Examining Two Types of Research for My Study of Micronesian Students at University

During the very first stages of determining on what I would like to conduct a small research, I identified that it would be an interesting study to examine what Micronesian college students are experiencing during college as they are influenced by economic, cultural, and social factors in terms of what motivates them to return to their home islands. So, I decided to take on a phenomenological approach to the study.

As my study progressed, I realize that an ethnographical approach to the study is necessary. Why? Because I'm specifically focused on a culture of Micronesian students attending university in the US. In addition, the phenomenological approach reveals that these are students who share a common experience in which they emigrate outside of their home islands in the Micronesia. Ethnographical approach allows me to examine how culture specifically influences these students. During the end of this short study, I find that these students do share common experiences that have been influenced significantly by their culture unique to the Micronesian islands as defined by their family values and developing island nation.

I took a phenomenological approach to the study to examine the perspectives and feelings of Micronesian students about the return to their home islands: what influences their decisions or plans to return home or remain in the US? According to Creswell (2007), a phenomonological study describes individuals' experience through their lived experience of a certain phenomenon. The study focuses on what and how the individuals experienced.

With this approach, I aimed to discover what the Micronesian students are experiencing as they undergo their transition from home in the Micronesian islands to studying in the US in relation to factors in which have influenced them during their transition and experience into perspectives and feelings about returning to their home islands to work or to remain in the US to work and make a living. Basically, I wanted to examine what Micronesian students felt about the idea of returning home to work and continue their lives in their home islands. The specific phenomenon examined in the study is the trend of students leaving their home islands to study in the US. Others return home while others choose to remain in the US.

Learning as an Interviewer: Research Relationships

Established Relationships:

My relationships with a couple of my interview participants were more on a personal level as I have met them before. One participant is a friend from home--Palau--and whom we've gottten to know each other a bit better since we both moved to Hawaii to attend University of Hawaii at Manoa. The other participant is someone I have come to share common ideas and experiences in regards to education and home, and also someone I know from a club in which we are both members. The final participant is someone I also know from the club. Actually, we are all members of the same club, and that is how I was able to select my interview participants, thinking this would be a convenient start to recruit participants. Basically, the relationships between my participants and I were already established before. This was an appropriate and convenient way to find participants as members of the club are generally students of University of Hawaii at Manoa and are Micronesian--from the islands Pohnpei, Chuuk, Kosrae, Yap, the Marshall Islands, and Palau.

I chose to find participants this way mainly because of convenience, but I also thought that the closer relationships we had would lead us to a more open conversation about what motivates them to return home if they do want or have/will decide to return home after their studies at university.
What I learned! After the interviews, I learned that it is crucial that I ask the questions I have written down and that you really have to LISTEN in order to accomplish and ask successful probing questions. Throughout interviews, I would begin asking about other things that they have mentioned while responding, and this is when we veer off subject. This created challenges during the transcription process, first, because it caused me time and, secondly, all my interviews nearly went over the limited time my interviewees had in which I had to hurridly ask my remaining questions in order to properly thank the interviewees and discuss the aftermath of their participation and my research process.
After transcription of the interviews, I noticed I asked poor probing questions in which most of them led me to practically already mentioned responses or quite unrelevant data.

How I presented myself to the interviewees:

The participants already had knowledge of who I was, and this is how I presented myself: as a Micronesian student atttending UH Manoa. I hoped they would've been comfortable as much as possible to share their ideas with me this way.

Explicit and Implicit Understandings of the Research:

All the interviewees wanted to read the research. I explained I would notify them if I would quote them in the research, and all the participants asked to see these in the research as well. I asked them if they would like to see the transcribed interview and for member checking. They all agreed.

One participant actually wanted our interview to be posted on an internet news publishing website that published news and happenings about Micronesia and its people. I agreed to this because she had mentioned that one mission of the site was to create awareness on college education and their islands as well. For now, I am only thinking whether if our interview would be "valid" for others to read. I asked this or stated my concern about her request, she, however, felt it was necessary because students or other Micronesians will see how and what a student from Micronesia is experiencing in university.

Ethical Concerns:

There may not be any ethical concerns. However, if I were to publish the transcribed interview of one particpant, do I need to specify the purpose of the interview? Since this research study is for a course instead of an actual research study conducted for scholarly publishing, should I be concern about even have agreed to publish on the site? I think I will need to specify where my interviewee and I are coming from or why we conducted the interview in the first place in order to notify the readers and have them understand the the interview is not for an actual research study conducted.

