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Journal articles on the topic 'Researcher identity'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Craft, Anna R. "Electronic Resources Forum - Managing Researcher Identity: Tools for Researchers and Librarians." Serials Review 46, no. 1 (January 2, 2020): 44–49. http://dx.doi.org/10.1080/00987913.2020.1720897.

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2

Frost, Nollaig, and Amanda Holt. "Mother, researcher, feminist, woman: reflections on “maternal status” as a researcher identity." Qualitative Research Journal 14, no. 2 (July 8, 2014): 90–102. http://dx.doi.org/10.1108/qrj-06-2013-0038.

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Purpose – The purpose of this paper is to discuss the ways in which a researcher's maternal status as “mother” or “non-mother/child-free” is implicated in the research process. Design/methodology/approach – This paper draws on the experiences as two feminist researchers who each independently researched experiences of motherhood: one as a “mother” and one as a “non-mother/child-free”. The paper draws on extracts from the original interview data and research diaries to reflect on how research topic, methodology and interview practice are shaped by a researcher's maternal status. Findings – The paper found that the own maternal identities shaped the research process in a number of ways: it directed the research topic and access to research participants; it drove the method of data collection and analysis and it shaped how the authors interacted with the participants in the interview setting, notably through the performance of maternal identity. The paper concludes by examining how pervasive discourses of “good motherhood” are both challenged and reproduced by a researcher's maternal status and question the implications of this for feminist research. Originality/value – While much has been written about researcher “positionality” and the impact of researcher identity on the research process, the ways in which a researcher's “maternal status” is implicated in the research process has been left largely unexamined. Yet, as this paper highlights, the interaction of the often-conflicting identities of “mother”, “researcher”, “feminist” and “woman” may shape the research process in subtle yet profound ways, raising important questions about the limits of what feminist social research about “motherhood” can achieve.

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De Koning, Martijn, Edien Bartels, and Daniëlle Koning. "Claiming the Researcher’s Identity." Fieldwork in Religion 6, no. 2 (April 4, 2012): 168–86. http://dx.doi.org/10.1558/firn.v6i2.168.

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In this chapter we will discuss the consequences for doing research in the case of a topic and field that has become subject to intense public debate. In three cases involving research on Islam and Muslims we will take up questions pertaining to inter-subjectivity, and show how research on public issues, the relation between the worldviews of informants and those of the researcher, and processes of inclusion and exclusion during fieldwork are influenced by the politicization of Islam. We show how sudden changes in the societal context influence local identifications and allegiances. In our cases these changes produced a politicization of the field which, in turn led to the construction of the researchers as ‘natives’ by the informants. We argue that a reflection on this construction is necessary in order to better analyse processes of signification among informants and render a more adequate representation of the researched.

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L’Amrani, Hasnae, Younès EL Bouzekri EL Idrissi, and Rachida Ajhoun. "Identity Management Systems: Techno-Semantic Interoperability for Heterogeneous Federated Systems." Computer and Information Science 11, no. 3 (July 29, 2018): 102. http://dx.doi.org/10.5539/cis.v11n3p102.

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The identity management domain is a huge research domain. The federated systems proved on theirs legibility to solve a several digital identity issues. However, the problem of interoperability between federations is the researcher first issue. The researchers final goal is creating a federation of federations which is a large meta-system composed of several different federation systems. The previous researchers’ technical interoperability approach solved a part of the above-mentioned issue. However, there are some-others problems in the communication process between federated systems. In this work, the researcher target the semantic interoperability as a solution to solve the exchange of attribute issue among heterogeneous federated systems, because there is a significant need of managing the users’ attributes coming from different federations. Therefore, the researcher proposed a semantic layer to enhance the previous technical approach with the aim to guarantee the exchange of attribute that has the same semantic signification but a different representation, all that based on a mapping and matching between different anthologies. This approach will be applied to the academic domain as the researcher application domain.

