Com 473--Baldwin—Communication—Illinois State University
Journal Exercise
Updated 9/12/08
Objectives: Through this exercise students should
be able to:
- Show
the progression of their thought through journaling about their research
experience.
- Demonstrate
the ability to use the journal to synthesize
pertinent readings, ideas from inside and outside of class
- Use
the journal not just as “busywork” but as a companion or aid to thought in
creating the final project.
Details: To
accomplish this exercise, students should:
·
There
should be a minimum of 10 entries throughout the semester; at least five of
these should be “well-developed.” Some have considerably more (with more
shorter ones), and some just a little more (remember—10 is “minimum”), but the
entries have good development. While not hard and fast, I encourage at a
minimum, the following entries or types of entries:
o
An
overview of your study in a page or so
o
An
entry about some of the areas of thought that inform you
o
An
entry about any ethical considerations of your study
o
At
least one “data analysis” memo, where you work out some of the ideas of your
coding or categorization
o
A
summary of what you learned about the research process (final memo)
·
A
“well-developed” entry might be 1 to 1 1/2 page SS. Some might be a paragraph;
others might be longer. The ultimate question is, have you put good thought
into the journal, or does it seem like busywork?
·
Journal
entries should span the work of the project, not all crop up during the last
week of the project. I do trust you to be honest with date entries!
·
Provide
labels for type of entry as your journaling develops, such as “logistical
memo,” “theoretical memo,” or you can be creative…
·
Oh
yeah—the Journal is SS. It can have citation but ironically needs no reference
list.
·
The
Journal should serve as a companion to your research project—you write it in
conjunction. So all entries should revolve around the project in some way
(planning, ethics, etc.). We should expect some entries that are purely
logistical (though with names coded to keep participants and contacts
confidential), and others that can be purely expressive (venting your
frustration with the coding process).
·
Writing
style is less important in the journal than in any other assignment. This
assignment is essentially “informal,” though with some limitations, as noted
here, to develop your journaling experience.
·
Journal
can be typed or handwritten in a “field journal,” as long as I can write on
your field journal.
·
You
can turn in entries periodically or let me “spot-check” your journal as you go,
just to make sure you are meeting my expectations.
·
The
journal should evidence the ability to work with readings. You should cite
readings and bring them into your thoughts where appropriate. This is
especially true if they are required class readings. There is no outside reading requirement for the journal;
but you can use it to reflect on things you read for your own project (“This
study really made me think about my project in this way…”) or even thoughts,
ideas from classes or experiences outside of this class.
·
The
final journal will be due the same time as the final paper—turn them in
together.
Grading: Just as the
journal is the most amorphous assignment possibility you have, so also is the
grading. I currently don’t have a grading rubric at this time, but here are the
main criteria for grading:
· Depth of thought?
· Used to synthesize or wrestle with appropriate class readings?
· Does it work together with the final project, or does it seem just like “busywork”?
· Openness—do I feel “you” in the journal?
Sample
Journal Entries
Mengano Fernández
Journal Entries
Com 473 -
Journal Entry #1 – Reflection
Aug. 29, 2005
I will possibly be running four focus groups. Two of the groups will have Black members and two groups will have White members. The first thing that I would like to find out from the groups is whether they believe that racial diversity is possible. And do they want it?
Possible questions to keep in mind:
Do minorities feel welcome?
Do they feel it is a White church with some minority attendees or a diversified church?
Why did they choose to come?
What things have made them keep coming?
What kinds of things did they have to overcome in order to come? (reword better)
What are some suggests for improvements or what things would they like to see done differently?
How could the church increase minority (Black) attendance?
Does having a British pastor hurt or help minority attendance?
How does the make-up of leadership affect minority attendance? What could be done differently or better? Worship team?
Praise choir or Dreamcenter help or hurt diversity?
Does it put negative stereotypes on Black attendees?
What kind of negative stereotypes do you believe Riverside knowingly or unknowingly promotes or perpetuates?
Aug. 30, 2005 Reflection continued
The purpose of the focus groups is to help Riverside become more racially diverse.
The focus groups will take place at Riverside probably in October.
Recruitment will be done at Riverside of attendees. Should I look only at people who have attended for at least 6 months? What if I only looked at people who commit to Wed. night services? Some people who are involved in ministries and some who are not? Need to be over 18. I need to figure out the best way to screen people and determine whether they are Black or White. See if I can get a list of names from the church, information on members. Should I make an announcement at church?
What can I do to ensure attendance at the focus group? Food for sessions? Other benefits?
