“Me-search”

Abstract

Purpose -The purpose of this paper is to discuss the experiences with me-search among scholars in the field of education, defined as the conduct of research about one's own identity or in one's own setting.Design/methodology/approach -Centered around the tensions inherent in the training received around objectivity and subjectivity, these individuals discuss how they came to conduct me-search and the challenges inherent in it, with a particular focus on the teaching and advising of students conducting this kind of qualitative work.Findings -Applying Richardson and St. Pierre's (2005) concepts of writing stories, the following reflections provide a grounding of the "me" in methodology, with an eye toward using this methodology to create social change.Originality/value -While this is a common research approach, relatively little guidance exists on the practice of "me-search", particularly for young scholars.

The Sober Professor: Reflections on the Sober Paradox, Sober Phobia, and Disclosing an Alcohol Recovery Identity in Academia

“…According to Ragins (2008), the decision to disclose stigmatized identities depends on many factors, including centrality to one's identity. Sometimes referred to as "mesearch" (Gardner et al, 2017) or "self-relevant research" (Devendorf, 2020), academics, especially social scientists, tend to research topics they have a personal stake in or experience with (Ross et al, 2020). On several occasions, I found that concealment prevented me from fully engaging with my research colleagues and participants.…”

An Archetypal Analysis of Doctoral Education as a Heroic Journey

“…Doctoral students' challenge is more than just telling their story, however. They need to begin to write their own story, putting the "me" in the "me-search" of constructing their scholarly identity in their context (Gardner et al, 2017).…”

The impact of relationships on the experiences of racially minoritized LGBTQ+ faculty in higher education.

“…Those who hold multiple minoritized identities describe the ways others respond to their embodiment and performance, compounding the marginality they experience with intense self-consciousness (Eguchi & Spieldenner, 2015). While navigating hostile academic environments, many racially minoritized faculty with other multiple minoritized identities also experience their teaching, scholarship, and service to be valued less than their white colleagues, and often seen as not rigorous or objective (Gardner et al, 2017). Racially minoritized LGBTQ+ faculty, for example, struggle to navigate structural racism, queerphobia, and sexism in institutions of higher education which is a larger reflection of US society (Stewart, 2014).…”