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Kajfez, Rachel, Dennis Lee, Katherine Ehlert, Courtney Faber, Lisa Benson, and Marian Kennedy. "A Mixed Method Approach to Understanding Researcher Identity." Studies in Engineering Education 2, no. 1 (March 29, 2021): 1. http://dx.doi.org/10.21061/see.24.

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Torres-González, José A. "The identity and tasks of the university researcher." Revista Internacional de Investigación en Ciencias Sociales 13, no. 2 (December 30, 2017): 131–32. http://dx.doi.org/10.18004/riics.2017.diciembre.131-132.

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7

Norton, Bonny, and Margaret Early. "Researcher Identity, Narrative Inquiry, and Language Teaching Research." TESOL Quarterly 45, no. 3 (September 1, 2011): 415–39. http://dx.doi.org/10.5054/tq.2011.261161.

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8

Xerri, Daniel. "Split personality/unified identity: being a teacher-researcher." ELT Journal 71, no. 1 (September 14, 2016): 96–98. http://dx.doi.org/10.1093/elt/ccw069.

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Edwards, Emily, and Anne Burns. "Language Teacher-Researcher Identity Negotiation: An Ecological Perspective." TESOL Quarterly 50, no. 3 (September 2016): 735–45. http://dx.doi.org/10.1002/tesq.313.

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10

Dekel-Dachs, Ofer, and Emily Moorlock. "Visual mapping of identity: negotiating ethnic identity." European Journal of Marketing 54, no. 11 (May 25, 2020): 2747–75. http://dx.doi.org/10.1108/ejm-02-2019-0143.

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Purpose This paper aims to offer a novel participatory visual research method, the mapping of identity (MOI) protocol that embraces the complex nature of contemporary consumers’ lived reality. Design/methodology/approach The MOI protocol is a two-phase methodology. The first phase includes collage creation, based on a taxonomy of attachments, followed by an elicitation interview structured around the participant’s collage. In phase two, the categories elicited in phase one are synthesised into key themes in collaboration between the researcher and the participant. Findings MOI methodology provides an effective platform for participants to bring together disjointed memories, fragments and thoughts. Two individual cases are presented that seem similar on the surface; however, when deconstructing these narratives, their lived experiences and the effect that these narratives have on the construction of the self are very different. Treating participants as co-researchers and letting the choices they make in their collage creation lead the interview empowers the participant and enables the researcher to better understand their complex identity articulations. Research limitations/implications This study contributes a visual methodology capable of exploring and celebrating the complexities of self-identity. Practical implications MOI is a useful tool for facilitating self-exploration in liquid markets. Marketing experts should provide materials that are not too confining and facilitate consumers in expressing multiple voices. Social implications The participatory nature of MOI methodology allows for the emergence of stories from those that might otherwise go unheard, helping to understand unfamiliar and sometimes unrecognised identities. Originality/value Marketing literature recognises the complex nature of contemporary lived reality; however, some of the intricate aspects of this reality have not been dealt with in all their complexity. A reason for this gap is the paucity of suitable research methods. The MOI protocol presented in this paper addresses this, providing an effective visual tool to explore the complex web of contemporary consumer life.

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Allen, Louisa. "Queer(y)ing the Straight Researcher: The Relationship(?) between Researcher Identity and Anti-Normative Knowledge." Feminism & Psychology 20, no. 2 (May 2010): 147–65. http://dx.doi.org/10.1177/0959353509355146.

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Harvey, Jonathan. "Footprints in the Field: Researcher Identity in Social Research." Methodological Innovations Online 8, no. 1 (April 2013): 86–98. http://dx.doi.org/10.4256/mio.2013.0006.

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13

Bayeck, Rebecca Y. "Positionality: The Interplay of Space, Context and Identity." International Journal of Qualitative Methods 21 (January 2022): 160940692211147. http://dx.doi.org/10.1177/16094069221114745.

