The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society

Banks, James A.

doi:10.3102/0013189x027007004

Cited by 331 publications

(171 citation statements)

References 16 publications

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“…For scholars of color, ‘insider-outsider’ has been posited for people working within their own communities; or ‘outsider-within’ when operating within the academy (Collins, 1999b; Smith, 1999). Banks (1998) has captured a more complex range of positionalities: indigenous-insider, indigenous-outsider, external-insider, and external-outsider, based on differences in researcher socialization within specific ethnic/racial/cultural communities. This approach mirrors intercultural communication scholars who point to more interpretative and critical perspectives of identity as being less fixed, with sex, race or other categories also shaped by shared meanings and practices within specific historical or power contexts (Mendoza et al, 2002).…”

Section: Role Of Research Team Identity and Intersectionality In Cbprmentioning

confidence: 99%

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

et al. 2014

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The practice of community based participatory research (CBPR) has evolved over the past 20 years with the recognition that health equity is best achieved when academic researchers form collaborative partnerships with communities. This article theorizes the possibility that core principles of CBPR cannot be realistically applied unless unequal power relations are identified and addressed. It provides theoretical and empirical perspectives for understanding power, privilege, researcher identity and academic research team composition, and their effects on partnering processes and health disparity outcomes. The team’s processes of conducting seven case studies of diverse partnerships in a national cross-site CBPR study are analyzed; the multi-disciplinary research team’s self-reflections on identity and positionality are analyzed, privileging its combined racial, ethnic, and gendered life experiences, and integrating feminist and post-colonial theory into these reflections. Findings from the inquiry are shared, and incorporating academic researcher team identity is recommended as a core component of equalizing power distribution within CBPR.

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Section: Role Of Research Team Identity and Intersectionality In Cbprmentioning

confidence: 99%

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

et al. 2014

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“…Yet being an Arab somehow facilitated that entry. Although relying on those might be viewed as a source of bias, my insider and outsider status(Banks, 1998;Merton, 1972) and the experiences of other Arab women conducting field work in the Arab world (AbuLughod, 1988;Shami, 1988), have dictated the need to rely on this recruitment process.…”

mentioning

confidence: 99%

Women's Perspectives on Retention in Higher Education in Jordan: Commute and Choice

Allaf

2012

Journal of College Student Retention: Research, Theory & Pr

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Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008)(2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan.

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“…However, given our diverse society this objectivity can marginalize many minority groups. Individual researchers from a particular ethnic community are more likely to exemplify the institutionalized beliefs and values reflected within that community than someone outside of that community (Banks, 1998). As an African-American woman this researcher has been taught many of the cultural food practices that were examined in this dissertation study, thus possessing an advantage over researchers of a different ethnic background conducting this same type of research.…”

Section: Research Rigormentioning

confidence: 95%

“…In fact, there have been no studies located that were conducted with a population similar to the one that was conducted for this dissertation study. Banks (1998) stated that the history of research has focused on the researcher remaining objective. However, given our diverse society this objectivity can marginalize many minority groups.…”

Section: Research Rigormentioning

confidence: 99%

Culture and Food Practices of African American Women With Type 2 Diabetes

Sumlin

Brown

2017

Diabetes Educ

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The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society

Cited by 331 publications

References 16 publications

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

Women's Perspectives on Retention in Higher Education in Jordan: Commute and Choice

Culture and Food Practices of African American Women With Type 2 Diabetes

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