The Indie Researcher Rollercoaster

rollercoasterWhen I’m teaching research methods to postgraduate students, I encourage them to be comfortable with uncertainty. After all, research is a quest to discover the unknown, so if you’re already certain about everything you’re probably not doing it right. But if you want to be an indie researcher, you need to be comfortable with a higher level of uncertainty than most.

Of course there is also much less certainty, these days, in conventional jobs. Short-term contracts, lack of tenure, funding cuts etc all serve to destabilise employment. But if you have a job with a contract, at least you know you’ll get a salary payment at the end of each month for as long as the contract lasts, and you know how much the payment will be. No indie researcher has that level of security, and many of us earn much less than our salaried counterparts.

In my culture we don’t discuss financial specifics very often. I think that’s unhelpful, so let’s subvert that taboo. Last year was a good year for me: I took home £22,000. That is enough for me. I can live, enjoy myself, and save on that level of income. This is partly because of my life choices: I don’t have children, I do have a partner who earns around the same as me, and we have paid off our mortgage. Also, my greatest luxury is time. I’m not interested in spending money on make-up, beauty treatments, jewellery, household goods, etc; shopping is low down my list of desirable leisure activities; I don’t have expensive hobbies, and I happily drive an old unfashionable car. But I love to buy myself time: time to write, time to see my family and my friends, time just to be me, living my life my way, free and in peace. That seems to me the greatest possible luxury.

Last year, though, was a very busy year. It needed to be as I’d taken home around half that for each of the previous three years. So I was glad to become involved in two contracts a year ago: the Big Lottery Fund’s research into building capabilities, and the Independent Commission on the future of third sector infrastructure. And I was zipping around the country all year: from Chelmsford to Wigan, London, Exeter, Sheffield, Bristol, and London again, Portsmouth, Tameside, and oh yes back to London, and so on and so forth. That ended with the launch of the NAVCA commission’s report at the House of Commons in January and, since then, life has been very quiet.

I do have one new contract, a local evaluation running from November of last year to spring 2016, but it doesn’t require a great deal of work. I’ve had a few enquiries, and been involved in a couple of tenders, even one interview, but nothing actually converted into real work. I’m good at using my down time and have been productive on the writing front as well as moving forward with some non-work projects like refurbishing my office. But I did start worrying about where the next contract was coming from, and preparing to make some financial cut-backs of my own.

Then last week I had one of those amazing days that come along every now and again in an indie researcher’s life. First, I heard that the interview I’d been involved in had been successful, and we’d won the contract. This was great news as it’s a sizeable piece of work, and means I’m now on break-even for the next year, so anything else that comes in is profit. It also means I can be certain of a £1,000 payment per month for the next 12 months. But it’s also a whole new world of uncertainty, as I had never worked with anyone from the lead firm, or anyone else on the research team, before we started work on the tender, so I have no idea how it will work out. Still, paid uncertainty is less uncertain than unpaid uncertainty. Then I received a commission from a university department I haven’t worked with before, who are making noises about developing an ongoing relationship, which is music to my ears. But, again, more uncertainty: it’s in Swansea, a city I don’t know, and I’ll be teaching postgraduate students of management which is not my area of expertise – though they need to learn how to do research, which is my area of expertise. And finally, I heard that I have secured my first international speaking engagement, giving a keynote at a conference in Calgary this autumn. The conference is already fully booked, with over 200 people from a range of public services including academia.

So essentially, in 24 hours, I swapped the uncertainty of wondering whether I would ever get any more work for the uncertainty of wondering whether I could actually do all the new work that had just landed in my lap. It felt very much like that top-of-the-rollercoaster moment, when your stomach begins to lurch just from looking at the drop, before you actually start the descent. But these new problems are great problems to have and, after 16 years as an indie researcher, I know how to ride this rollercoaster.

Creative Research Methods and Gender

gender not binaryLet me begin by saying that I know gender is not binary. In fact, it is probably not reducible to any system of categorisation or classification. I am well aware that some people are physically male but mentally and emotionally female, or vice versa, and that some of these people find this problematic and would choose a hormonal and surgical remedy. Other people, sometimes known as ‘cisgender’, are emotionally and mentally in accord with their physical gender. (I’m fine with this concept, I just wish it didn’t have such an ugly word for its label.) Some are androgynous, physically, or mentally and emotionally, or both. Others are ‘genderqueer’, ‘genderfluid’, ‘third-gender’, and so on. Some societies are more accepting of these diversities than others, but it is becoming increasingly difficult to deny their existence altogether.