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This article considers the way in which positionality shifts and is formed during a cross-cultural study to reveal the complexity of the insider-outsider status. As a researcher in a male-dominated game setting, I reflect on the research process and my interactions with participants to show the interplay of space, context, and identity in shaping a researcher’s status. I discuss the process of gaining access to the research site and participants, and data collection in relation to space, context, and identity. The interaction of my identities with space, and context informed my status at various moments. This interplay constructs a complex status of an “in-out-sider”. These findings prepare researchers to pay close attention to the role space, context, and identity play in shaping their positionality. This study serves as a welcome addition to the emerging literature on positionality, and to the situatedness of a researcher status.

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Xu, Xing. "A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study." SAGE Open 11, no. 3 (July 2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032151.

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Researcher identity has been widely studied as central to doctoral education. However, little is known about students’ emic conceptualization of what represents researcher identity based on their lived experience. Using a sample of 24 Chinese doctoral students in Australia, this study adopts volunteer-employed photography (VEP) to facilitate the participants’ delineation of their researcher identity. Findings reveal that researcher identity is indexed at three levels: belonging as being, doing as becoming, and limited limitlessness. It presents itself as a complex formulating process in which dichotomous, yet mutually constitutive, forces collide and merge. This study concretizes perceptions about the notion of researcher identity through photographs and corresponding revelatory dialogues in relation to people, objects, feelings, phenomena, and relationships. Some insights on visual research methodology are also discussed.

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Kearns, Sarah. "Seeking researcher identity through the co-construction and representation of young people’s narratives of identity." Educational Action Research 20, no. 1 (March 2012): 23–40. http://dx.doi.org/10.1080/09650792.2012.647637.

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16

Rehbock, Stephanie, Kristin Knipfer, Sylvia Hubner, and Claudia Peus. "Born Researcher or Political Influencer? Professorial Identity in Higher Education." Academy of Management Proceedings 2018, no. 1 (August 2018): 14300. http://dx.doi.org/10.5465/ambpp.2018.14300abstract.

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Chikkatur, Anita P., and Cheryl Jones-Walker. "The influence of researcher identity on ethnographies in multiracial schools." International Journal of Qualitative Studies in Education 26, no. 7 (August 2013): 829–47. http://dx.doi.org/10.1080/09518398.2012.666292.

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18

Scheffel, Tara-Lynn. "Who Am I? Who Are You? – Negotiating a Researcher Identity." Language and Literacy 13, no. 2 (September 1, 2011): 54. http://dx.doi.org/10.20360/g26k53.

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This article examines the process of negotiating a researcher identity with teachers and students during an ethnographic case study that explored literacy engagement in a grade two classroom. I consider the tensions presented and the negotiations undertaken during the study and conclude that the rhythm of negotiation is of critical importance to establishing trust in qualitative research.

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Coryell, Joellen E., Susan Wagner, M. Carolyn Clark, and Carol Stuessy. "Becomingreal: adult student impressions of developing an educational researcher identity." Journal of Further and Higher Education 37, no. 3 (May 2013): 367–83. http://dx.doi.org/10.1080/0309877x.2011.645456.

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20

Hamilton, Kathy, Susan Dunnett, and Hilary Downey. "Researcher identity: Exploring the transformatory power of the research experience." Journal of Consumer Behaviour 11, no. 4 (July 2012): 275–82. http://dx.doi.org/10.1002/cb.1386.

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21

Powell, James, Carol Hoover, Andrew Gordon, and Michelle Mittrach. "Bridging identity challenges: why and how one library plugged ORCiD into their enterprise." Library Hi Tech 37, no. 3 (September 16, 2019): 625–39. http://dx.doi.org/10.1108/lht-04-2018-0046.

