Cufflinks, photos and YouTube: the benefits of third object prompts when researching race and discrimination in elite higher education

Constantino Dumangane

doi:10.1177/1468794120972607

Constantino Dumangane

Open Access

https://doi.org/10.1177/1468794120972607

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Abstract

Research suggests that interviews, unaided by additional methods, may be an ineffective way to explore young people’s experiences with sensitive issues. Researching minority youth’s experiences on personal or emotionally charged issues requires research techniques that enable young people to reflect on issues in a way that reduces the potential discomfort involved in such discourse. This article discusses the methodological approach of incorporating interviews with ‘third objects’ via photos, cufflinks and video in a study aimed at facilitating conversations with black British university men about the significance of their parents guidance during their formative and adolescent years, and their experiences with racism during their higher education studies. The overarching message of this article is that when exploring personal and sometimes emotional topics, the implementation of third object visual and physical prompts with semi-structured interviews can contribute to the depth of findings by unearthing the seldom heard counter-narratives of marginalised ‘others’.

Highlights

This research study primarily explored issues of race and racial offences experienced by black men in elite university settings by using third object prompts and interviews
My research process was dependent on black men’s participation in the co-construction of knowledge based on their engagement and reflection with visual third object prompts for discussion about their experiences with their parents, race and discrimination as well as any resources that may have helped them succeed in elite university settings
Using a critical race theory (CRT) lens with third object prompts to examine British African and Caribbean men (BACM) experiences is a way of raising awareness of sensitive issues that may lead to environmental improvement in academic spaces

Summary

Introduction

This research study primarily explored issues of race and racial offences experienced by black men in elite university settings by using third object prompts and interviews. It is undeniably apparent that today young people live in a media prolific world, where most of the information that they receive flows through different technological devices. They are bombarded with digital images through social networking sites (Dicks, 2011; Mitchell, 2011). My research process was dependent on black men’s participation in the co-construction of knowledge based on their engagement and reflection with visual third object prompts for discussion about their experiences with their parents, race and discrimination as well as any resources that may have helped them succeed in elite university settings

Methods

Findings

Discussion

Conclusion