Objective Versus Subjective: Dilemmas an African American Male Experienced When Conducting Field Research

• In Event: "Dangers Seen, Unseen, and Unforeseen": The Experiences of Black Male Researchers Interviewing K–12 Black Males

Abstract

Scholars in the field of education often encounter the dilemma of preserving objectivity when conducting research interviews. Being questioned if objectivity was maintained is something that Black researchers have experienced when conducting interviews with individuals from similar ethnic backgrounds. For example, when conducting interviews with fellow African Americans, Alridge (2003) acknowledges white scholars frequently asked him how he was able to remain objective and detached from the research as an African American scholar. By not adhering to traditional research standards, Black researchers risk jeopardizing their credibility and academic integrity. In short, in order for the scholarship of Black researchers to be accepted with validity within the academic community, striving to maintain objectivity is prioritized. Banks (1998) agrees objectivity must be an aim in the human sciences, because there is no other reasonable way to construct public knowledge that will be considered legitimate and valid by researchers in diverse communities.

Although Banks suggests objectivity is what Black researchers should aim for, he insists there is no guarantee it can be put into practice. Alridge (2003) reaffirms, “full objectivity is an ideal toward which we are constantly striving, but which we can never reach” (p.41). In short, objectivity within research can become a difficult task to fulfill with certainty. Conversely, Rowley (2000) acknowledges, “the transcendent aim of the African American scholar or administrator should be to further the collective advancement of Black people in American society” (p. 92). Therefore, Black researchers should be dedicated to the educational success of African American students in marginalized communities.

The author was involved in a research project conducting focus group interviews to examine the educational experiences of K-12 African-American males in schools in a Midwestern state. During interviews the author was faced with the dilemma of maintaining objectivity while also feeling the need to do more for the participants. Consistent themes throughout interviews were the lack of adult male mentoring and resources to help students achieve academic success. In this paper the author utilizes W.E.B. Du Bois’s (1903) concept of double consciousness that posits African Americans experience “two-ness” as they maintain their cultural and historical ties to the Black community while interacting with the larger dominant culture. The author argues that Black researchers have a commitment to aid in the success of African American students and to traditional research standards.

The scholarly significance of this paper is its ability to use the concept of double consciousness to illustrate the role of Black researchers is more than complying with traditional epistemological and methodological research approaches. These roles also include being resources for African American students when no other resources are available. Through examination of the Black male voices, review of empirical research, and reflective field notes the author will highlight his experience as a Black researcher to this topic. This paper will also discuss implications for future research conducted by African American males in the best interest of African American males, and also for African Americans broadly conducting qualitative research in/with their communities.

Author

• Charles Jackson, Michigan State University