Nevertheless, most people, in most social situations, talk happily about men and women. And I am going to do that in this post, though with an acknowledgement that ‘men’ or ‘women’ includes those deemed by society to be ‘men’ or ‘women’, who as individuals may be more or less happy or unhappy with the definition they are given.

I am a woman, physically, mentally, emotionally, and sometimes quite crossly when I think about how women are treated as second-class citizens in many ways in many parts of the world. We’ve come a long way, for sure, but we’re not there yet. Such as in academia where, for example, only 20% of professors are women, and 70% of fellows of the UK’s Academy of Social Sciences (AcSS) are men (yes, I counted all 1005 of them, just for you). Professors and AcSS fellows are also predominantly white.

I am a feminist, always have been, probably always will be. So I was delighted to be asked, last month, to speak on Woman’s Hour on BBC Radio 4. This programme is an institution. It is sometimes criticised as ‘tokenistic’ (why should women only get an hour?) or ‘discriminatory’ (why isn’t there a programme called Men’s Hour?’). But it has a large audience, of whom a big percentage is male, and it deals intelligently with topics of interest to many women – and evidently to many men too.

The subject of discussion on the programme, female sterilisation, is irrelevant here. What is relevant is that, even though it was a completely unrelated subject, the debate started me thinking about my latest book from a different angle. When I got home, I checked the 109 boxed examples – and found that 80% were generated by women researchers. This felt exciting. Was there, could there be, an area of research where women were at the forefront?

Then, being an ethical and reflexive researcher, I began to wonder whether I’d introduced a bias. After all, I had selected these examples from the many more I’d read. I thought I had selected them on merit, but had I really? My thoughts turned to the 94 abstracts received by the Social Research Association for presentations at the forthcoming conference on creative research methods. How many of those were led by women researchers? I counted up, and guess what? Eighty per cent. Just like the examples in my book. And non-white researchers have a sizeable presence too, both men and women.

Taimina crochetWomen are not just doing fluffy girly qualitative research, either. Have you heard of Daina Taimina? She succeeded, where men had failed for centuries, in modelling hyperbolic geometry. In case you haven’t heard of that either, it’s the geometry of frilly things, like kale or sea kelp or oak leaf lettuce. And it’s evidently really difficult to model, or someone would have worked it out before Taimina realised crochet was the perfect vehicle. I recommend her TED talk on the subject, it’s fascinating even if you know little or nothing about geometry. And women aren’t only using arts-based methods: both the book and the conference abstracts show that they’re also using technology in research, mixing methods to good effect, and working within transformative research frameworks.

So I think, in creative research methods, we have a field of enquiry where women are leading the way. And it’s not before time!

Writing: Progress and Process

I finished writing my book at the end of last October. My aim since then has been to produce one written output per month, such as a completed first draft of a writing project, or a submitted journal article or book chapter. So far, so not too bad:

writing on keyboardOne sole authored book chapter submitted, reviews received and dealt with

One co-authored book chapter submitted, waiting for reviews

One sole authored journal article submitted, waiting for reviews

One first draft of a voluntary writing project sent out for feedback

One first draft of a top secret writing project sent out for feedback

I have also made progress on five other outputs: two sole authored journal articles, two co-authored journal articles, and a working paper intended for publication by the Third Sector Research Centre on their website.

The voluntary writing project is an update of the Social Research Association‘s research ethics guidelines. I am on the Board of the SRA, and lead on ethics for them, so it is my responsibility to see that the update gets done. It’s a daunting responsibility, too, as the last version has been – and still is – highly regarded by academics and practitioners alike, and so is a very hard act to follow. But the last version was published in 2003 and, therefore, in great need of an update. It seems odd to think that in 2003, not everyone had email, the BlackBerry was only just being released, and smartphones with touchscreens hadn’t even been invented. The updated guidelines will need to cover topics such as research using technology, social media, and the ethical implications of innovative methods. Though one great advantage we have now, which the authors of the 2003 guidelines didn’t have, is that we can signpost readers to existing online resources such as the invaluable wiki hosted by the Association of Internet Researchers which contains a wealth of resources for ethical decision-making in internet-related research.