How do I ensure that I don’t try to influence the focus group?
Does Riverside have recording equipment that I can use or do I need to get my own?
Probably use a less structured format, more exploratory. Focus on their perspectives.
Probably 6 to 10 people per focus group, with a target of 8?
Somewhere between 1 and 2 hours, maybe aim for 1 and half hours?
Come up with 8 to 12 questions?
Possible timeline
Sept. 1 – turn in IRB
Sept. 13 – meet with my pastor
End of Sept. – begin recruitment
Mid Oct. – begin focus groups
Nov. – start analysis and paper
Dec. – deadline for project
Journal Entry #2 – Metatheoretical
Sept. 15, 2005
Possible metatheoretical theories that will guide this research are symbolic interactionism, critical theory, and cultural studies.
Symbolic interactionism may be used because there are aspects of this research that assumes that meaning is created through interaction. The meanings that are attributed to interactions within the church may be a source for tension or unity between races.
Critical theory may be valuable for this study mostly because the purpose of this study is to offer recommendations for changes to improve minority attendance. In addition, there seems to be some power relation’s issues between majority and minority members, since White members hold all of the leadership positions. In addition, there seems to be a privileged group within the church. And there is a need to let minority voices be heard. Also, there is a need to raise vexing problems that many may be trying to ignore. In critical theory, language is central and although this may not be one of the major tenets of critical theory used, there may be some value in looking at the specific language used by participants as they describe their experiences.
Cultural studies is also a possible theoretical approach, because the study is looking at two different cultures. There are many differences between Black and White churches and these differences may be attributed to differences in culture that have to be dealt with and not ignored. In addition, cultural studies is usually found at a site of struggle and there is a definite possibility that a struggle may be found as the study moves forward. Finally, there is a dominant group and marginalized groups of minorities.
I used personal experience as a basis for choosing this study. At first I choose it because I thought it would be interesting to study how different cultures are able to come together, however as the study begins there appears to be many problems that have recently arisen, which makes this study opportunistic.
This study was chosen because of my interest in race relations in the United States, specifically between Blacks and Whites. Also, since I don’t really know what the future holds for me, I believe that this study will be a beneficial experience in both my personal and scholarly life. This research will allow me to help churches become more diverse as well as further my understanding of racial relations in the United States. I also think that this is an interest that will go beyond this class (into my thesis of course), but also beyond the next year and into the future.
The field of study is race in the church. The site will be Riverside Community Church and the scene will be each individual focus group.
As a native member, I need to bracket my existing ideology and emotional commitments.
First, I will take an emic approach, trying to understand the scene from the participants’ point of view. Then, an etic approach will be taken as categories are created from these interviews.
Journal Entry #3 – Ethical Considerations
Sept. 24, 2005
The only real ethical issue that I see with this project is that it could possibly create divisions in the church by revealing different beliefs about the church. This is a topic that is often avoided in the church setting and many people might like to keep it that way. They could have issue with people who want to discuss the issues. Likewise, there may be strong opinions expressed as this could be an important issue for some people who feel that this is the first time that they are being heard. There is a chance of making some people aware of issues that they had been blissfully unaware of, which may lead to negative feelings towards specific individuals, leadership, or the church in general.
This then leads to a possibility of creating divisions within racial groups and between racial groups, as well as opening a can of worms within the church. Also, as people begin to talk about personal experiences it may remind them of pain that they went through. There is already a group at the church that meets about racial harmony, however it seems to have created divisions particularly within the African American minority, so there is a fear that this study will run into the same problem. Also, there is some fear that minority members who are currently content will become dispirited as the study is conducted and problems are given a voice. Although I believe that these problems should not be ignored, there may be ethical implications for bringing these problems to light.
Finally, there is some concern that I will lead the focus groups to give answers that I am looking for, instead of honest answers. I think this is a particular problem in a church setting, because often people put on masks and try to fit the mold of whomever they are talking with. I think that church members often give standard, practiced answers within the church and it becomes such a habit that they don’t realize they are doing this. Therefore, I think the questions for the focus groups and the moderation will be very important for getting honest responses and not patent answers.
Journal Entry #4 – Focus groups thoughts
October 15, 2005
The first focus group ran today at 10. Susan Gibson was the moderator. There were six participants all African American and all female. Most of them were apprehensive about the focus groups being split up based on race. I was asked to answer the questions again before the focus groups began. It came up again during the focus group and after the focus group. Fortunately, by the time the focus groups had ended, they understood why the groups had been split, but still wanted to meet with the other group in the future.
