Shared Ethnicity Yet Different: Rethinking Ethics in Research With Adolescents Through Reflexivity

• In Event: Ethical Lessons Beyond Institutional Review Board Approvals: Rethinking Ethics in Qualitative Research

Abstract

According to human subject regulations, children, including adolescents, are individuals who have not yet reached the age of 18, or the age at which they can provide consent for procedures involved in research (OHRP, 2016). Consequently, conducting research with children requires a rigorous review process by the IRB. However, obtaining IRB approval does not guarantee the absence of unforeseen circumstances or potential harm to this vulnerable population, underscoring the need for continuous ethical reflection at every stage of the research (Alderson, 2014). While several qualitative studies have addressed common ethical concerns in research involving children, such as unequal power relations between children and adults, informed consent and assent, and confidentiality (Mishna et al., 2004; Graue & Walsh, 1998; Kirk, 2007), it is important to recognize that specific ethical dilemmas and considerations can vary significantly based on the cultural and racial identities of the children involved.
In this context, reflexivity serves as a valuable conceptual tool for critically thinking about how ethical practice in research can be achieved (Guillemin & Gillam, 2004). Reflexivity not only guides the researcher to reflect on their assumptions, biases, and their positionality but also explores their relationship with others such as the research site and participants (Roulston, 2010). This is particularly pertinent when working with a culturally and racially marginalized population, as Milner (2007) argues, as researchers need to be cognizant of their own racial and cultural backgrounds and those intersect with the identities of the participants. By engaging in reflexivity, researchers gain a deeper understanding of their positionality and can navigate the ethical considerations involved in studying the racial and cultural identities of young participants.
In this session, the author adds to the current discourse on ethical considerations in research with adolescents, by exploring the ethical issues she encountered and grappled with in her dissertation study with six Korean American adolescents aged fourteen to sixteen, who engaged in discussions about race and racism as a small group. The author shares the same race, ethnicity, and culture as the adolescent participants but differs in nationality, age, experiences, and educational background, among other factors, contributing to the complexities and considerations of conducting research with them. By drawing upon her reflexive notes from the participant recruitment process and observation notes throughout the evolution of research methods, the author brings attention to the ongoing ethical dilemmas that arise when interpreting and disseminating data of Korean American adolescents who are susceptible to harm if misrepresented. Through the author's experiences and insights, fellow researchers are encouraged to engage in critical self-reflexivity on their own research strategies and interpersonal relationships in research to navigate ethical challenges when working with adolescents from diverse backgrounds.

Author

• Ji Hyun Hong, Emory University