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Purpose The purpose of this paper is to describe the implementation and impact of a locally customized Open Researcher and Contributor ID (ORCiD) profile wizard. It also provides a broader context for adopting ORCiD as an identity and single sign-on solution. Design/methodology/approach A custom web application was designed by a library team and implemented using a combination of the OAuth protocol and the ORCiD web services API. The tool leveraged a rich, curated set of local publication data, and exposed integration hooks that allowed other enterprise systems to connect ORCiD IDs with an internal employee identifier. Findings Initially the tool saw only modest use. Ultimately its success depended upon integration with other enterprise systems and the requirement of an ORCiD ID for internal funding requests, rather than exclusively on the merits of the tool. Since introduction, it has been used to generate over 1,660 ORCiDs from a population of 4,000 actively publishing researchers. Practical implications Organizations that desire to track publications by many affiliated authors would likely benefit from some sort of integration with ORCiD web services. This is particularly true for organizations that have many publishing researchers and/or track publications spanning many decades. Enterprise integration is crucial to the success of such a project. Originality/value Research inputs and research products are now primarily digital objects. So having a reliable system for associating researchers with their output is a big challenge that, if solved, could increase researcher impact and enhance digital scholarship. ORCiD IDs are a potential glue for many aspects of this problem. The design and implementation of the wizard eased and quickened adoption of ORCiD Ids by local researchers due in part to the ease with which a researcher can push publication information already held by the library to their profile. Subsequent integration of researcher ORCiD IDs with local enterprise systems has enabled real-time propagation of ORCiD IDs across research proposal workflow, publication review and content discovery systems.

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22

Tsang, Eric W. K. "Inside Story: Mind Your Identity When Conducting Cross National Research." Organization Studies 19, no. 3 (May 1998): 511–15. http://dx.doi.org/10.1177/017084069801900307.

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In this short note, I would like to share with fellow researchers a few interesting incidents encountered in the fieldwork of my doctoral research conducted in Singapore and China. Some of these incidents were related to my identity as a researcher. Using the perspective of social identity theory, I argue that a researcher's identity can be a critical success factor for conducting cross-national research.

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Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (August 2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.

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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

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Griffin, Gabriele. "The Compromised Researcher." Sociologisk Forskning 49, no. 4 (October 1, 2012): 333–47. http://dx.doi.org/10.37062/sf.49.18413.

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This article centres on issues of vulnerability and being compromised in feminist research where the focus has frequently been on researching the same. Compromise, here used in its pejorative sense, may for instance occur in terms of one’s research topic, the methods one utilizes, or the participants chosen for a study. Drawing on a range of examples including the methodological work of Ann Oakley (1981, 2000) as well as three articles on researching men that appeared in the journal Signs in 2005, I argue that feminist researchers, possibly because they work in an identity-based discipline, may be diversely vulnerable when researching the same and/or researching the different, and can be compromised both by how they are treated by those whom they encounter in their research and by their own behaviour in that context. I suggest that these concerns are under-articulated in feminist research and conclude with a series of questions that need to be raised.

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Ladino, Carolina. "‘You Make Yourself Sound So Important’ Fieldwork Experiences, Identity Construction, and Non- Western Researchers Abroad." Sociological Research Online 7, no. 4 (November 2002): 21–31. http://dx.doi.org/10.5153/sro.763.

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The article explores processes of identity construction. It specifically looks into respondents' images of the visiting researcher. Using my own experience as a Colombian researcher in the shanty towns of northern Mexico, the paper looks into respondents' responses to non- white, non-western researchers while doing fieldwork. My own fieldwork experiences revealed that local images of Colombians as ‘southerners’ conflicted with local expectations about researchers. This situation forced me to adopt the identity respondents felt best suited me locally. Besides stating that not all researchers in the developing world are white, western and in a powerful position, the paper highlights that the construction of identities takes place ‘through’ and not outside difference. This process allowed me to understand the contradictory processes that lead to successful feminist alliances being formed with the ‘other’ in a research context.

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Iakovlev, V. A. "SCIENTIST AS RESEARCHER AND PERSONALITY." Metafizika, no. 1 (December 15, 2020): 121–32. http://dx.doi.org/10.22363/2224-7580-2020-1-121-132.

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The identity of the scientist is regarded as a complex self-organizing system, through which implements its creative potential. The main functions of the system are disclosed in the dynamics of metaphysic cognitive structures of the kernel. In the structure of the individual scientist allocated base and disposition levels, through the elements which link cognitive kernel of personality with the socio-cultural sphere.

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Hall, Leigh, and Leslie Burns. "Identity Development and Mentoring in Doctoral Education." Harvard Educational Review 79, no. 1 (March 30, 2009): 49–70. http://dx.doi.org/10.17763/haer.79.1.wr25486891279345.