The hardest thing about the focus group was setting up the equipment and making sure everything was working and set up. More time was needed to do this. Also, the video only ran for the first hour, but the focus group went for an hour and a half so the last half hour was not recorded. There was an extra tape, but the video camera was off to the side and not in obvious view. Also, the room could have been set up in a friendlier manner. This is hard, since the tape recorder had to be on a table in the middle of the room.
After listening to the session, the main themes that seemed to emerge were representation of minorities and love. There was a definite sense of frustration, which seemed to come most from not feeling like they had a voice in the church. They knew that the pastor was on their side and he seemed to be a main reason that they attended. However, they were less sure of other leaders at the church. The old head worship leader was mentioned, although there is apparently a new head worship leader is seen to be more open to new styles of worship.
[Updated 10/28/05 This is important in the possible next step of my research, which may be to interview leaders within the church. Possible leaders would include the worship leader, youth leader, junior high pastor, elders, and new assistant pastor. I heard that the college pastor was leaving, so maybe a new college pastor].
October 16, 2005 Focus groups continued
The second focus group ran today. Again, I had 6 participants. The focus group ran after the second service, which ended up being more difficult than I had anticipated. I was planning on leaving the second service when the kids were dismissed, but had forgotten that the service was going to be run differently and the kids were out for the entire service. This meant that I had less time to get everything together. Plus a class met in the room that I had been assigned during the second service, so I couldn’t get into the room before the second service. In the end I had more time to get everything ready, because it took people awhile to get up to the room however I was still frantic about pulling everything together.
The second group came up with very similar ideas and issues as the first group. Within 10 minutes representation in leadership and worship were both mentioned and with almost as much passion as in the first group. The groups generally had the same ideas about the issues and the possible solutions. The biggest difference was in the perspective of the individuals. In the first group, they were speaking from first hand experience and giving specific examples. In the second group, there was more speculation and questions about how the minorities were actually feeling, although their guesses were usually very close to the actual feelings expressed in the first group. Both groups were equally as forceful about the spiritual implications that a multicultural church would have, as well as the fact that it will not be accomplished without spiritual principles put into practice. The two most commonly mentioned were love and prayer.
[Updated 10/28/05 Due to the fact that both groups expressed a desire to hear what the other group had to say and to bring some unity to the study, I will hopefully be running a third focus group as a combination of the first two groups.]
Possible Future Entries: Sample of Article Application
and Sample of Coding Notes
Fulano de Tal
Journal 8/28/03
Qualitative Research Methods
As I consider my project I believe I view it within an interpretive paradigm. For me, understanding individual consciousness is more important and more attainable than attempting to make generalizations.
Ontology Within the social sciences, I am an idealist. Our realities are based on our perceptions of the world. The researcher cannot ever fully step outside his/her reality. This must be considered when making assumptions about the research being conducted. Situational and social forces that are not within our control influence or shape the realities presented to us, and therefore, shape our perceptions. We have the capability to make choices about these realities. Again, however, these choices are influenced by our perceptions of the world. My view falls somewhere between ideographic idealism and actional realism.
Epistemology I believe we come to know what we know through an intersubjectivity perspective. When conducting research a person must consider that human behavior varies. It is not possible to observe some human behavior and draw conclusions for all humans based on those observations. People come to know their realities based on place and time, which means those realities are changeable. However, it is possible for people to share realities based on definitions and perspectives. This means we may have the same values as others. The important work of the researcher is to determine which definitions and perspectives the subjects share.
Axiology My approach to qualitative research is hermeneutic. To understand a particular event, the researcher must study the context that surrounds the event. I do not believe it is possible for researchers to actually become a part of all of their research as suggested by naturalism. But to study the natural setting or context allows for more understanding of the event.
2nd Edition-Journal 1
I view the world of research through an interpretive paradigm. Understanding individual consciousness is more important and more attainable than attempting to make accurate generalizations. However, there are aspects of other paradigms that I believe are useful and relevant. Post positivism uses both qualitative and quantitative research. Used together, they can help the researcher find similarities in contexts or subjects. In the other direction, I believe one of the most important goals of research is the exposure of social patterns that inhibit certain segments of society from reaching their full potential. Radical humanism emphasizes changes in existing social arrangements that allow for emancipation and potentiality.