This week I will mostly be writing, as the Easter holidays mean it’s quiet on the client work front. I have the first set of feedback on the SRA guidelines, so I want to work towards a second draft of those, which will then be sent out to different people for more feedback. I also want to make progress on one of the sole authored journal articles, one of the co-authored journal articles, and the working paper.

This may seem like an onerous workload, but actually I prefer having a variety of writing tasks on the go. It is quite difficult for writers to sustain productivity for several hours at a time, and I find it helps to be able to switch between projects. I use the same approach when I’m writing a book, by treating each chapter as a separate project. In terms of productivity, once you know how, you can often work more skilfully and more effectively in a concentrated half-hour than in a relaxed couple of hours. I don’t time myself, though; my method is to start with one project, work until I notice my concentration slipping, then switch to another project. That works well for me.

top secretAs for the top secret project: it’s something I’m really excited about, and it won’t be top secret for ever. As soon as I’m ready to go public, you, my dear blog readers, will be the first to know.

Desperate Soliciting from Academic Journals

begging and pleadingWhen you’ve published an academic journal article or two, you start getting emails which, at first sight, seem very flattering. They praise your previous work, or your expertise, or both, then invite you to write an article for their journal, or to edit a special issue, or produce an e-book. But when you look more closely, these emails start to look a bit odd. Some ask me to write for journals in medicine, life sciences, or STEM disciplines, all areas in which I have little knowledge and no expertise. Others want me to take on onerous editing responsibilities, sourcing articles from prestigious scholars in return for one whole free electronic journal issue or e-book. And some are verging on the surreal. Here is an example I did not make up:

“Dear Dr. H Helen,

Tranquil greets from [name of] Journal… We would be truly fortunate if you could assist us to successfully release the issues by your active and enthusiastic submission of manuscript which will be processed & published under [name of] Journal for upcoming glorious year…. It would be grateful if you would submit your manuscript by [date in three weeks’ time]… It would be our honor to be associated with such an intent, expeditious personality like you for future endeavours.”

Maybe it’s my intent and expeditious personality that causes me to be somewhat suspicious of these emails – particularly as they always seem to want me to produce an article in three weeks or thereabouts. Now I’m a fairly swift reader, thinker, and writer, but producing a journal article in three weeks from a standing start is a request I would find virtually impossible to grant. So it’s just as well I have more sense than to try.

Interestingly, these are not predatory journals. None of them ask me to pay for publication, and they don’t appear on Beall’s List. They seem to be desperate journals. One emailed me on 17 February, giving me a most generous deadline of 15 March, and finishing, ‘If it is not feasible for you to submit paper in the month of February, then kindly let us know your feasible time of contribution. Anticipating your quick response.’ They didn’t get any response, let alone a quick one. So the cheeky blighters emailed again on 16 March, giving me a revised deadline of 31 March.

When I check out the journals online, they appear to be for real. So why are they so desperate? “I wonder if you could submit Research article, Mini review, Case reports, short commentary, letter to the editor, book review for publication in our upcoming issue, to spread the essence of your eminent efforts throughout the world.” Despite the strange language they use, many are based in the US – or at least that’s what their websites say.

And who responds to these poorly targeted requests? I write on research methods in the social sciences, and there is some overlap with health services. So, at a stretch, you could excuse journals focusing on medicine from thinking I might like to write for them, particularly as I’ve published articles in journals such as the Journal of Public Mental Health and Perspectives in Public Health. But life sciences? STEM disciplines? No chance.

I’m on the editorial board of the International Journal of Social Research Methodology which has never been short of submissions. If we weren’t getting enough submissions, I’d suggest we should stop publishing the journal – and I’m sure the publisher would be there before me. Or we could try soliciting submissions, if we thought it was a temporary blip, but I’d want to be targeting people much more carefully than these almost random emails.

I once responded to a request to submit a journal article. I was at the inaugural meeting of the Arts and Sciences Research Forum, at CRASSH, University of Cambridge. In a plenary session, for reasons I can’t remember, I was banging on about the need to do participatory research properly if you’re going to do it at all (must blog about that one of these days). At the break, a man came up and introduced himself to me as Woody Caan. He said he edited a journal, and was very interested in what I’d been saying about involving service users in research, and would I like to consider maybe writing something about this for his journal? He thought it would interest his readers, and perhaps I could think about it and we could discuss it more by email in the coming days and weeks.

