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