Ontology – Our realities are based on our perceptions of the world. As a researcher, I can never fully step outside my reality, which is different from anyone else’s reality. Situational and social forces that are not within my control influence the realities presented to me and therefore shape my perceptions. This is an ideographic idealism perspective. I also believe that I have control over my behavior. I make my own choices. This is an actionalist perspective. But my choices are grounded in my reality; therefore my choices are not without influence from situational and social forces shaping my reality. It seems to be a circle that is almost impossible to step out of. We cannot escape the social forces that shape our realities which influence our choices which become our realities.
As a researcher, I believe the level of influence that social forces have over people is a phenomenal force. If it was not, there would be no need for the billion dollar advertising industry.
Epistemology – I believe we come to know what we know through an intersubjectivity perspective. When conducting research a person must consider that human behavior varies. It is not possible to observe some human behavior and draw conclusions for all humans based on those observations. People come to know their realities based on place and time, which means those realities are changeable. However, it is possible for people to share realities based on definitions and perspectives. This means we may have the same values as others. The important work of the researcher is to determine which definitions and perspectives the subjects share.
Axiology – My
approach to qualitative research is interpretive and hermeneutic. Because my interaction with the object of my
research is influenced by my individual interpretation, I must acknowledge and
be willing to accept other interpretations of the same phenomenon. This approach will not result in specific
answers to a problem, but it allows for many perspectives that may lead to
greater levels of understanding.
Hermeneutics is the study of context. An event cannot be understood without an understanding of the context within which it takes place. As a researcher I must consider all elements of the context and attempt to see the relationships between these elements and I must remember that I understand the context through my reality. As much as I would like to become a natural part of the context, I am always the researcher and not a natural element of the setting.
I believe these two approaches, interpretive and hermeneutic, are the most productive in an attempt to discern the subtle but normalized practices of a dominant force within a culture. Critical theorists use these approaches to provide an alternative way to understand groups that are dominant and groups that are subordinate. Critical theory is the essential element to radical social change. Change will not come about unless power structures are exposed in a way that each person can understand them through their own reality.
Fulano de Tal
Journal
September 11, 2003
My research project is an attempt to understand the meaning 10 and 11-year-old girls take from the television show, Lizzie McGuire. It is my belief that the media is an overwhelming influence in our lives, especially in the lives of children. Children are vulnerable because they are forming their initial view of the world. The media may be their first exposure to certain circumstances and it becomes a powerful example of what and who is important and successful.
10 and 11-year-old girls are on the brink of major changes in their emotional and physical lives. Research has shown that before girls reach this critical age, they have few preconceived ideas about how they should act as girls. They do not base their actions and thoughts on their gender. But something dramatic happens to these girls as the approach adolescence. They no longer are as assertive, their self-esteem is lower, and they are much more concerned with how other people view them.
I believe media role models have a significant influence on these girls. It is relevant to understand how certain television characters impact them. The main character in the show Lizzie McGuire, is a junior high girl, someone 10 and 11-year-old girls can look to as an example. My research is focused on why girls like this show and how they relate to the main character.
As a public problem, the changes in girls can be considered the initial stages of long-term effects on society, such as lost potential and problematic personal relationships. On a personal level, I believe parents and corporations should take very seriously the role media plays in the lives of our children.
In terms of field, site and scene, my research involves 10
and 11-year-old girls who watch television, specifically girls who live in
As a native of Fairbury and closely related to one of the subjects, I have an understanding of the culture codes for this site. Within the scene, my understanding of the codes of young girls is not as strong. This may cause some problems; however, it may be a positive aspect. I have fewer preconceived ideas about my subjects.
Because my subjects are children, I must obtain approval from the Institutional Revue Board (IRB) and consent from parents or legal guardians.
There are two gatekeepers for this study, my sister and my niece. My sister, as the mother of one of the subjects, will aid in getting the approval from other parents of the subjects. She must have a clear understanding of my purpose and my procedures. I will discuss it with her and provide her with a written copy of the proposal.
It is important for my niece to understand my proposal also. She must help me gain the confidence of her friends. The written proposal may not be helpful to her, but a conversation with her should put her at ease. Once she is comfortable with the project, her friends should follow along. Since it is a focus group, our conversations should be similar to their normal, daily conversations with friends. Hopefully it will be just a little more ‘focused.’
The girls in the group may not be interested in my perspective, but their parent will probably want to know what I am trying to accomplish. A formal perspective may be beneficial in answering concerns they might have.
