White British researchers and internationally educated research participants: Insights from reflective practices on issues of language and culture in nursing contexts

Abstract

Abstract:This paper explores how reflexive practices enabled researchers to achieve a more complex analysis of qualitative data generated from focus groups. Drawing upon our experiences as two White British researchers, conducting a study with internationally educated nurses from Black, Asian and Minority Ethnic backgrounds, we consider how our analysis led us to a more nuanced understanding of the data than might have occurred without reflexivity. We identified our respective standpoints, confronted our feared biases, particularly in relation to social stereotyping and prejudice, and located ourselves as co-producers of the data. This enabled us to consider how we might be representing, holding and paralleling, systemic patterns of discrimination, leading to several new insights. Reflexive practice is often referred to in theory, less often in application. We hope that sharing our reflexive process will benefit other researchers navigating the complex waters of identifying themselves in their research. AbstractThis paper explores how reflexive practices enabled researchers to achieve a more complex analysis of qualitative data generated from focus groups. Drawing upon our experiences as two White British researchers, conducting a study with internationally educated nurses from Black, Asian and minority ethnic (BAME) backgrounds, we consider how our analysis led us to a more nuanced understanding of the data than might have occurred without reflexivity. We identified our respective standpoints, confronted our feared biases, particularly in relation to social stereotyping and prejudice, and located ourselves as co-producers of the data. This enabled us to consider how we might be representing, holding and paralleling, systemic patterns of discrimination, leading to several new insights. Reflexive practice is often referred to in theory, less often in application. We hope that sharing our reflexive process will benefit other researchers navigating the complex waters of identifying themselves in their research.

Reflections on whiteness: Racialised identities in nursing

“…And importantly, to see the relationship between white privilege, white supremacy and racism. I overcame well‐established, protective defence mechanisms to acknowledging my racism and whiteness (Allan & Westwood, 2015); it was difficult. I can now see I was working in a ‘good/bad’ binary position (DiAngelo, 2018) which rested upon my poor understanding of racism, white privilege and white supremacy.…”

“…The first two papers (Allan, 2007; Allan et al, 2009) report research findings but I can see now that they also address my early sense of my positioning as a researcher. This positioning is overtly discussed in an article reporting the research process in Study C White British researchers and internationally educated research participants: Insights from reflective practices on issues of language and culture in nursing contexts (Allan & Westwood, 2015). In this paper, my colleague and I unpick some of the challenges we encountered as white researchers in interviews with BAME internationally educated nurses (IENs; see Table 1).…”

“…My positioning in Study C shifted as I and my colleague recognised our whiteness in the focus group study. We discussed this shift in White British researchers and internationally educated research participants: Insights from reflective practices on issues of language and culture in nursing contexts (Allan & Westwood, 2015). In this paper, we unpicked some of the challenges we encountered which arose from our positioning as white researchers interviewing overseas nurses from different, non‐white backgrounds using a psychodynamic perspective.…”

Including ‘seldom heard’ views in research: opportunities, challenges and recommendations from focus groups with British South Asian people with type 2 diabetes

“…Reflexive methodologies encourage researchers to consider power relationships between themselves and their participants. Previous research has drawn attention to issues around the power differentials when White British researchers conduct research with BAME research participants [44] as well as to the complex power relations when South Asian researchers conduct research within Asian communities, including the interplay of power with age, ethnicity, gender, education and class [42]. Power differentials were complex in our study, too, and NM and SP regularly reflected on the intersections of age, gender and education in our focus groups where they were female, and often younger than their participants and addressed them as aunty and uncle; and where participants were often curious about SP's background as a researcher at Oxford and someone from outside Leicester, sometimes noting similarities and differences across South Asian communities, generations, and in migratory histories.…”

Editorial: Ethnocentrism and racism in nursing: reflections on the Brexit vote

“…More recent work carried out in London (Allan & Westwood ) points out that these racist practices have not disappeared; they have mutated into different forms. We cite the employment of overseas‐educated nurses as healthcare assistants for periods of up to eleven years where their skills and knowledge are taken advantage of by trusts and their colleagues as examples of unthinking racist practices.…”