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In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.

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Jung, Juyong, Mincheol Ha, and Seungku Ahn. "Am I a Researcher? Public Officials?: Recognition of the Identity of Researchers in National and Public Research Institutes." Korean Journal of Local Government Studies 21, no. 4 (February 28, 2018): 341–67. http://dx.doi.org/10.20484/klog.21.4.15.

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Ruane, Deirdre. "‘Wearing down of the self’: Embodiment, writing and disruptions of identity in transformational festival fieldwork." Methodological Innovations 10, no. 1 (January 2017): 205979911772061. http://dx.doi.org/10.1177/2059799117720611.

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Immersive ethnographic research can be profoundly destabilising for researchers’ sense of identity, and the attempt to inhabit and reconcile dual identities as researcher and participant can take a severe emotional toll. Prior to the reflexive turn in qualitative sociology, this identity work remained largely unacknowledged. Feminist critiques of positivist social science, along with personal accounts portraying the messy, chaotic aspects of research, have helped to create a new climate in which researchers can openly examine their identity conflicts and even recognise them as an integral part of their research. However, advice on navigating these situations remains somewhat limited. This article is a reflexive account of issues encountered while researching the practice of psychedelic support – the provision of emergency care to people undergoing drug-related crises – within the transformational festival scene in the United Kingdom, the United States and Portugal. Transformational festival settings are engineered to disrupt everyday experiences of identity and selfhood and induce emotional vulnerability. Thus, they throw issues of researcher identity and its management into sharp relief. Physically and emotionally intense fieldwork settings can bring about non-ordinary mental states in the researcher which can put habitual working practices and capacities out of reach. This effect contributed to a painful disjunction between my researcher and participant identities, which centred on the struggle to create linear, written narratives of largely embodied and non-verbal experiences. However, I found that the effect was somewhat mitigated by developing fluid, non-linear, multisensory working practices and documentation methods which were more appropriate to the research setting and the mental states it induced. I conclude that ethnographers in intense or extreme field settings can benefit greatly from methods and tools which work even when we are out of our everyday minds.

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Sharma, Malvika. "Of Women and Belonging." Commoning Ethnography 3, no. 1 (December 9, 2020): 152. http://dx.doi.org/10.26686/ce.v3i1.6656.

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I explore issues of identity and belonging in the field as a woman researcher, through encounters and narratives that highlight vulnerabilities in doing ethnography in a hostile borderland in Jammu and Kashmir. The contested notions of belonging – as a woman and as a researcher in the field – often proves challenging for female researchers who have to be mindful of both these identities at the same time. The field constantly reminds ‘the researcher’ of her identity as a woman, and here lies the difficult task of carrying out the fieldwork while remaining true to both. The challenges that a woman researcher faces can be overcome if she finds a way to negotiate her belonging in the field with herself, and with her participants.

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Omar, Ali. "From Imam to Researcher." Fieldwork in Religion 10, no. 1 (January 15, 2016): 65–81. http://dx.doi.org/10.1558/firn.v9i2.13642.

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This article has been prompted by fieldwork undertaken on the ‘Muslim Chaplaincy in Britain’ project between September 2008 and August 2009. The article evaluates key challenges and sensitivities encountered during the fieldwork. The points for discussion include issues of positionality, insider /outsider, access and interviewing ‘the other’. In particular the article discusses the significance of the researcher’s biography - himself a Muslim Chaplain and Imam- and how these have impacted on the collection and production of data. In this article I will use the argument that ‘shared religious identity’ can and does affect the research process. The intention of the article is to communicate to other Muslim social researchers engaged in research on Islam and Muslims on what to expect in the field.

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Parfa Koskinen, Katarina. "Developing a researcher identity of relevance for remote Indigenous language education." International Journal of Information and Learning Technology 37, no. 5 (September 24, 2020): 341–50. http://dx.doi.org/10.1108/ijilt-03-2020-0024.