To conduct the focus group, I will need to set dates and times, determine a series of open-ended questions, and arrange to tape the sessions. Since it will take place in my sister’s house, it will be easy to make the girls feel comfortable. I will have snacks and drinks for them. It may also be beneficial to arrange for all household members, except my sister and my niece to be absent at the times of the meetings. This will prevent fewer distractions. The sessions should be about 45-60 minutes long. The girls might lose interest if it goes much longer than that.
Possible questions for the sessions:
- How often do you watch Lizzie McGuire?
- What is the show about?
- What is it you like about this show – if you do like it.
- Who are the main characters and what are their relationships with each other?
- Is this show similar to your life? If so, in what ways?
- How is it different from your life?
Fulano de Tal
Journal 3 – Ethics
Sept 25, 2003
The readings on ethics helped me understand that I, as the researcher, may have a difficult time trying to see what the ethical issues are for my project. The very passion that leads us to research the inequities of the world gets in the way as we interact with our participants and listen to their views.
As cited in Smith (1990), Brody’s Method for Ethical Decision Making drew attention to the ethical issues at each level of my project. His first step is the perception that there is a moral problem. I thought about my perception of the problem: how our society is affected by media portrayals of females. I believe it is a very real moral problem based on other research that has been done in this area and based on the obvious unequal roles females and females hold in our society.
Since I believe that there is a problem, I have considered Brody’s second step, alternative actions in researching the problem. One alternative is to do nothing and rely on the media industry to make ethical and moral decisions based not on profit but on societal good. Since this is an illusion, I think of two other possible actions: to study the young girls who are most affected by media portrayals or to study the male perceptions of how females are portrayed. As much as I would like to substantiate that males do partially form their views of female roles from the sexist portrayals in the media, this is a difficult cause/effect issue to prove. I also realize that my emotional involvement is very high. It would be difficult for me to discuss this issue with males without my views and values becoming apparent.
My choice is to research the group affected most by the media portrayals, young girls. With this choice made, I turn to House’s (1990) three basic principles of ethics – mutal respect, noncoercion and nonmanipulation. Because my participants are children, it is important to review every aspect of my project to be sure my position, as an adult does not influence my behavior or their behavior.
Mutual respect – this is an issue of how I interact face-to-face with the participants and perhaps with their parents. For the young girls to be comfortable enough to talk openly, I must respond to what they say with neutral remarks. To lead them in one direction or another would be taking advantage of my position as an adult. It also would not give me valid data. Therefore my questions for the focus group must be thoroughly thought out in advance. The questions must help the girls to reveal their attitudes without revealing mine.
Mutual respect must also be shown when writing the results of the project. It would be easy to discount some responses because of the participants’ ages. I must not let that influence my interpretation of their answers.
Noncoercion and Nonmanipulation – although it is easy to say I won’t use coercion with young girls, it is more difficult to be sure I won’t manipulate them in some way. Manipulating children is what adults do on a daily basis, usually with the children’s best interests in mind. But it is still manipulation. (“If you eat your breakfast, you can watch TV for 15 minutes before we leave the house.”) To the participants, my roles as the researcher may seem very similar to that of a teacher. They are taught to respond to teachers in ways that don’t always reveal their true feelings.
Because they are young it may also be difficult to explain the reason for the project and their participation without influencing their responses. Children learn early that it is to their advantage to please adults. If I indicate my bias, they may think they should respond in a certain way.
A solution to these problems might be to use an assistant to actually interact with the girls. This person would explain the study and ask the questions. A young college age female would appear less like a teacher or parent than I would. I would be still be present, but in the background, not as an active participant.
Correction to the beginning of
Journal 3 – Ethics
Using Brody’s Method of Ethical Decision Making (as cited in Smith, 1990) the first step is to acknowledge that there is an ethical problem in my decision to conduct a study of the views of young girls on the portrayal of gender in television programming. This study could have an effect on the children who participate and on their families. It is not likely, but it is possible that the study could have an effect on the television program and on the people involved in its production.
Possible alternatives to this problem:
1) to do the study as proposed
2) to do the study using questionnaires instead of focus groups, which would allow for more confidentiality for the participants
3) to do a critical analysis of the television program to point out gender portrayal; this would eliminate the human interaction and the possibility of influencing the girls.
4) to choose participants from a different population such as middle age, blue collar men or women; this would change the focus of the study but would eliminate the participation of children
5) to not do the study.
References
House, E.R. (1990). An ethics of
qualitative filed studies. In E. Guba
(Ed.), The paradigm dialog (pp 158-164).
Smith, L.M. (1990). Ethics, field
studies, and the paradigm crisis. In E. Guba (Ed.), The paradigm dialog
(pp 139-157).