth. I have also found longitudinal studies extremely interesting. According to the text, longitudinal studies can be defined as "qualitative studies of one research entity at multiple time points" (Page 339). What better way to understand a case than to explore it at different points of time? I believe that cases are not at all linear, so it is important to explore them at different points of time to develop a better understanding and explore potential patterns. There are also larger social structures in which you can conduct case studies, such as communities or organizations. Case studies of organizations can be defined as "the systematic gathering of enough information about a particular organization to allow the investigator enough information insight into the life of that organization (Page 342). When I was thinking about this, I was thinking about what information someone could gain by doing a case study on my non-profit. We operate through a board of directors, and I act as CEO. I would be extremely interested to see what a researcher could come up with when exploring our structure, decision making process, and interactions. When conducting case studies of communities researchers can "address a larger entity by placing its focus on a smaller unit of analysis, perhaps a group or social institution such as the Catholic Church" (Page 343). In something as large as a community, it may be easier to break it down into smaller units. Overall, I found this chapter extremely interesting. Case studies seem to explore situations in-depth, realizing that there is more than what you see at face value. In basic terms, social historical research can be described as "an examination of elements of history" (Page 304). I found exploring this type of research extremely interesting, because I've always believed that history has strong implications on the present. Many of the institutions, thought processes, and social scenarios of the past shape our future, and it takes time to evolve and change. While I may not agree with many past institutions and thought processes, this chapter allowed me to approach it from a unique perspective. As the textbook states, "passing judgements about the rightness or wrongness of earlier connotations or meanings within other cultures literally misses the point of historical research" (Page 308). Even though it may be easy to pass judgements while exploring the past, historical research is all about observing "the progression from the older image to the newer one" (Page 308). It is extremely interesting to see how we evolve and grow as a society, similar to the way people constantly evolve and grow. There are several sources of data when beginning historical research. In this blog, I want to explore each of these data sources and provide examples. First, the text explores primary sources. These include "the oral or written testimony of eyewitnesses" along with "original artifacts, documents, and items related to the direct outcome of an event or an experience" (Page 209). Next, the text explores secondary sources. This can include "the oral or written testimony of people not immediately present at the time of a given event" or "documents written or objects created by others that relate to a specific question or area of research interest" (Page 309). Finally, the text explores tertiary sources, which "involve primary and/or secondary information that has been distilled and presented in some sort of a collection or anthology format" (P. 310). Clearly, when exploring the three data sources in historical resources, it would be best to draw from only primary sources. However, much of history becomes distant, and unfortunately, primary sources become harder to find as time goes by. When exploring the primary sources that are available, individuals must go through processes to make sure the data is authentic. There are two types of processes to evaluate primary sources: external criticism and internal criticism. External criticism "is primarily concerned with the question of veracity or genuineness of the source material" (Page 312). It is extremely scary to know, as the text provides examples of, that "counterfeit documents are not uncommon" (Page 313). For these reasons, it is extremely important to critique and evaluate any data you find, not automatically assuming it to be true. Internal criticism "seeks to assess the meaning of the statements in the document or the possible meanings and/or intentions of some artifacts" (Page 315). This can happen only after documents go through the external criticism process first. As the text explains, a big part of a documents meaning comes from its intention. Some important questions that the text proposes include: "Is the material intended to simply spew racial or religious disgust and hate? Or is the material intended to attract supporters, gain notoriety, or do something else?" (Page 316). As the text highlights, it is important to understand the 'why' of documents. There is intention in everything we do, so it is important to explore these intentions during historical research. Lastly, the chapter discusses oral histories. This is often known as the first type of history, because events were often passed from one historian to another through oral history. Recently, however, Oral history is known as "oral evidence that can be used to analyze people, situations, and events as history progresses" (Page 318). Technology has made oral histories accessible to everyone, making it easier to find data sources on current events. According to the text, "there are literally hundreds of oral history archives" that can be explored by researchers (Page 319). At the end of the day, history has an impact on the present. History impacts the way we interact, think, and live, even if we don't always realize it. For this reason, I believe history should continued to be studied and evaluated, working to gain a better understanding of the past, and therefore, gaining a better understanding of the present. |
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