What I learned about myself as an interviewer from my interviews:

After interviewing participants for my study of examining motivational factors influencing Micronesian students' to return home after completing their studies, I find that I made many errors on my part as an interviewer. First, I think I may have led or influenced participants' responses with my own blurting out of words or short ideas. Secondly, I veered away from the focus of my research on motivational factors and began asking questions about other interesting ideas that were brought up during the interview. Finally, besides the interviewee going off subject, I tended to go off subject as well stirring up a short conversation on unrelevant topics.

The Flu Affects my "First Interview"

I think that it is important to consider all the unexpected and factors tht can influence the planning and execution of your research and methods. Now I understand why qualitative research should be flexible instead of strictly structured. Not only should my interviews be semi-structured but my whole research study be flexible.

Today, what would have been my final interview (the very first interview that was to be conducte last week Tuesday, instead had to be postponed for another week), has to be postponed to Friday due to my participant coming down with the flu or a cold. My own schedule and studies are not as hectic and complex as maybe a researcher who had time constraints, deadlines, grant money; therefore, I can continue on with organizing and working on my research paper with available data and research that have been collected. However, if I were that researcher with a deadline, either to meet doctoral policies or grant money policies, and just so much funding to carry out his or her research, may have to worry about a few too many changes in the planning and organization of the research.

Well, again, I'm just really happy my participant is still willing to talk and be interviewed.

OKAY! My 1st, 2nd, and 3rd interview for research study!

Today, I was conducting my 3rd actual interview! As mentioned in the previous post, my first interview didn't go to well--it didn't "go" at all--and had to be postponed till next week Tuesday. However, my second interview, conducted on Wednesday at 11am in front of Bale was successful. My participant and I had a great conversation or interview over lunch. I successfully took down notes and recorded and SAVED the interview on the digital voice recorder. The interview lasted an hour and got some very interesting insights from my interviewee. I had learned a different perspective on viewing human capital/resource for the island nation of Palau. While I was usually thinking about Micronesian students serving the needs of the island, such as providing services and creating private businesses that can potentially produce more jobs, among other aspects, I had not realized that students or Palauans returning home can also help the businesses running because there's customers and consumers of these services being provided! So this was one important idea I had never looked into!

So....my second interview went pretty well...AND THEN COMES THURSDAY.
I meet with my interviewee and we finally settle at Paradise Palms to conduct our interview! I learned from my previous two interviews to better prepare, have my phone charged, contact my interviewee hours before our interview to confirm, papers and memo book set, recorded turned ON and recording! The interview lasted a little over 30 minutes and I gratefully concluded the interviewing understanding that my interviewee had mentioned he needs to run errands after our interview. AND THEN I press the wrong button on the recorder and the whole interview was not saved! I immediately feel sick to my stomach and didn't know whether I should tell my interviewee or not! I had thought maybe it automatically saves your data, like Gmail that automatically saves drafts of your composed e-mails. So I relaxed a bit and thanked my interviewee before we went our separate ways. I head to class but then I take out the recorder from my bag, stopping in my steps to check. MY INTERVIEW DID NOT SAVE! This was a stupid mistake.
So, just a few moments ago from now, I had to type in my notes and whatever I can still remember from the interview on a Word document. I really thought today's interview would go as smoothly as possible because I've learned from previous interviews! I really home my remaining 3rd, which was actually the failed 1st interview that didn't even take place, will go great. We'll see....

Potential Participants' Participation

Entry: October 25, 2011
 (Reflecting on participants' participation before interviews)
OK!
I guess one important lesson in conducting interviews for your research study is not relying or don't be confident that individuals will agree to participate! So far, I have only received two responses. Well, this is good news because I can begin my interviews, and I have most of the participants agreeing to be interviewed. However, I have to wait a few more days because I have forgotten that schedules do not agree with each other! OY!
In addition, I wonder if I should agree to give a participant the questions ahead of time? He asked to see the questions so that he may be more prepared during the interview...but I wonder if this would be a good idea. I am worried that if they prepare before the interview, the interview might turn into a very structured interview. Also, I do not anticipate this interview to be too formal because I don't want my participants to feel nervous or tense during the interview. I am hoping the interviews will be conversational and relax so that the participant will be open with his sharing of perspectives and feelings.

My First Interview for Research Methods...Failure.