When I checked out Woody Caan online, this self-effacing and charming man turned out to be an eminent Professor. We did discuss options by email and I ended up writing the article. He was completely relaxed about the fact that it took me several months.

That, in my view, is a good way to solicit an article for an academic journal. But mostly I decide what I want to write, for which journal. Then they can decide whether they want to publish it. That works for me.

Creative Research Methods

Creative research methods in the social sciences [FC]I have always been interested in creative research methods: not at the expense of traditional methods, but to augment them. I have used a variety of creative methods, when appropriate, such as storytelling and photo-elicitation for gathering data, fictionalisation and photo-essays for writing research, and drama for presenting findings. I have also combined methods where necessary, used technology in research, and worked within a participatory framework where possible.

A couple of years ago, for reasons I can’t now remember, I went looking for a book on creative research methods. I searched all the usual online booksellers but couldn’t find anything that fitted the bill. So I decided to write one.

In the process of writing this book, I read hundreds of journal articles, book chapters, sometimes whole books. I didn’t read everything there is to read – that wouldn’t be possible – but I learned a lot. And it slowly dawned on me that the field of creative research methods could be conceptualised as having four broad categories:

  1. Arts-based research – e.g. visual arts, performance arts, textile arts
  2. Research using technology – e.g. social media, apps, computer/video games
  3. Mixed methods research – traditionally qual+quant, but also quant+quant and qual+qual
  4. Transformative research frameworks – e.g. participatory research, feminist research, decolonising methodologies, activist research

Clearly I am not suggesting that these categories are mutually exclusive. In fact I did find some examples of research employing tools from all four categories. But they do provide a useful way of thinking about the subject for now (I say ‘for now’ as the field is developing fast, so may need a new conceptualisation in time).

I found many fabulous, inspiring, examples of research across all of these categories and from all over the world. There are over 100 boxed examples in my book, with others scattered throughout the text, and I still didn’t have room to include everything I would have liked to cover. I also realised that ‘creative methods’ doesn’t always mean ‘innovative methods’ (though it often does). It may mean being creative with traditional methods, such as by combining those methods in an unusual way or taking a new look at an existing method. For example, in recent years researchers using focus groups realised that they could get more out of the data by analysing the interactions between people in each group, as well as the content of the text yielded by the transcripts.

I’m delighted to say that even though the book isn’t out yet, it has received a good reception from academics around the world. It has been described, among other things, as an ‘inspiration’, a ‘treasure trove’, and ‘ground-breaking’. And most wonderful of all, especially as my first degree was in psychology, my creative research heroes Kenneth Gergen and Mary Gergen have very kindly written a foreword.

So publication day is 10 April in the UK, May 15 in the US. Here’s a very short book trailer I made for you.

If you would like a copy, you can buy direct from the publisher, Policy Press, at a 35% discount, by signing up to their monthly e-newsletter. This applies wherever you are in the world, and the discount is on all their books, not just mine. They publish some excellent work so I’d recommend checking this out.

If you want to know more about creative research methods, I hosted a twitterchat on 26 March, on the #ecrchat hashtag, and the storify is here.

The book will be formally launched at a one-day conference at the British Library Conference Centre on 8 May. The conference has four workshop streams and I’ll bet you can guess what they’re on… yep: arts-based research, research using technology, mixed methods research, and transformative research frameworks. There seems to be a real appetite for this topic, as we had an unprecedented number of abstracts – four for each presentation – so we have a terrific selection of workshops. Over half of the places are already booked. So if you’d like to come to the conference, please don’t leave it till the last minute, as it is likely to sell out. I hope to see you there!

Teaching Writing to Doctoral Students

just me teachingI spent last weekend teaching writing to doctoral students at Staffordshire University, and enjoyed it enormously. It was an experiential course that I had devised with input from Dr Katy Vigurs, who hosted the course. We included creative exercises on drafting and redrafting, getting unstuck, the relationship between writing and thinking, and how to find your voice. There was also a short talk from me and several discussion/Q&A sessions. In between these were a dozen half-hour ‘shut up and write’ sessions for students to work on their own writing.

