Deck 11: Field Research and Focus Group Research

Question 1

Why should a field researcher read the literature before beginning field work? Does this contradict the idea of defusing? How might it aid in dealing with gatekeepers or in relations in the field setting?

Answer 1

Field researchers should read the literature before beginning field work in order to gain a comprehensive understanding of the existing knowledge and research in their field of study. This allows them to build upon previous work, avoid duplicating efforts, and identify gaps in the literature that their research can address. Additionally, reading the literature can help field researchers develop a theoretical framework for their study, inform their research design and methodology, and guide their data analysis and interpretation.

This does not necessarily contradict the idea of defusing, as reading the literature can actually help field researchers to better understand the context and dynamics of the field setting. By familiarizing themselves with the existing research and knowledge, researchers can approach the field with a more informed and nuanced perspective, which can aid in building rapport and trust with the community and key stakeholders.

Furthermore, reading the literature can also aid in dealing with gatekeepers in the field setting. Gatekeepers are individuals or groups who control access to the field site or research participants, and by demonstrating a thorough understanding of the existing research and the potential contributions of their own work, field researchers can establish credibility and legitimacy, which may facilitate access and cooperation.

In summary, reading the literature before beginning field work is essential for field researchers to situate their study within the existing knowledge, inform their research approach, and build relationships with gatekeepers and the community in the field setting. It is not contradictory to the idea of defusing, but rather complements it by providing researchers with the necessary background and understanding to navigate the field effectively.

Question 2

Identify the characteristics of a field site that make it a good one for a beginning field researcher. Explain why they make it a "good"
one.

Answer 2

A good field site for a beginning field researcher would have several key characteristics. Firstly, it should be easily accessible, with good transportation and infrastructure in place. This makes it easier for the researcher to travel to and from the site, as well as to access any necessary resources or support.

Secondly, the field site should have a clear and well-defined research question or problem to investigate. This provides focus and direction for the researcher, helping them to stay on track and make meaningful contributions to their field.

Additionally, a good field site should have a supportive and knowledgeable local community or research team. This can provide valuable guidance, resources, and assistance to the beginning researcher, helping them to navigate the challenges of fieldwork and learn from experienced professionals.

Finally, a good field site should offer a diverse range of opportunities for data collection and observation. This could include a variety of environmental conditions, species, or cultural practices, allowing the researcher to gain a broad understanding of their subject and develop a well-rounded research project.

Overall, these characteristics make a field site "good" for a beginning field researcher by providing them with the support, resources, and opportunities they need to develop their skills, gain valuable experience, and make meaningful contributions to their field of study.

Question 3

How does the "presentation of self"
affect a field researcher's work?

Answer 3

The "presentation of self" refers to the way an individual portrays themselves to others, which is a concept derived from Erving Goffman's dramaturgical analysis in sociology. In the context of field research, the presentation of self by a researcher can significantly affect their work in several ways:

1. **Building Trust and Rapport**: How a researcher presents themselves can influence their ability to build trust and rapport with participants. If the researcher appears approachable, respectful, and professional, participants may be more willing to share information openly and honestly. Conversely, if the researcher seems disinterested, judgmental, or untrustworthy, participants may be less forthcoming or may even refuse to participate.

2. **Access to Information**: The presentation of self can determine the level of access a researcher gains to certain environments or social groups. For example, dressing appropriately and using language that resonates with the community can facilitate deeper immersion and better understanding of the social context.

3. **Influence on Data Quality**: The way a researcher interacts with participants can affect the quality of the data collected. If participants perceive the researcher as biased or leading, they might provide answers they think the researcher wants to hear, rather than their true thoughts and feelings.

4. **Ethical Considerations**: Researchers have an ethical obligation to present themselves honestly and not to deceive participants about their intentions or the nature of the research. Misrepresenting oneself can lead to ethical breaches and compromise the integrity of the research.

5. **Cultural Sensitivity**: In cross-cultural research, the presentation of self includes being culturally sensitive and aware. Understanding and respecting cultural norms and practices is crucial to avoid offending participants and to ensure culturally appropriate interactions.

6. **Observer Effect**: The presence and behavior of the researcher can influence the phenomenon being studied, known as the observer effect. Researchers need to be mindful of how their presentation might alter the behavior of those they are studying, and they should strive to minimize their impact.

7. **Personal Bias**: Researchers must be aware of their own biases and how these may be communicated through their presentation of self. Personal beliefs and attitudes can inadvertently shape interactions with participants and influence the interpretation of data.