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PurposeThe study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous Sámi and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a PhD study on remote 1–9 Sámi language education can be informed by an Indigenous research paradigm. What philosophical guidelines are needed in navigating a sensitive field of investigation shaped by historical atrocities, discrimination and racist assumptions towards the Sámi people and other Indigenous, marginalised groups?Design/methodology/approachA dialogical approach has been used between readings of mainly Indigenous scholars' writings on the topic and anecdotes illustrating personal experiences from a lived life as Sámi.FindingsThrough this process, a researcher identity has developed, informed by the views from an Indigenous research paradigm that humans are ontologically equal to other entities, and epistemologically knowledge constitutes of relationships between different entities. This makes relationality a central feature of an Indigenous epistemology –not only between people but also including, for example, ideas, history, ancestors, future, artefacts and spirituality – which links epistemology to ontology. The axiological issue of accountability works holistically as “glue”.Originality/valueElucidating underlying arguments and motives behind both an Indigenous research paradigm and the development of researcher identity when designing and planning research is rarely done, which provides the originality of the present contribution.

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McGinity, Ruth. "Exploring the complexities of researcher identity in a school based ethnography." Reflective Practice 13, no. 6 (December 2012): 761–73. http://dx.doi.org/10.1080/14623943.2012.732936.

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Ozga, Jenny. "The entrepreneurial researcher: Re-formations of identity in the research marketplace." International Studies in Sociology of Education 8, no. 2 (July 1998): 143–53. http://dx.doi.org/10.1080/0962021980020024.

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Islam, Maisha. "Reflection note: confessions of a Muslim researcher – considering identity in research." International Journal of Social Research Methodology 23, no. 5 (December 4, 2019): 509–15. http://dx.doi.org/10.1080/13645579.2019.1700726.

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Dickinson, Jules. "Access all areas: identity issues and researcher responsibilities in workplace settings." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 30, no. 2 (January 2010): 105–24. http://dx.doi.org/10.1515/text.2010.006.

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LeBlanc, Robert Jean. "Observant participant: carnal sociology and researcher identity in religious educational spaces." Ethnography and Education 14, no. 2 (February 22, 2018): 242–57. http://dx.doi.org/10.1080/17457823.2018.1441043.

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Johnston, Matthew S., and Matthew D. Sanscartier. "Our Madness is Invisible: Notes on Being Privileged (Non)Disabled Researchers." Canadian Journal of Disability Studies 8, no. 5 (October 28, 2019): 120–40. http://dx.doi.org/10.15353/cjds.v8i5.568.

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This autoethnographic piece traces how two researchers continually negotiate their privileges, successes, insecurities, challenges, and (non)disabled identities in the neoliberal academy. We interrogate the co-constitution of identity of (1) a mentally disabled researcher and graduate student who researches madness in the midst of dealing with his own struggles maintaining a professional identity and repairing a fractured self; (2) a non-disabled doctoral student who has found academic success, but has had his life stalled multiple times by significant mental health challenges. We propose the concept of the privileged (non)disabled self to capture how researchers become entangled in permanent or temporal disabilities while simultaneously negotiating their accomplishments. We encourage researchers not to sideline their reflections on privilege and disability as irrelevant, but continually examine their identities in order to reveal potential avenues for emancipation.

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Kara, Helen. "Identity and power in co-produced activist research." Qualitative Research 17, no. 3 (March 22, 2017): 289–301. http://dx.doi.org/10.1177/1468794117696033.

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Methodologies such as participatory, feminist, or co-produced research aim to democratise research practice. These kinds of methodologies are devised and embraced by activists as they work to shift the balance of power. Activists and researchers can be uneasy bedfellows, and trying to be both activist and researcher can lead to identity confusion and communication problems. Yet within democratic research practice, researchers and others are often required to enact multiple identities. This article will highlight some of the relationships between activism, research, identity and power. An account of an incident that occurred during a piece of co-produced activist evaluation research, which threatened to undermine that research, illustrates some of the relationships between the enactment of multiple identities and power imbalances in the practice of co-produced activist research. The theoretical work of Karen Barad is used as a lens to help elucidate the complexity of this phenomenon and identify what, and how, we can learn from such incidents.

