Given the challenges to the notion of objectivity posed by social psychological research on investigator effects, constructivist and critical epistemological perspectives, and the introduction of qualitative research methods in psychology, the investigators examined how leading methodologists understand the function of objectivity and subjectivity in psychological science. The aim of the study was to learn how contemporary methodologists view these issues so as to communicate converging perspectives to the field and inform methods education. A brief historical review of the concept of objectivity in psychology is presented to contexualize this examination. Eleven accomplished methodologists with expertise in a range of methods and epistemological perspectives were interviewed. Findings from a grounded theory analysis demonstrated that all the participants expressed concern about the belief that science is unaffected by scientists' perspectives, believing researchers and educators should problematize this perspective. Recommendations from participants included that science be viewed as a value-laden endeavor in which scientists systematically conduct research from multiple epistemological perspectives, and/or utilize diverse methods tailored to address their questions. Scientific procedures were detailed that could curtail dangers of either unchecked subjectivity or a false sense of objectivity. A functional analysis of these constructs, objectivity and subjectivity, suggested they both serve a similar scientific and an ethical purpose-to prevent the premature foreclosure of possible understanding because of the expectations of researchers. The mainstreaming of disclosures about the perspectives and positions of investigators, as well as their management, and the implementation of epistemological and methodological pluralism are encouraged to support this ethic.
Allies are individuals who take action to end oppression in areas in which they have privilege. Although research on ally development is growing, prior research has often conceptualized allies in a binary fashion (privileged or oppressed), focused on only one specific area of privilege (e.g., race, as in White privilege), been limited to one specific context of development (e.g., college), or examined influences rather than developmental processes. We used a constructivist grounded theory approach to address the question "What is the process of being and becoming an ally?" Through a constant comparative analysis approach, we analyzed 28 semi-structured depth interviews with community participants age 26 to 73 from diverse racial, social status, and sexual identities. Results indicated that developing as allies was a lifelong process, with iterative cycles of understandings and action. Understandings of privilege and oppression were developed through education and relational learning and included understandings of concepts and systems, personal positionality, and cognitive and emotional empathy. These understandings contributed a sense of capability and multiple motivations (responsibility and integrity, relational connectedness, and personal healing and growth) that moved participants into action. Taking action also involved an iterative cycle, including active processes of deciding whether and how to intervene; action engagement with people who are privileged as well as those who are oppressed; and evaluating action. This second cycle catalyzed processes of seeking further understandings. Findings from this study have implications for future research examining ally development across the lifespan and developing interventions to foster ally development to advance social justice.In 1995, Andrea Ayvazian offered a succinct definition of "ally" stating:An ally is a member of a dominant group in our society who works to dismantle any form of oppression from which she or he receives the benefit. Allied behavior means taking personal responsibility for the changes we know are needed in our society, and so often ignore or leave to
In this study, we built upon prejudice reduction interventions research (primarily in social psychology) and ally development investigations (primarily in applied psychology). We aimed to develop an intervention to foster knowledge and attitude change identified in both areas as central to reducing prejudice and increasing intentions to promote racial justice. Specifically, we aimed to determine whether online imaginal and psychoeducational interventions could contribute to White people's needed understandings to engage in racial justice work. Additionally, if some interventions were successful, we aimed to determine which components were most effective. We used three intervention components, two of which were created for this study: imaginal contact with a person of color, learning and reflecting about racism and its impact on people of color, and increasing awareness of White privilege and positionality. We randomized participants to different combinations of the intervention components and control components to not only evaluate combined components but also dismantle the intervention, determining whether specific aspects of the intervention were more effective. Participants completed outcome measures about their attitudes and understandings prior to the intervention, immediately postintervention, and 3 weeks after completing the intervention. Findings demonstrated that the intervention and its components positively impacted outcomes of interest, with increasingly complicated learning requiring more comprehensive intervention to change. Public Policy Relevance StatementDespite our efforts, subtle and overt forms of racism continue to exist in the United States. This study suggests that through intervention, White people can develop a greater awareness of racial justice issues. Organizations and institutions could benefit from utilizing similar low-resource interventions to combat prejudice and increase allied attitudes.
This reflective case study explores the ongoing process of developing and fostering allies and accomplices across privilege, considering how individual and systemic levels interact within interpersonal relationships. Using our longstanding relationships, we highlight key conceptual, relational, and emotional processes and strategies involved in ally and accomplice development. We consider the essential roles of self-reflection, cultural humility, action, and re-engagement after disconnections; and explore the rewards of building authentic relationships across difference, including the ability to work across difference to contribute to dismantling systems of oppression.Those of us who know the joy of being with folks from all walks of life, from all races, who are fundamentally anti-racist in their habits of being, need to give public testimony. We need to share not only what we have experienced but the conditions of change that made such an experience possible. (Hooks, 1995, p. 271
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