This course demonstrated to the students, very thoroughly, that they can achieve a meaningful amount of writing in just half an hour. And we taught them how to do that, through discussion, example, practice, and review. They had seen the course programme beforehand and planned what they would work on. The half-hour discipline was difficult for them at first; they found it hard to ‘get in’ and ‘get out’, but by the Sunday they were switching between ‘work’ and ‘break’ modes like doctoral ninjas. Several students commented on their evaluation forms that they had achieved more than they had planned.

Before the course, I asked students to complete a form telling me which aspects of academic writing they were good at, and which they wanted to work on. I also asked for a 500-word sample of academic writing from each student. This was partly so I could give individual feedback, and partly so I could get a sense of the individual and overall standard. Generally, the standard was good, particularly as I was seeing excerpts from work in draft. But the students evidently thought they were not good at writing.

This made for a very satisfying moment for me. It went like this:

Me: “I’d like to know who, in this room, thinks they struggle with academic writing because they’re not very good at it. Put your hands up please.”

[Most hands went up, most faces looked miserable]

Me: “I’ve seen examples of your writing, so I can tell you, with some authority, that you’re wrong. You are good at it. The reason you struggle with academic writing is because it’s hard.”

Then I stood in front of the class for a quiet moment, enjoying the war of expressions on people’s faces, as the message began to sink in. It was such a delight to see incredulous smiles break through.

It was also a delight, as always when teaching, to witness students having ‘light bulb’ moments. One woman said to me, with an expression of pure joy, ‘I’ve got it! I just have to write! That’s all I have to do! And if I keep writing, I’ll get my thesis done!’ It’s the kind of statement that can seem obvious after the fact, but it was a huge learning point for her, and I was thrilled to see her happiness.

Of course the true test will come when the students are back in their everyday lives. I think and hope we did enough to embed the practice and motivate the students, and the evaluation forms certainly suggest that we did. But I’ve been involved in training and teaching for far too long to take that for granted. We encouraged the students to form peer networks for support, and suggested that they might set up their own ‘shut up and write’ sessions, whether virtually or in real life. Early signs are that mutual support is growing within the group, and that can only help.

Talking of the virtual dimension, some students from Staffordshire University who couldn’t make the whole weekend, and some from other universities, joined in with our ‘shut up and write’ sessions via the #StaffsAcWri hashtag on Twitter. There are regular ‘shut up and write’ sessions on Twitter (check the #stuw hashtag) which you could join if this interests you – or you could even start your own. It’s amazing how much you can get done in half an hour: one student wrote over 800 words in just one of the half-hours, and most produced several thousand words in the course of the weekend.

My favourite comment from the evaluation forms was: ‘I never drifted off! I have only 2 relevant doodles and have produced work I will be proud to share with my supervisors!’ Further to last week’s post, this is why I think writing can be taught. Not everything about writing, and not to everyone – but those who are engaging with the process, and willing to learn, can certainly be taught the skills and the craft of writing.

On Teaching Writing

quill pen writing womanI love to teach writing. I have taught writing for research in various contexts: to voluntary sector practitioners, statutory sector managers, and postgraduate students. Next weekend, for the first time, I will be running a writing course for doctoral students with Katy Vigurs at Staffordshire University. I can’t tell you how much I’m looking forward to this – I’ve had so much fun already, just doing the preparation.

There is a school of thought that considers writing can’t be taught. I’m afraid I think that’s utter rubbish. For sure, there’s an element of ‘you can lead a horse to water, but you can’t make it drink’, as the saying goes. Ultimately, however much teaching someone has, there comes a point where they have to get on with the writing for themselves – and there are people who continually struggle at that point. Writing is particularly hard, I think, for people who don’t like writing but have to do it anyway. I’m lucky that I like writing, and I’m confident I can pass on some ways to make it less onerous and more fun – or at least more productive.

Writing isn’t easy to teach, and it’s difficult to learn, but there are lots of tricks of the trade which the more experienced writer can pass on. Some people can learn from written advice, whether on blogs like that of the estimable Pat Thomson, or in books by people like Pat or Rowena Murray. But for many, there is no substitute for time in a classroom with a group of other learners and a skilful tutor or two.

