Source: International Journal of Qualitative Studies in Education, Volume 26, Issue 7, 2013, pages 829-847
The present article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings.
The authors examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups.
The racial and ethnic diversity among the participants at the research settings further complicated how researcher identity influenced these processes.
The authors suggest that researchers can act as critical participants to create opportunities for dialog about racism, sexism, and other inequities in educational settings.
By doing so, the authors might not only improve the quality of data collected but also develop concrete ways to challenge inequities in the moment at their research sites.