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!