8. **Adaptability**: Field researchers often need to adapt their presentation of self to different contexts and situations. Flexibility in demeanor, communication style, and appearance can help researchers navigate diverse settings and relate to various groups of people.

In summary, the presentation of self is a critical aspect of field research that can influence the research process and outcomes in many ways. Researchers must be conscious of how they are perceived and strive to present themselves in a manner that fosters trust, ethical integrity, and the collection of high-quality data.

Question 4

What is the attitude of strangeness? Why is it used in field research?

Question 5

What are relevant considerations when choosing roles in the field? How can the degree of researcher involvement vary? Why is "going native"
a threat?

Question 6

Identify three ways to ensure high-quality field research data. How does reliability and validity play a role?

Question 7

Compare differences between a field research and a survey research interview. How does a field interview differ from a friendly conversation?

Question 8

Field researchers attempt to achieve reliability and validity for the data collected in several ways. Of the following, which is NOT one of the ways they try to ensure reliability and validity?

A) member validation
B) ecological validity
C) internal consistency
D) external consistency
E) none of the above

Question 9

Which of the following is an example of a structural question used in field research interviewing?

A) Which way is the bathroom?
B) How many people work here on the night shift?
C) What do a gin fizz and a screwdriver have in common?
D) Is a "cig and a coffee slurper" a type of customer you have here?
E) What is a typical day here like?

Question 10

The field researcher should

A) not expect personal stress or psychological discomfort, but plan for a relaxing and totally enjoyable experience.
B) disguise or obscure the names of those being studied and keep information confidential or even write them in code.
C) never use personal connections or friendships to gain entry into a field setting.
D) resolve all ethical dilemmas, problems, and issues before entering the field.
E) avoid the "learner" or "incompetent" social role, but instead appear to be in command at all times and the expert on the scene.

Question 11

The field researcher should NOT

A) wait at least a week after leaving the field before writing down any notes. This way the important things can be determined.
B) expect a great deal of time and self-discipline to maintain good quality field notes.
C) place a running description of events, people, and conversation in direct observation field notes.
D) keep observations in the field notes concrete. Describe specific behaviors and restate specific conversations verbatim if possible.
E) keep a section of field notes for analytic ideas, hypotheses, or her emotional state while in the field.

Question 12

When does theory come into play in a field research study?

A) Theory is used prior to beginning the data collection.
B) Theory is developed after the data are collected.
C) Researchers develop theory in the field while collecting data.
D) Theory does not exist anywhere in any form in field research.
E) A, B and C

Question 13

What type of question did Dr. Hotseat use when he asked an informant, in reference to the terms for types of police officers encountered by tramps who live on the street,
"How do 'flyboys' differ from 'ragpickers'?"

A) structural
B) contrast
C) descriptive
D) baseline
E) grounded

Question 14

In the preliminary evaluation of a field site for possible research and gaining access, field researchers do which of the following?

A) Never find that researcher background (e.g., age, race, gender) is a barrier to gaining access.
B) Ignore ethical issues; they can be resolved later after spending a few months in the field.
C) Always ask the permission of everyone involved before beginning to do any observation.
D) Begin with a list of variables and a written hypothesis.
E) none of the above

Question 15

What should a field researcher do when conducting interviews in a field site?

A) Intersperse questions into informal conversations and tailor questions to specific people being interviewed.
B) Follow the exact wording of questions and do not improvise.
C) Never reveal any personal information and him/herself to anyone being interviewed.
D) Always ask the same questions in the same order to each person in a field site.
E) none of the above

Question 16

Which of the following is a structural question in field research interviewing?

A) Is a "cig and a coffee slurper" a type of customer you have here?
B) What is a typical day here like?
C) How many people work here on the night shift?
D) What do the drinks, a "gin fizz" and a "screwdriver" have in common?
E) none of the above

Question 17

Talk about:
-acceptable incompetent

Question 18

Talk about:
-analytic memos

Question 19

Talk about:
-competent insider performance

Question 20

Talk about:
-defocusing

Question 21

Talk about:
-ecological validity

Question 22

Talk about:
-ethnography

Question 23

Talk about:
-ethnomethodology

Question 24

Talk about:
-external consistency

Question 25

Talk about:
-field site

Question 26

Talk about:
-focus group

Question 27

Talk about:
-go native

Question 28

Talk about:
-guilty knowledge

Question 29

Talk about:
-internal consistency

Question 30

Talk about:
-jotted notes

Question 31

Talk about:
-members

Question 32

Talk about:
-member validation

Question 33

Talk about:
-naturalism