What is research bias and is it an inevitable constituent within educational research? Draw from the readings to support your views.

Bias is any tendency that prevents unprejudiced consideration of a question. In research, bias occurs when systematic error [is] introduced into sampling or testing by selecting or encouraging one outcome or answer over others (Merriam-Webster, n.d.).

The concept of bias is a re-occurring theme in this course and critical research. It seems researcher bias and subjectivity are commonly understood as inevitable and essential to identify. The challenge is which preference I choose – selection bias, channelling bias, interviewer bias, chronology bias, recall bias, transfer bias, information bias, publication bias, or another dozen or more. The list goes on. The discussion question is if bias is an inevitable constituent within educational research. Something tells me it is but do not take my word for it. Let us look at one example – research bias and wrong information on the web. Websites are neither reviewed by peers nor publishing companies before they go public.

I could not agree more with the suggestion by (Le Roux, 2017) where quantitative, qualitative, or mixed-method must be presented as intellectually accurate, thorough, and trustworthy, or it is meaningless. Why would I conduct my research, interview participants, complete surveys, etc.? At the writing stage, have it “flushed” by a peer review and other experts in the field. I have spent my entire adult working career with an “audit culture,” including checks and balances. Bias is one puzzle piece identified and an excellent place for self-discovery while reflecting on my practice as a qualitative researcher.

My final essay research question will be answered in part through interviews. I feel qualitative research is related to principles of interviews believing that the interviewee (person being studied) relates the narrative while the interviewer’s role (yours truly) is to be unbiased and avoid inserting my judgements or directions. This would be the true definition of a good interview. I will draw upon my knowledge and skills as an interviewer and develop a perspective that helps me see interactions between subjectivity in qualitative research and neutrality in interviewing.

Due to previous discussions in this course, interactions with my peers, and research, I am fully aware of my requirement to be objective as a researcher. Still, I know my innate personal biases and know they will come to the surface from time to time—just something to be aware of.

References

August, R., & Tuten, T. (2008). Integrity in qualitative research: Preparing ourselves, preparing our students. Teaching & Learning, 22(2), 82–92. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=33383227

Le Roux, C. S. (2017). Exploring rigour in autoethnographic research. International Journal of Social Research Methodology, 20(2), 195–207. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth&AN=120211623

Merriam-Webster (n.d.). Bias. In Merriam-Webster’s Dictionary.  http://www.merriam-webster.com/dictionary/bias.