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Joseph, Friday I., Jane Earland, and Maryam A. Ahmed. "Experience of Conducting Sensitive Qualitative Research as a Cultural Outsider: Formulation of a Guide for Reflexivity." International Journal of Qualitative Methods 20 (January 2021): 160940692110586. http://dx.doi.org/10.1177/16094069211058616.

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Studies conducted by outsider researchers, who do not share the participants’ culture, language or other traits, are often complex. The positionalities of participants are rarely considered in qualitative research literature but their influence defines how they engage with the researchers and their research. There is little within the literature specifically written for novice qualitative researchers working as an outsider. In this article, the experience of conducting research on breastfeeding in Nigeria with Hausa–Fulani Muslim women has been used to reflect upon the challenges of researching as an outsider. Drawing upon this work, a guide has been developed for researchers working with a group from a different cultural, ethnic or socioeconomic background to their own. The guide includes social identity mapping of both researcher and participants, a consideration of the sensitivity, vulnerability and cultural identity lenses through which the identity of the researcher, participants, and context intersect to influence the study, and reflexive questions. Considering these questions before conducting a study can help researchers to anticipate and proactively develop mitigation strategies to address common methodological and ethical dilemmas they may encounter.

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Leavy, Patricia. "Poetic Bodies: Female Body Image, Sexual Identity and Arts-Based Research." LEARNing Landscapes 4, no. 1 (April 1, 2010): 175–87. http://dx.doi.org/10.36510/learnland.v4i1.370.

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This article reviews the use of a poetic form of analysis and representation of interview data collected on the topic of women’s body image and sexual identity. The researcher developed a tri-voiced poetic method that merges participant, researcher and literature voices. In this article the author advocates tri-voiced poems as a way of sharing researcher viewpoints, opening up dialogue, challenging stereotypes, and reaching and educating broad audiences.

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Jensen, Sune Qvotrup. "“So, it is about how negative it is?!” Understanding researcher/researched interactions as relations between intersectional social positions." Qualitative Studies 3, no. 2 (September 11, 2012): 115–32. http://dx.doi.org/10.7146/qs.v3i2.7304.

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The article argues that interactions in qualitative interviews and ethnography can be analyzed as relations between intersectional social positions. It draws attention to the importance of class and geographical location in such analysis. It further argues that such interactions work through typifications, that they have a power dimension and that they entail processes of identity formation. The identities being offered through these processes can, however, be negotiated or resisted. The article then analyses such interactions as they were experienced in two research projects the author participated in: His PhD project about young marginalized ethnic minority men, and the collective project INTERLOC which focused on the interplay between gender, class, ethnicity and ‘race’ in an underprivileged Danish suburb. It is demonstrated that relationality influences the assumptions research participants have about the researcher. It is also demonstrated that the research encounter entails powerful mechanism of identity formation. The informants, however, sometimes resist these processes resulting in blurred and unstable, sometimes antagonistic, power relations. It is finally argued that analyses of such interactions can provide central insight into the subject studied.

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Monjezi, Masood. "Writer Identity Construction in MSc. Students of Engineering." International Journal of English Language Teaching 8, no. 2 (September 27, 2021): 22. http://dx.doi.org/10.5430/ijelt.v8n2p22.

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Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing.

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Kim, Mi So, and Jung Eun Lee. "Collectiveness of Violence and Regaining of Self-identity - focused on researcher works -." Journal of Basic Design & Art 21, no. 1 (February 28, 2020): 51–64. http://dx.doi.org/10.47294/ksbda.21.1.5.

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Skerrett, Allison. "Biography, Identity, and Inquiry: The making of teacher, teacher educator, and researcher." Studying Teacher Education 4, no. 2 (October 24, 2008): 143–56. http://dx.doi.org/10.1080/17425960802433629.

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Lamar, Margaret R., and Heather M. Helm. "Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students." Counselor Education and Supervision 56, no. 1 (March 2017): 2–18. http://dx.doi.org/10.1002/ceas.12056.

