PART III RESEARCH METHODOLOGY
CHAPTER 5 DATA COLLECTION METHODS
5.3 THE MODERATOR
114
115
In the current study, I was unable to personally conduct focus groups and in-depth interviews with female participants due to sensitive issues and existing customs of taboo in South Kivu province that may cause the effectiveness of this study, especially in the case where it is a male who interviews females. This was solved through the process of employing an experienced female moderator who conducted female single-sex focus groups and interviews. I conducted male single-sex focus groups and interviews. When dealing with female single-sex focus groups and interviews, this study hired a moderator, a university law student, who matched the gender demographics of participants to conduct female single-sex interviews and focus groups. She conducted the sessions in Swahili, the language spoken by participants. The questionnaire guide was translated and transcribed from English to Swahili before going to the field. The researcher verbally transcribed the collected data from the tape recorder from Swahili to English.
However, the idea that sexuality is always a sensitive topic to discuss, is open to challenge. From a sociological viewpoint, sensitivity can be seen as located and constructed within the surrounding conditions of cultural norms and taboos (Farquhar, 1999). As individuals, we belong at the same time to a range of groups, influenced, for example, by our gender, race, religion, culture, age, sexuality, friendship patterns and so on; and we negotiate our life experience not within one, but within several, potentially dissonant, sets of norms or taboos (what may also be described as inhabiting multiple, potentially dissonant, or fractured identities) (Michel, 1999, p.
51). The perceived sensitivity of a given research project may well be influenced by who carries it out (Farquhar, 1999). Kitzinger (1994a) brings to light to the potential impact of the researcher‟s gender on group processes, attributing the relative success of focus group research carried out by women with women at least in part to women‟s deep-rooted tradition of sharing personal information with each other in group.
However, it is also possible that group participants will sometimes feel more comfortable disclosing information to „outsiders‟ (Michel, 1999, p. 50). There is a tendency for all research related to sexuality to be seen as sensitive. In the case of research which is seen as sensitive, it is important to consider at the beginning whether and how its potential sensitivity may be influenced by researcher identities;
the appropriateness or otherwise of matching researchers with respondents, in terms of particular dimensions of identity (such as race or gender); and how researcher
116
identities can be incorporated into the data analysis (Farquhar, 1999). Research identities are entrenched and implicated in all stages of the research process, and this is no less true for research employing focus group methods than for other approaches.
In the case of research which is regarded as sensitive, it is important to take into account the identities; the appropriateness or otherwise of matching researchers with participants, in terms of particular dimensions of identity (such as race or gender); and how researcher identities can be incorporated into the data analysis (Farquhar, 1999, p. 50).
Although it is important when facilitating sensitive discussions to be aware of the comfort level of the group, and to draw their attention at any verbal or non-cues of comfort, this does not mean that such cues should necessarily be used as a sign to change the subject (Michel, 1999, p. 58). Relatively, acknowledging embarrassment, allowing tension-releasing jokes and yet not avoiding the topic in hand, helps to demonstrate that it is important to recognise and respect personal boundaries (Zeller, 1993). The fact of participants coming together to discuss potentially taboo issues is seen as an empowering experience, which may not merely reproduce, but also actively produce and change, relationships between group members (Farquhar, 1999).
One simple way of beginning to develop group facilitation skills is to start off by conducting group discussions with your own friends, students, relatives or colleagues just to try out the method (Barbour and Kitzinger, 1999). Before going to the field for data collection, I had training meetings with the female fieldworker. Two training meetings were conducted, which lasted 2-hours each. Through these meetings, I provided her training and information about issues related to the overall objective and specific aims of our study, its context, clarification of the questioning way, moderating skills, possible probes and anticipated challenges.
In reality, it may be more than merely feasible to find a good facilitator from within the research team; it may in fact be preferable to do so. This is especially true when there is a real need for a facilitator who has a detailed familiarity with either the project goals or the participants' points of view. For example, when the research project's goals are in ongoing state of progress, someone who is directly involved in the project can do a better job of steering the discussion in useful directions. Or when
117
the participants are part of a distinctive cultural group, someone with the appropriate sensitivity may be a more effective facilitator than someone who merely has professional credentials (Morgan and Krueger, 1993, p. 5).
The role of the researcher varies in a focus group, functioning more as a moderator or facilitator, and less as an interviewer. The process will not be one of interchange question and answer, as in the traditional interview. The researcher will be facilitating, moderating, monitoring and writing down group interaction. The group interaction will be guided by questions and topics provided by the researcher. Well- moderated group interaction can help in bringing to the surface parts of a situation which could not otherwise be revealed. The group situation can also encourage people in making clear their views, perceptions, motives and reasons. This makes focus groups an attractive data gathering option when research is trying to probe those aspects of people‟s behaviour (Punch, 2005, p. 171). The facilitator should approach the group discussion with a basic outline of key questions. Over and above this, specific group exercises are sometimes useful (Barbour and Kitzinger, 1999).
Farquhar (1999, p. 51) indicates that the assumption that sexuality involves a sensitive research topic is not surprising. Sexuality has long been identified by sociologists as an important site of power and resistance. In addition, specific sexual practices or behaviours are interpreted as taboo, or forbidden, within a number of cultures and societies. Michell (1999) suggests that bringing together people with shared experiences (of illness, oppression, discrimination or stigma) can actively facilitate discussion of taboo feelings and address experiences which are otherwise silenced.
Morgan and Krueger (1993, p. 7) maintain that practical experience also points to a very different problem: the over disclosure of sensitive matter. This can happen when the impetus in a group leads participants to reveal details of their personal lives that they would ordinarily keep private. Too often, there is a certain excitement in the open discussion of taboo topics. If the moderator does not pull back from the first disclosure of oversensitive information, other participants may well come forth with even more personal revelations. This was the case in the current study especially in the single-sex female focus groups where girls could openly disclose their personal experiences in the course of discussions.
118
5.4 DATA COLLECTION THROUGH INDIVIDUAL INTERVIEWS