I learned a lot, years ago, from attending courses myself. I went on three Arvon courses, and a doctoral writing workshop at the University of the West of England (UWE). Two of the Arvon courses focused on novel writing and were useful for my fiction work. The other Arvon course, and the workshop at UWE, both focused on the permeability of the boundary between fiction and non-fiction, and the way some writing techniques can be used for both.

I attended these two courses during my doctoral studies and they were inspirational. I’d already been grappling with ideas around truth versus authenticity, the function of creativity in research, and the role of storytelling in human communication. I had read Sol Stein’s book Solutions for Writers: Practical Craft Techniques for Fiction and Non-Fiction which also suggests that fiction writing techniques can benefit non-fiction writing, and vice versa. This concept has been a huge influence on my work ever since. I have written about it in academic journals and books, and now I’m going to teach it, properly, for the first time.

Among the learning outcomes I’ve set for my students are: writing non-fiction is a creative process, writing is hard even when you’re skilled and experienced, and thinking and writing are inextricably linked. I have also promised them that they will come away from the weekend with between 1,000 and 5,000 new words of their thesis, depending on how far advanced they are in the process. The group includes students at every stage, from those who have only recently begun to those in their final months. I would expect students to write more slowly at first, more quickly in the later stages.

They will be doing creative writing exercises. Not just for fun, though I hope there will be some of that too. The exercises are designed to teach students about overcoming resistance to writing, the purpose of rewriting, how writing helps thinking, and voice. There will also be a number of ‘shut up and write’ sessions where we will all write together, as well as plenty of time for questions and discussion, not to mention cake. And in the evenings we will, as writers often do, patronise a nearby hostelry.

It may be a working one – but I am so looking forward to the weekend!

Putting Research Ethics Into Practice

ethicsDoing research ethically is not about finding a set of rules to follow or ticking boxes on a form. It’s about learning to think and act in an ethical way. How ethical an action is, or is not, usually depends on its context. Therefore, everything must be thought through as far as possible, because even standard ‘ethical’ actions may not always be right. For example, many researchers regard anonymity as a basic right for participants. However, if your participants have lived under a repressive regime where their voices were silenced, they may feel very upset at the thought of being anonymised, and want any information they provide to be attributed to them using their real names. In such a context, claiming that they must be anonymised because of research ethics would in fact be unethical, because it would cause unnecessary stress to your participants.

In my role as ethics lead for the UK’s Social Research Association, I’ve been helping a group of people from the Academy of Social Sciences who have been developing some common ethical principles for social science. This has involved a long and multi-faceted consultation process, during which a number of people spoke in favour of ‘virtue ethics’, or the idea that a good person will be an ethical person.

I fundamentally disagree with this position. As demonstrated in my last post, we are all subject to cultural conditioning which is bound to influence us as researchers. We are also all vulnerable to cognitive biases such as confirmation bias (giving more weight to views or phenomena that support what we already believe) and hindsight bias (seeing events as having been predictable when they happened). Given this, it doesn’t matter how virtuous we are, we’re not going to be as ethical as we could be if we put some simple steps in place.

The first step is to acknowledge, and try to identify, your own cultural conditioning, and to learn about the cognitive biases that may affect you. Although we’re notoriously bad at identifying our own cognitive biases, we are better at spotting other people’s, so if you’re working with others it can be helpful to look out for each other’s biases.

Then articulate the value base for your research. If you’re working alone, you need to devise this for yourself; if in a team, produce it collectively. And don’t just write a list of words; think through the meanings of the values you choose. For example, if you want your research to be ‘honest’, what does that mean in practice? We all tell lies all the time, even to ourselves, and research is no different. For example, researchers think it’s perfectly OK to lie in the interests of maintaining participant confidentiality. So if you want your research to be honest, you need to consider how honest you think it can actually be.

Try to identify your own assumptions. While it’s important to try not to make assumptions about other people, research is usually based on some assumptions, and it helps to act ethically if you know what these are. For example, are you assuming that your research is not intrusive? Or that it will be as high a priority for others as it is for you? Are you assuming that your sample is representative? Or that your data is accurate? Why are you making each assumption? What are the implications of your assumptions for your research?