...and so...
I prepared the consent form for my participant to read and sign and for her to understand her role in my research. I printed it out along with my questionnaire. Brought everything together in a folder along with my memo book for the interview at 2pm today at Shidler College of Business. Double-checked the digital voice recorder to see if it was charged and ready to record. I prepared and double checked everything the night before and an hour before the interview.

I walk over to Shidler and proceeded to call my participant and....MY CELL PHONE DIES! In addition, I was at the wrong building--Building D--while my participant was in Building A. We had not a good understanding of where to meet when we had talked--twice and in person--about our meeting to interview. I had no way to find out where she was, nor she in locating where I was at Shidler. So I waited for an hour and thirty minutes in the wrong building.

During the few seconds we were in contact, as the remaining life of my cell phone allowed me to talk to her, at around 2pm, she was saying she'll be late because she was dropping off scholarship papers. PHONE WENT DEAD! I see, on the screen of my phone, the "t-Mobile" scattering then a black screen. I knew then that this would be a difficult introduction to my first interview.

And so We both missed each other, and I proceeded to find a charger so that I can call my respondent. I end up coming home and hour later and called her to apologize. Luckily, she is willing to meet again on the same day, same time next week. This time, we both have an understanding of the location of the meeting. I have another interview tomorrow at Campus Center. I have decided to call my participant an hour early--not during the few minutes before the interview as I had done today--to confirm the actual place of meeting! I hope this second interview goes well. I shall report later! Thank you!

Parents' Engagement in their Children's Education

Dr. Pedro Noguero, in his lecture "Partnerships That Matter: How Universities Can Have an Impact on the Communities They Serve", addressed an important issue concerning parents of children in schools. He mentioned how building a partnership between schools and the parents is important for the students. Parents, if they know what their children are learning in school, can help extend the learning from the school into their home that will allow the children to practice what they learn. Another very important aspect of this partnership is the build on the idea that "educators must develop the resources and expertise to meet students' needs". He told a great story about a school in Africa where the community became involved. Furthermore, the school provided a portion of a land where the school stood for the mothers to farm and feed the children at schools as well as sell at the market for a profit.

After listening to Dr. Noguero, I realized that a similar occurrence existed in Palau's Koror Elementary School (KES). In 2010, my uncle, who was a member of the Parent's Committee and whose two sons attended Koror Elementary School--one son was in the 3rd and the other in the 1st grade, told me that the parents and school had a meeting in which to resolve the issue that children were coming to school hungry. Their parents also could not afford to pay lunch dues and so their kids couldn't eat lunch. The school and parents came together to donate money to pay for those unpaid dues so that all children may eat! Not only did this happen, but some parents had related the news to other members of the communities and co-workers. As a result, these people also donated money towards the school.

I also realized that the parents at Koror Elementary School are really involving the parents in other ways. And the parents are so enthusiastic to help! My little cousin, the 1st grader, and his 1st grade class had a field trip to visit the state of Ngchesar and take short boat trip in Ngchesar to see the mangroves, swamp, and the crocodiles--we only got to see one huge croc! Anyway, the parents rode in their cars along with the two school bus that carried the children. They carried the kids' lunches and snacks, and they also participated as chaperones for the kids to help the teachers. After Ngchesar and the mangrove boat ride, all the kids, the three teachers, and all the parents rode up to Ngiwal to set up their lunches and eat together! WHAT WAS EVEN MORE AWESOME was that parents who had family in Ngiwal had phoned earlier in the day to let their families in Ngiwal know that the school kids were coming SO when we arrived in Ngiwal, a few of the families were waiting with other food and drinks. They welcomed everyone and had already set up a couple of resting areas for us and the kids to eat lunch. I did not realize how important this was to the schooling and education....but after Dr. Nogero's lecture, I realize that partnerships with parents and the community is very important. Especially when resources are lacking. Parents at KES were able to help in paying dues so all the kids would be able to eat and not go hungry in class. Parents donated their time and money to help the teachers provide the students' a great learning and fun experience at the trip. The community in Ngiwal also became a significant part of the children's education that day.

