In 1988, Judith Stacey posed the provocative question: “Can there be a feminist ethnography?” In doing so, she challenged widely held assumptions about feminist ethnography by pointing out that qualitative research methods do not necessarily mitigate the dangers of exploitation in research. Almost two decades later, the issues Stacey raised continue to receive considerable attention from feminist scholars. This article adds to this body of literature by examining the dynamics of reciprocity and positionality in research. Drawing from research conducted with Bosnian Muslim refugees, the author outlines three tensions she experienced and addresses how these tensions were related to her shifting and sometimes contradictory positionalities as a woman, a researcher, a friend, a graduate student, and as a person who was straddled between two classes. This is followed by a discussion about the lessons learned and the way the experiences shaped her current collaborative, community‐based research project with Somali refugees.

Although previous research has revealed that wife battering transcends all boundaries, little research has been done on the problem of wife battering in Asian communities in the United States. Drawing from interviews conducted with 18 Asian community activists and service providers throughout the United States, this article examines the specific needs of Asian women who are battered and explores the various structural and cultural constraints that inhibit Asian women from securing help from mainstream social service providers. Results of this study indicate that Asian women who are battered, particularly recently arrived immigrant and refugee women, have needs that differ markedly from most battered women in the general U.S. population. These needs center around language issues, cultural issues, immigration issues, and structural issues. The article concludes by identifying some of the specific needs of battered Asian women and providing recommendations for social service providers to better meet these needs.

Teaching about domestic violence and racism is a formidable task that requires the inclusion of material that challenges dominant ideologies about race and gender. A recent training for police officers about domestic violence and racism serves as a good example of how challenging the task can be. Drawing from this 1-day police training, from existing pedagogical literature, and from the authors' collective experiences teaching about these issues, the authors address challenges encountered and propose strategies to mitigate them. The authors propose a multilevel approach to implementing strategies to address these challenges, which includes ongoing involvement during three stages of the training.

The author addresses the development and implementation of a service-learning project for an undergraduate course in which students interview immigrant women, incorporate the interviewees' experiences into an analytical paper, and present the findings at the end of the semester. Students are required to use C. Wright Mills's concepts of history and biography by situating the stories told by the women within the larger sociohistorical contexts in which they live. The article proceeds in four sections. The first section provides an overview of service learning and its benefits. This is followed by a detailed description of the service-learning project. In the third section, the author draws from a postclass survey, course evaluations, and her observations to illustrate the ways in which the project enhances student learning and enables students to deepen their understanding of the sociological imagination. The article concludes with suggestions for how the project can be applied in other courses.In this article, I discuss the development and implementation of a service-learning project for an upperlevel undergraduate course, Immigration, Women, and Society. The central objectives were to improve student participation and engagement, foster civic involvement, and bridge the chasm between abstract sociological concepts, research methods, and students' concrete experiences. This course is grounded in curricular content: immigration and the sociological imagination, a specific research method, and service. It provides a unique opportunity for students to engage in a service-learning project built on the three pillars of academe, linking pedagogy with both research and service.The course development was inspired by my own commitment to community-based field research with refugees in New England, a commitment that has deepened over time. In this work, service and research are integrated rather than separate and disjointed. My research with refugees is guided by feminist principles of reciprocity and reflexivity. As such, I strive for my work to be mutually beneficial, and although it is essential to be aware of issues of power and positionality, I view myself as ''on the same plane'' as my research participants. My research with men and women from the war-torn