Grounded theorists Strauss and Corbin suggested watching out for absolutes as a useful way to guard against biases and unhelpful assumptions. So if you find yourself, or a participant, using words like ‘never’ or ‘always’, or phrases like ‘couldn’t possibly’ or ‘everyone knows’, take time to work out what is behind the statement. You may well discover an obstructive bias or assumption, and then you can begin to search for a way to counteract that bias or assumption.

As social scientists, we try to include a wide range of people as research participants, but we can forget to take the same approach to literature. So another step is, when you’re reading, try to find relevant work by people with different backgrounds and perspectives from yours. This could include people from different nationalities, disciplines, genders, professions, and so on. Then, when you’re writing, try to draw on the work of a wide range of people too – though only if that work is relevant and worth citing, otherwise you are being tokenistic which is not ethical.

It is of course impossible to write a full set of ethical guidelines in a blog post. However, following these suggestions will lead you to a wider, more fully ethical approach to your research. If you want to delve further into the whys and wherefores of ethical research, there is plenty of material online. Here are some useful links:

Economic and Social Research Council (ESRC) Framework for Research Ethics – the ESRC is one of the UK’s biggest research funders, and this Framework was updated in January 2015.

The Research Ethics Guidebook – actually a website with a wealth of information, linked to the ESRC principles.

Association of Internet Researchers Ethics Guide – a wiki containing useful pointers for doing ethical research online.

Interpretation and Bias in Research

As researchers, a key part of our work is translation and interpretation. We translate data into findings, and add interpretation to make our work more understandable for its readers and users. Translation and interpretation are very vulnerable to bias, particularly bias caused by prevailing cultural norms.

I come from the indigenous white culture which is dominant in England, where I was bbiasorn and where I have always lived. I grew up in a highly racist culture. For example, I can remember, as a child, people using the phrase ‘nigger brown’ to describe a colour, or saying someone was ‘Jewy’ to mean he or she was careful with their money. These were matter-of-fact phrases used descriptively among white people in the entirely white town where I lived, rather than phrases used as direct abuse to people of other ethnicities. Yet it was nonetheless abusive terminology, and must inevitably have influenced my mindset. On the other hand, my parents bought me a black doll, wouldn’t buy me a golliwog (or buy Robertson’s jam), gave me books to read that were by and about black people, and banned Enid Blyton – and explained why they made these choices. That, too, no doubt influenced the way I think.

My culture is still racist, though I believe to a lesser extent than it was 40 years ago. This is a good thing but not an excuse for complacency. We have a very long way to go before racism is eradicated – if it ever is, given the human tendency to compare ourselves against others and decide who is in ‘our group’ and who is ‘the other’. As a researcher, I need to be aware of my biases, and to do all I can to guard against them. If you think you don’t have any yourself, or you’re unsure, I recommend you check out Project Implicit, a fascinating piece of international research into people’s unconscious thoughts and feelings which has been running since 1998. You can check out your own levels of bias around topics such as race, gender, and sexual orientation. The results are very likely to surprise you.

Talking of which, while I come from the side of the oppressor where race is concerned, I am on the other side as a disabled bisexual woman. You might think that would mean I don’t have to worry about bias in those areas. I wouldn’t agree. Oppression can be internalised – though it isn’t always, but if it is, it’s unconscious, so I wouldn’t know about my own internalised oppression. Which means I still need to consider the biases I may hold in these areas, and in the areas of age, body weight, nationality, and other human attributes we use to distinguish between ourselves and others.

In practice, this means I have to be very, very careful when I’m translating data into findings and interpreting those findings for my audiences. Essentially, the key is to never assume anything. In particular, don’t assume that because someone is X they will be/think/feel Y. Recognise the key principle of intersectionality: that nobody is ever ‘only’ male, black, fat, German, young, whatever. Everyone has a race AND a gender AND a sexual orientation and so on and so on. The intersection of these attributes within the individual is called intersectionality.

Never assume’ is easy to say, but very, very hard to do. I try, and fail; try again, and fail again. Trying is important, and so is noticing when you fail. I’ve noticed some of the micro-aggressions I have committed against others. No doubt I’ve missed some too. Here’s a recent one I didn’t miss. I met a younger woman, a friend of a friend, who wanted to talk to me about her PhD. We were in a cafe, having a great chat, and she made reference to her partner. In reply, I stupidly, thoughtlessly, used the pronoun ‘he’. I saw her stiffen and pause. I was horrified at myself, immediately apologised, did what I could by way of repair. But I couldn’t unsay my word, couldn’t unassume my assumption. At least I did us both the favour of not promptly coming out as bisexual to try to make myself seem somehow more acceptable. I would have tried that at one time.