Research in Everything I Observe: The Detective's Eye

On the bus ride to Kalihi, again, a Micronesian mother and her kids enter the bus, and I find myself wondering whether she has an older kid who aspires to enter college but struggles as he or she does so. This is not the first time but one of many occasions in which I see an event, individual, or persons and begin to apply what I have learned into my observation. For example, with the mother and her kids, I immediately think back to stories and news told through word of mouth from Palauans and other Pacific Islanders about different cultural and traditional values. Also, I think about the different economical and social status in the different islands of Micronesia and begin to wonder whether our differences and shared values and status shape the goals, aspirations, and attitudes of Micronesian students towards college. Furthermore, from Pacific Islanders and members of other ethnic groups, I have heard that there are negative stereotypes and views of Micronesians living here in Hawaii. So, I am sitting on the bus and all these thoughts come to me all because of these research courses I'm taking this semester. I believe this is what Maxwell (2005) means when he explains research theories derived from experiences and backgrounds. However, during this experience, I find myself overwhelmed with all other questions. Is it important for me to make notes of all concerns and ideas inspired by what I have observed? Will these become important in my studies?  I think I should follow in Hercule Poirot's footsteps to follow the clues and avoid being mislead by all other objects and events that seem relevant to the case but are only coincidence. This is just what I thought about tonight....

Spotlights on BMW of Hawaii

(An experience from the night of Sept. 15th...)

"Tonight, as I ride the Bus A Express to Kalihi-Palama passing by the BMW of Hawaii, I immediately think if I’m on the right bus. I had a sense of being lost at that moment because I didn’t quite recognize where I was. I commute to and from UH Manoa everyday on the same bus during the day and in the evenings, while riding the bus back home, I usually am too tired to look out of the window. I’m usually immersed in deep thoughts staring straight into what seems like nothingness, exhausted and ready to sleep. This evening was quite different. I was still going over thoughts and what I learned from the research class a few minutes ago. My mind was wandering excitedly, going over details of how a researcher shapes his or her research question to make sense, present a researchable problem, and motivate a needful and purposeful study. I was still excited and awake.

While thinking over lessons in class and going over my own research question at the same time, I looked out the window and saw the huge block letters that spelled out “BMW of Hawaii.” I continued my gaze at the huge glass windows and the bright illumination of the small building to see the wonderful array of shiny coated BMWs . Suddenly, I think to myself, Am I on the right bus? I thought the bus has taken me on a different route that I was unfamiliar with and may not be going home. Looking around confused and out the other windows to see where I’m at, I realize that I’m not lost. I just haven’t seen the BMW display of cars in the evening when it is lighted. The cars seem more apparent and shiny in the background of night with bright lights spotlighting their shiny rims and white or black coating of paint. I then think back to the lessons in the research class.

In class previous moments ago, the professor shares to the class his experience of “saturated” information. He had interviewed a bunch of people and they repeated each other’s answers and viewpoints, sharing the same exact information with the professor that he has heard in other interviews. However, he goes on to explain “triangulation” and “discrepant” information in which an experience or data is seen in a different angle or does not correspond to other data in your study. Maxwell (2005) explains discrepant data as “key part of the logic of validity testing in qualitative research” (Maxwell, p. 112). Discrepant data may not fit into other data and conclusions you have collected and reached, but you should not disregard the data. Instead, you should consider the data to help you decide whether you need to retain or modify your conclusions, do more research, or ask for opinions about the information and situation you have come across.

So, basically, I just need to evaluate and analyze any discrepancy in my research to see if there is something in my study or research that I am not seeing or doing wrong. I just have to untangle any knots on a fishing line that’s not allowing me to throw the line further into the spot where I want to hook the fish.

Triangulation, another strategy to test validity of your study, allows a researcher to gain a broader and secure understanding of an issue being studied (Maxwell, 2005). Triangulation also helps a researcher avoid bias and limitations from a specific source or method.

I guess that my experience riding the bus to Kalihi-Palama down Kapiolani Blvd in the evening, unable to recognize where I was for a moment, made me think of looking at something at a different angle or view. The display of BMWs appear differently, at least for me, during that evening than how I usually perceive it in the day time. I saw the cars as more luxurious and desirable when dark heightened the brightness of the lights in that store building and the shiny coats of the automobiles.

In research, Maxwell (2005) notes existing theories and research as helpful sources of framework for a study or research. As a researcher, you use these theories or research as a "coat closet" or "spotlight[s]" that assist you as you plan your research, ask the questions, gather and analyze your data, and come to your findings (p. 43). The bus trip and "spotlighting" of the luxury cars reminds me to consider the background experience and secondary knowledge about influences on Micronesian students decision to return home or remain in place of study after their completion of studies at university. However, these are only theories and will probably find more sources on research studies that explore into a similar phenomena. Therefore, I can use these experience to build a framework. In addition, in going into the study, I must consider all data whether they cancel out other data or theories I've already have. Hm....I guess, going into my research, I will have a similar experience as I looked out the window to those illuminated BMWs in which I will come to findings in my research in which I've never expected or noticed before. I'm excited."

