Julia: What about previous research? Was the relationship between this article and the other research conducted on the topic made clear? Brady: Most research in the past few years has been focused on trans students and how their campus environment impacts them. A lot of those studies show they experience discrimination and harassment.
Brady: Trans students go through so much on campus, both feeling invisible and discriminated against, that most educators are focused on helping them. The issue with that is they aren’t focused on themselves. There are some studies on trans educators, but that’s why this is so important.
Julia: What was the author’s relationship to the problem? I mean, how were they connected? Brady: They are a trans educator themselves. They reflected not only on their experience with the research but reached out to those they also knew have had similar experiences.
Julia: Really? Was their own bias revealed? Did they make assumptions? Brady: They were aware of the influence of their own experiences on the research. They explained that they engaged in reflexivity to recognize and contain their own assumptions. They also had the participants participate in self-reflective practices to ensure the validity of the data they collected.
Brady: Simmons also stated that they selected their participants through their personal connections and relationships with other trans educators. Julia: This definitely raises a flag for personal bias in this research! Good catch!
Julia: At the end of the day it’s all about the argument. Did they make a compelling one? Brady: I would certainly say so! Through the theoretical framework, connection to literature, and the researcher’s own connection to the problem creates the perfect narrative inquiry.