Pupils

Hill (2005)

• 3 major differences between studying young people and adults

1. Power and status

2. Ability and understanding

3. Vulnerability

Hill (2005) - power and status - children v adults

• Children have less than adults

  • Therefore more difficult for them to openly state their attitudes and views, especially if they contradict adults

Hill (2005) - power and status - schools

• Can choose what pupils they want to participate in research to influence the outcome and opinions given

Hill (2005) - power and status - pupil/interviewer rapport

• If pupils resent teachers they may be less willing to cooperate with a researcher

• Unheard pupils may see the research as an empowering opportunity to express their true feelings

Hill (2005) - power and status - methods

• Formal methods like structured interiews and questionnaires reinforce power differences

• Group interviews help, but power and status differences always remain

Hill (2005) - ability and understanding - children v adults

• Children have more limited vocab, self-expression, thinking skills and confidence, especially in relation to abstract ideas

Hill (2005) - ability and understanding - impact on research

• Abstract ideas are central to sociological explanations

  • Wording of questions and operationalisation of concepts important when researching children

  • May not understand an ICF so need to ensure they’re fully appraised about what they’re participating in

  • May need more time to understand questions or explain their answer

  • Their memory is less developed so cannot recall info as well

  • CAGES can create differences in speech codes so may need to match CAGES to the researcher

Hill (2005) - vulnerability, ethical issues - 5 impacts on research

1. Benefits to young person and necessity of participation in research due to possible harm and general administrative burden

2. ICF needed from young person, teachers and guardians and needs to be explained clearly to the young person

3. Due to child protection issues, personal data should not be kept

4. Should not question children for extended periods of time as this can stress them out

5. More gatekeepers surround children than other groups, making it harder to carry out research

Laws and guidance - Child Protection Laws

• Safeguarding Vulnerable Groups Act 2006

  • DBS and vetting needed for researchers

Laws and guidance - organisations that provide guidance for researching young people

• Unicef

• Barnado’s

• National Children’s Bureau

• BSA

Laws and guidance - practicality of finding children

• Often in school but only during the day and term-time

• Can be excluded or truanting