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Atewologun, Doyin. "Sites of intersectional identity salience." Gender in Management: An International Journal 29, no. 5 (July 1, 2014): 277–90. http://dx.doi.org/10.1108/gm-12-2013-0140.

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Purpose – The purpose of this paper is to explore experiences relating to and the nature of the episodes that raise individuals’ salience of their intersecting gender, ethnic and senior organizational identities. This paper is based on a presentation given at a British Academy of Management Joint Gender in Management and Identity Special Interest Groups Research Seminar entitled “Exploring Intersectionality of Gender and Identity”. Design/methodology/approach – Based on identity-heightening incidents elicited through diaries and interviews from minority ethnic women and men in middle- and senior-management positions, the paper adopts a multilevel, intersectional framework to present “sites” of intersectional identity salience. Identity-salient sites were analysed from accounts of episodes that raised the salience of gender, ethnic and senior identities for respondents. Researcher reflections on identity salience are also analysed. Findings – This paper draws on subjective accounts of identity salience from researcher and respondent experiences on pre-defined identity dimensions. Research limitations/implications – This paper uses rich, in-depth accounts of everyday experiences to reveal the dynamics of intersectional identity salience. Gender, ethnic and senior identities infuse each other with significance and meaning simultaneously and consecutively in everyday experiences. Originality/value – This paper’s originality is drawn from the advancement of intersectionality studies through empirical research based on collecting identity-heightening qualitative data.

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Dugas, Daryl, Kelly H. Summers, Lindsay N. Harris, and Amy E. Stich. "Shrinking Budgets, Growing Demands: Neoliberalism and Academic Identity Tension at Regional Public Universities." AERA Open 4, no. 1 (February 2018): 233285841875773. http://dx.doi.org/10.1177/2332858418757736.

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Faculty ( N = 156) at regional public universities (RPUs) in the United States were surveyed for self-reports of their primary academic identity (teacher, researcher) along with alignment of that identity with perceived departmental expectations and how their time is spent. Well-being and job satisfaction were examined as outcome measures of identity and alignment. The results are examined in the context of international concerns about neoliberalism in higher education, particularly with respect to academic identity. Participants were employed by RPUs in Illinois, a state with severe budget challenges, to assess the combined impact of neoliberalism and financial pressures on academic identity at traditionally teaching-focused institutions. Results of MANCOVA and MANOVA analyses suggested that participants who identify as teachers had greater overall well-being and job satisfaction than those who identified as researchers. Greater satisfaction was associated with alignment between identity and how time is spent. Implications and challenges to faculty work and strains on academic identity at RPUs are discussed.

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Hillbrink, Alessa, and Regina Jucks. "‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students." Studies in Graduate and Postdoctoral Education 10, no. 2 (July 1, 2019): 109–25. http://dx.doi.org/10.1108/sgpe-03-2019-0031.

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Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

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Goode, Jackie. "Research Identities: Reflections of a Contract Researcher." Sociological Research Online 11, no. 2 (July 2006): 40–49. http://dx.doi.org/10.5153/sro.1389.

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This paper examines the institutional identity formation of contract research staff in the context of the Taylorisation of research knowledges. The author has been a contract researcher for many years, after initially training and practising as a Probation Officer. She makes links between her social work training, and her current practice as a qualitative researcher. Drawing on her experience of working on a variety of different projects, at a number of different institutions, and providing illustrative examples from projects in sociology, social policy, health, and education, she reflects on the implications of the current social organization of academic research both for professional research practice and for researcher identity. There is a paradox in the way that contract research staff accrue a wealth of experience of how research is organised and conducted in different contexts, a repertoire of skills, and a vast volume of various kinds of ‘data’, whilst remaining vulnerable and marginalized figures within the academy, with few opportunities for professional development and advancement. She outlines a number of strategies she has employed in the preservation of the ‘research self’, and concludes by suggesting that the academy has much to learn about the effective management of ‘waste’, as embodied by researchers’ selves and their data, consequent upon the Taylorisation of research work.

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