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Cited by 814Qualitative Research Methods and EthicsQualitative Research Methods and ApplicationsCritical Race Theory in Education

Positionality: Reflecting on the Research Process

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Bourke, Brian·2014·The Qualitative Report
DOI 10.46743/2160-3715/2014.1026
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Abstract

Through this article, the author provides a reflection on the role of positionality in research, following the completion of a qualitative research project. Through the research project, the White researcher sought to explore the ways in which students of color experience a predominantly White university. Drawing on literature and findings from the research project, the author highlights potential challenges and opportunities of being cognizant of one’s positionality. These reflections illustrate the significance of positionality and serve as a reminder of its potential effects on the research process, as well as on participants and the researcher. The manuscript concludes with recommendations for researchers to carefully consider the potential influence of their positionality in any research setting.

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Crossref · 10.46743/2160-3715/2014.1026

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  • The research interest of a researcher is the lived experiences of the participants.

    “According to Bourke (2014), the research interest of a researcher is the lived experiences of the participants.”

    From Researcher Positionality: Ways to Include it in a Qualitative Research Design (2025) · cites this paper as Bourke, 2014

    The Introduction says qualitative research seeks to understand a problem through individuals’ experiences and the details of their lived experiences. The claim generalizes this interest to researchers without the paper’s qualitative-research qualification. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • It is critical to explain the underlying assumptions of how the student-teacher relation would provide unbiased findings and conclusions of the study; these assumptions relate to accessibility as a teacher.

    “According to Bourke (2014) and Holmes (2020) it is critical to explain the underlying assumptions of how the student-teacher relation would provide unbiased findings and conclusions of the study. These assumptions relate to accessibility as a teacher (Bourke, 2014, p. 5).”

    From Researcher Positionality: Ways to Include it in a Qualitative Research Design (2025) · cites this paper as Bourke (2014)

    In “Insider/Outsider” (page not provided), Bourke discusses assumptions about access and his position as a graduate student researching undergraduates. “Concluding Thoughts” calls for transparency about researcher positionality. The paper does not discuss accessibility as a teacher or say that a student–teacher relationship would produce unbiased findings and conclusions. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • It is critical to explain the underlying assumptions of how the student-teacher relation would provide unbiased findings and conclusions of the study; these assumptions relate to accessibility as a teacher.

    “According to Bourke (2014) and Holmes (2020) it is critical to explain the underlying assumptions of how the student-teacher relation would provide unbiased findings and conclusions of the study. These assumptions relate to accessibility as a teacher (Bourke, 2014, p. 5).”

    From Researcher Positionality: Ways to Include it in a Qualitative Research Design (2025) · cites this paper as Bourke, 2014, p. 5

    In “Insider/Outsider” (page not available), Bourke reflects on assumptions about access to student participants and his position as a researcher. “Concluding Thoughts” calls for transparency about his positionality and motives. The paper does not frame these assumptions as teacher accessibility or say that a student–teacher relationship would produce unbiased findings; it instead describes how the researcher's positionality shapes the research. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • The research one engages in is shaped by who the person is.

    “He points out that the research one engages in is shaped by who the person is.”

    From Researcher Positionality: Ways to Include it in a Qualitative Research Design (2025) · cites this paper as Bourke (2014)

  • As long as one remains reflective throughout the research process, an individual will be shaped by it and the people they interact with.

    “As long as one remains reflective throughout the research process, an individual will be shaped by it and the people they interact with (Bourke, 2014, p. 7; Yip, 2024).”

    From Researcher Positionality: Ways to Include it in a Qualitative Research Design (2025) · cites this paper as Bourke, 2014

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Cites

Flagged first, then by citations

Research works printed but not linked: 17

  1. Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in social research. London, England: Sage Publications.
  2. Cabrera, A. F., & Nora, A. (1994). College students' perceptions of prejudice and discrimination and their feelings on alienation: A construct validation approach. The Review of Education/ Pedagogy/ Cultural Studies, 16(3-4), 387-409.
  3. Callaway, H. (1992). Ethnography and experience: Gender implications in fieldwork and texts. In J. Okely & H. Callways (Eds.), Anthropology and autobiography (pp. 29-49). New York, NY: Routledge.
  4. Chang, M. J. (2002). Preservation or transformation: Where's the real educational discourse on diversity? Review of Higher Education, 25(2), 125-140.
  5. Chiseri-Strater, E. (1996). Turning in upon ourselves: Positionality, subjectivity, and reflexivity in case study and ethnographic research. In P. Mortensen & G. E. Kirsch (Eds.), Ethics and responsibility in qualitative studies of literacy (pp. 115-133). Urbana, IL: NCTE.
  6. Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enlightenment of educational practice. Upper Saddle River, NJ: Prentice Hall.
  7. England, K. V. L (1994). Getting personal: Reflexivity, positionality, and feminist research. The Professional Geographer, 46(1), 80-89.
  8. Freire, P. (2000). Pedagogy of the oppressed (30 th anniversary ed.). New York, NY: Continuum.
  9. Fries-Britt, S. L., & Turner, B. (2001). Facing stereotypes: A case study of Black students on a White campus. Journal of College Student Development, 42(5), 420-429.
  10. hooks, b. (1990). Yearning: Race, gender and cultural politics. Boston, MA: South End Press.
  11. Kezar, A. (2002). Reconstructing static images of leadership: An application of positionality theory. Journal of Leadership Studies, 8(3), 94-109.
  12. Merriam, S. B., Johnson-Bailey, J., Lee, M. Y., Lee, Y., Ntseane, G., & Muhamed, M. (2001). Power and positionality: Negotiating insider/outsider status within and across cultures. International Journal of Lifelong Education, 20(5), 405-416.
  13. Morgan, D. L. (1997). Focus groups as qualitative research (2 nd ed). Thousand Oaks, CA: Sage Publications.
  14. Pillow, W. S. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. Qualitative Studies in Education, 16(2), 175-196.
  15. Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus groups: Theory and practice (2 nd ed.). Thousand Oaks, CA: Sage Publications.
  16. Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2 nd ed.) Thousand Oaks, CA: Sage Publications.
  17. Tamale, S. R. (1996). The outsider looks in: Constructing knowledge about American collegiate racism. Qualitative Sociology, 19(4), 471-495.

Cited by

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Authors
Bourke, B.
Affiliations
Murray State University (US)
Corresponding author
Bourke, Brian
ORCID
Bourke, Brian
Venue
The Qualitative Report
Publisher
Nova Southeastern University
Published
2014-10-15
ISSN
  • 1052-0147 (ISSN-L)
  • 2160-3715
DOI
10.46743/2160-3715/2014.1026
OpenAlex
W2141343472
Cited by
814
References
2
Citations by year
2026: 51 · 2025: 97 · 2024: 97 · 2023: 82 · 2022: 89 · 2021: 72 · 2020: 109 · 2019: 90 · 2018: 49 · 2017: 44 · 2016: 20 · 2015: 12 · 2014: 1
FWCI
83.36
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • The Qualitative Report (publishedVersion, cc-by-nc-sa)
  • NSUWorks (Nova Southeastern University) (submittedVersion, cc-by-nc-sa)
Topics
  • Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
  • Social Sciences › Education › Qualitative Research Methods and Applications
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
researcher positionality, white researchers, students of color, predominantly white universities, race and higher education, reflexivity, research ethics

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