Here’s another. Recently I was coming out of Sainsbury’s at New Cross Gate in London, on my way to stay with a friend, pushing a small trolley holding two bags of groceries and my rucksack containing my laptop and valuables. As I reached the entrance doors, a group of half a dozen young men burst through them, bouncing on the balls of their feet, poking and high-fiving each other, exchanging loud exclamations. They startled me and, in reaction, I grabbed my rucksack from the trolley and clutched it to my chest. As the group divided to pass me by, I realised they were exclaiming joyfully not aggressively, and one of them met my gaze. A young black man with hurt written on his face as vividly as a name in lights. My fear, the assumption that he saw I’d made, had hurt him. He was no threat. He would have helped me if I’d needed it. I expect he saw me as racist. And indeed perhaps I was – though I think I was afraid because they were male rather than because they were black.

I have been physically and sexually assaulted by men – only white men – in private and public spaces. I will not let this define me. I will not let it define men for me. Yet I think sometimes, in some ways, it does, without my permission, against my will.

I must bring all this knowledge into my research, and I must carry on noticing, reflecting, learning. As I work, I must stay aware of the possibility, even in the most careful interpretation, of mis-interpretation. It would be so easy to add a little emphasis, or take a little away; to misuse my power to include or omit.

That’s some of what I think I ought to do as a researcher. Next week I’ll talk about how I go about trying to do these things as I conduct and write research.

Who Might Your Next Co-Writer Be?

Have you ever done any collaborative writing? If so, you might recognise one or more of these co-writers. writing groupAnd if not, this will help to prepare you for the collaborators you may meet.

The One Who Works From Home: ‘I know I said I’d do it today, but Annie is off school sick so she needs my attention quite a bit. Our electrician’s here doing something important, apparently, but he keeps asking me to make decisions about plug sockets and things. I must make a dent in the laundry mountain, Annie got through two sets of bedding last night, then I’ll try to get to our draft if she and the electrician will leave me alone for a minute.’

The Global Networker: ‘The problem is, I’m doing a keynote in Helsinki next week, then after that I’m chairing in Jo’burg, then there’s the convocation in Boston. Straight from there to Rio, where I’m chairing again, then another keynote in Sydney. Not sure after that, can’t think that far ahead, but I suspect it’s more of the same. So it may be a while before I’m able to look at our paper, but I’ll do what I can.’

The Amazingly Unrealistic: ‘I know I took on more teaching this year but I didn’t realise that would mean lots of preparation and marking, I can’t believe how long it takes, and all the meetings! I simply don’t have time for anything else. So I won’t have time for our paper till the holidays, but I’m sure I’ll be able to get it done while I’m with the family at Center Parcs or else while we’re in Austria ski-ing.’

The Poorly Poppet: ‘It’s this back spasm, it’s agony, I can’t get up off the floor so it’s really hard to use the computer. I’m writing this on my phone, though I shouldn’t really be using that with my eyes the way they are, they hurt like hell, I’m sure I’ve got a migraine starting, or maybe it’s a brain tumour. I simply can’t work at the moment but I’ll be back to our paper as soon as I’m on the mend, I promise.’

The International Fieldworker: ‘I’ve come into the city and I’m in this hotel where I can buy wi-fi for an hour, honestly the price is exorbitant, must get through all my emails if I can. Then I’m off back to the village, won’t be on line again for a fortnight, sorry, I really am committed to this paper but there’s no electricity in the village let alone an internet connection so I’m going to be late with my draft.’

The Very Important Person: ‘I got a bit tied up in Brussels with Kofi, then Angela wanted a hand with her new strategy, and now I’ve had a summons from the White House which is such a drag but I’ll try to get something done on the plane.’

So what about you, Helen, you might well ask? Are you Dr Perfect, then?

But of course! And I doubt that endears me to my collaborators, either. Here’s how I think they would describe me:

The Insufferably Irritating: ‘Well of course I met my deadline.’ *folds arms, taps foot, looks smug*