Maxwell, J., (2005). Qualitative research design: An interactive approach. Thousand Oaks, California: Sage Publications

I am a Teacher from the Taro Patch: A Researcher's Memo

Graduating class of 2010 at Mindszenty High School,
 a catholic high school in Palau

There are several influences that have led me to my research study exploring the journey and lives of Micronesian students in and out of college. First, I am guided by my own personal experiences; I have personally experienced the benefits of holding a college degree. When I completed my undergraduate studies, earned my degree, and moved back home to Palau, I felt a sense of accomplishment. Family, friends, and people I just knew (and didn’t even know) acknowledge what I had done. They sort of put their confidence in you and look up to you, too. This was an overwhelming experience, but I learned to be humble and much more motivated to continue my goals of becoming an educator and further my education. More importantly, I found a good paying job and was able to help my mother provide for my family. Although taking on the responsibility of “provider” alongside my mother was stressful, the feeling and thought of being able to help my family and knowing they are relieved of some of the financial burden made me truly happy.

Attending college, for me, has been a struggle but a great learning experience. I have learned to become more independent and open minded. I have had the greatest opportunity to meet people from different cultures and background, and this has also been an important part of my learning in college and life outside of school. When I returned home, I saw things in a new perspective and saw how minute my little problems were. For example, I really have learned not to want for much. Before, coming from a small island knowing that the United States has so much to offer in terms of finance and other things, such as going to the movies, shopping, and eating out, I felt I wanted more than just the life in a small island. But after having gone through college to manage on my own, you really do appreciate the little things, your family, and home. You begin to understand that your needs can come second. More importantly, you really get your priorities straight and prioritize those that actually mean something, such as family and securing a good future for yourself that can also benefit others. I have learned from all of these that I hope to instill in others the same values that I have come to have, independence, and confidence.

Secondly, while I was teaching remedial English reading and writing at Palau Community College during the summer of last year, a few of my students were eager to find out how I was able to finish college with little to no help from my family and having come from a low income family as well. In addition, they wanted to know how I financed my education; how was I able to apply to a college in the United States; how can a student or where does a student start in the process of applying to college? I began to wonder if there was an office at the college that help students who are interested in attending college in the US or any where overseas.

I understand the concerns of these students because I had the same ones. Then I think, if I can do it, I am confident they can do it if they really set their heart to this goal. Palau and its people are great supporters of education. Almost everyone I know is pushing their kids to attend school. Families desire for their kids to earn college degrees. The island nation works towards improving education. However, we struggle in resources to help our students reach the high standards of education in other parts of the world. Our students struggle when the attend US colleges because of the language barrier and the lower standard of education offered in Palauan schools. Reading and writing remains to be an issue in our schools. Despite this, our students understand and desire for that college education and what it can mean for them, their families, and the island of Palau.

Finally, I realize that Palau is becoming more westernized and reliant on the US dollar to make a good living. We remain to keep to traditional ways of living, such as farming and fishing for our food. However, even fish and taro are being sold at the market while taro patches and lands for farms are being lost to infrastructure, climate change, and loss of traditional teachings that enable our children and young Palauans to continue the tradition of taro patch farming and land farming. Therefore, education that will help young Palauans earn a living and give back to the community is important. Hopefully, while studying, they will also realize the importance of our culture and traditions and in turn will want to learn the ways of taro patch farming and land farming for tapioca or sweet potatoes, food staples that have sustained older Palauan generations. If foreign countries decide that they cannot provide monetary assistance to Palau and other Micronesian islands, we should be ready to support ourselves. We need to be our own nurses, doctors, teachers, farmers, plumbers, cashiers, principals, janitors, electricians, bakers, computer technicians, biologists, marine biologists, environmentalists, and all other professionals in order to sustain our island. I believe there education is one key to helping us to prosper.

 The study of improving college access and success for Micronesian students and motivating them to return home to their home islands to work and give back is challenging. Are there willing participants who want to share their experience? Will they see me as an intruder? If I ask them of their plans to return home after college and they tell me no, will I find myself urgin them to? I need to separate myself, not completely, but from the notion that I cannot influence any of my participants in this study. Would that mean an ethical violation? I believe so! I do not hope to force any young Palauan to return home, but I hope they discover the need and benefit for them and their island if they do go back home. I need to be reminded that I am doing a study and avoid getting overwhelmed myself and become completely immersed where bias comes to play. That would not be good at all!