By Fumiko Hosokawa
This ebook experiences 5 ethnic communities_South Asian american citizens, African americans, jap american citizens, Mexican american citizens, and Somoan Americans_to know the way their individuals think approximately being studied by way of researchers. American society has constantly had pressure among and between ethnic teams, and but our researchers are given restricted education, if any, on the right way to strategy numerous ethnic groups, all of which see their difficulties and desires in a different way than these outdoor their groups. This ebook bridges that hole by way of concentrating on trust-building as an important strategy in doing solid group examine. The development of belief calls for learning a group's tradition and historical past, their viewpoint on social difficulties and matters, and the correct method of interviewing its participants, going way past the mere development of rapport. This booklet bargains the reader culturally delicate ways to strategy interacting and interviewing contributors of every of those precise, multifaceted ethnic groups.
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Additional resources for Building Trust: Doing Research to Understand Ethnic Communities
The novice fieldworker who must find his own way may have a different experience of learning. Because he does not have a supervisor in the community or have any friends there, he will oftentimes spend weeks or months trying to involve himself in various kinds of social relationships, as well as trying his hardest to find persons who will advise him, assist him, introduce him, or “go around with him” (Wax 1971, 17). If this is part of a learning experience, it may work out fine if the student has a number of years he can spend just on one field project, for example, a dissertation.
If this is true, then members of the community may ask the student to help them get a project started and participate in its functioning. For example, a student with a research proposal designed to study how to reduce gang violence may be asked to advise or participate in an ongoing community project with the same goals. The advisor may also put the student in touch with community members working in the same area of research as he is. Because the research would benefit the community, any publications resulting from the study should be made available to local community libraries, offices, and perhaps specific individuals who were instrumental in helping the student conduct his study.
The advisor should have 22 Chapter 2 the requisite local authorities identified and letters of introduction prepared before sending a student into the field. It is possible that the student’s research may either be of interest to the community or bring about positive benefits to the community. If this is true, then members of the community may ask the student to help them get a project started and participate in its functioning. For example, a student with a research proposal designed to study how to reduce gang violence may be asked to advise or participate in an ongoing community project with the same goals.
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