Appropriate Use of First Person and Avoiding Bias

1. Appropriate Use of First Person and Avoiding Bias Kayla Skarbakka Writing Consultant Walden University Writing Center

2. Webinar Overview • First person: I, me, my • Appropriate uses • Inappropriate uses • Bias • Objectivity • Avoiding bias: what, how, and why • Tips for reducing bias

3. Webinar Overview • 40 minutes • Questions • Technical issues? GoToWebinar support: http://support.gotomeeting.com/ics/support/default.asp?deptID=5641

4. Use of First Person: Background In early 2007, Walden’s provost declared that students may begin using first person, as appropriate, in all Walden work (including first-person qualitative dissertations). The phrase as appropriate, of course, is key.

5. When to Use the First Person To avoid referring to yourself as the author or the researcher. • Calling yourself the author may confuse your readers as to whom you are referring: you, the author of the paper, or an author or researcher from your source. • Use the first person when talking about yourself in your paper. • Example: The author will describe the after-school program. → I will describe the after-school program.

6. When to Use the First Person To avoid anthropomorphism (using human characteristics or actions to describe nonhuman things). • This paper will examine… → In this paper, I will examine… • This section will explore… → In this section, I will explore…

7. When to Use the First Person To avoid the passive voice. • A healthcare initiative will be suggested. → I will suggest a healthcare initiative. • Three education theories will be analyzed. → I will analyze three education theories.

8. When to Use the First Person In simple exposition. • I will do this • I will show that • I will summarize this • I will conclude with

9. When to Use the First Person For example, use first person to change this: This section explores the ideas of three theorists, after which their perspectives on health care will be analyzed in light of contemporary problems in affordability and access. Into something like this: In this section, I will explore the ideas of three theorists, after which I will show how their perspectives on health care can be analyzed in light of contemporary problems in affordability and access.

10. Use of First Person DANGER!! With this first-person rule, you now may also feel inclined to share first-person opinions and experiences.

11. Inappropriate Use of First Person Avoid statements of opinion. • I feel, I believe, I think • Example: “I feel that public policymakers’ reluctance to tackle global warming shows how beholden they are to the moneyed corporate interests.”

12. Inappropriate Use of First Person Allowing first person may be seen as license to write a well-meant but thinly supported statement of opinion. First, remember that in academic writing, your opinion seldom advances your research argument. Rather than relying on your feelings or experience, you should rely on published evidence.

13. Why? • Damages scholarly tone • Threatens objectivity • Not retrievable

14. First Person: Examples Examine these sentences: 1. The author believes that eating white bread causes cancer. 2. Eating white bread causes cancer. 3. I believe that eating white bread causes cancer. Without sufficient supporting evidence, what this student has written is baloney, first person or not.

15. First Person: Examples 4. I found several studies (Marks, 2006; Isaac, 2005; Stuart, in press) that pointed to the consumption of white bread as a possible cause of certain cancers. Here, the author brings him- or herself into the picture unnecessarily (if you’re writing a paper, naturally you found these studies!).

16. First Person: Examples Consider this alternative: Results of several recent studies (Marks, 2006; Isaac, 2005; Stuart, in press) suggested a link between white bread consumption and certain cancers.

17. First Person: Examples Now that statement may or may not have scientific credibility. Your reader can judge that only by the authority of the references (for starters, were these studies published in peer-reviewed journals?).

18. First Person Still, check with your instructor. Some faculty members who may be disinclined to allow first person in student writing should be alerted to the provost’s policy.

19. Objectivity Objectivity is • The standard for social science publication • Different from what appears in popular press • A skill that can be learned Objectivity is NOT • Passionless • Missing the author’s voice

20. Objectivity Maintain objectivity by • Using the first person appropriately • Avoiding bias in your writing

21. Avoiding Bias: What According to APA (2010), “scientific writing must be free of implied or irrelevant evaluation of the group or groups being studied” (p. 233).

22. Avoiding Bias: How • Stay away from generalizations by avoiding stated or implied “all” or “never” assertions Biased: People from Tennessee are obsessed with UT football. Better: Many Tennesseans are avid fans of UT football (Manning, 2009).

23. Avoiding Bias: How • Answer the question “says who?” Biased: Third-grade boys are chronically disruptive, while the girls are always eager to please. Better: In Clooney’s (2008) study of Kansas City third-graders, 35% of the boys and 68% of the girls were able to complete instructions for a tedious assignment without showing signs of agitation.

24. Avoiding Bias: How • Be aware of your own biases • Assumptions about professions • Beliefs about specific populations • Preference for familiar people/situations • Oversympathy

25. Avoiding Bias: Why Avoid bias for several reasons: • You do not want to offend your reader(s) • You want your reader to see you as an authority on the subject • You want to appear to be (and be!) open-minded on the subject

26. Reducing Bias: APA • APA (2010) is “committed both to science and to the fair treatment of individuals and groups, and this policy requires that authors. . .avoid perpetuating demeaning attitudes and biased assumptions about people in their writing” (pp. 70-71).

27. Reducing Bias • Gender (APA 3.12) • Gender is cultural and refers to role, not biological sex. • Do not use a masculine pronoun (he) to refer to both sexes, or when speaking about people in general. • Do not use masculine or feminine pronouns to define roles by sex (for example, always referring to nurses as she). • Transgender is an adjective used to refer to a person whose gender identity or expression is different from his or her sex at birth. Do not use transgender as a noun. • For more information, see page p. 73-75 in APA 6th edition.

28. Reducing Bias • Racial and Ethnic Identity (APA 3.14) • When using the word minority, use a modifier such as ethnic or racial to avoid association with meaning of being less than or oppressed. • Avoid describing groups differently. For example, White Americans refers to color, while African Americans refers to cultural heritage. Have parallel designations: White Americans and Black Americans, or European Americans, African Americans, and Asian Americans. • Racial and ethnic terms change often. Consult Guidelines for Unbiased Language at www.apastyle.org or 3.14 in the 6th edition of the APA manual for appropriate language and terminology.

29. Reducing Bias • Disabilities (APA 3.15) • Use language that maintains the integrity of all human beings. Avoid objectification and slurs. • Avoid pictorial metaphors (such as confined to a wheelchair) and excessive and negative labels (such as victim or brain damaged). • In writing, use people-first language rather than focusing on disability. For example, say person with autism rather than an autistic or an autistic person. • Avoid condescending euphemisms when describing people with disabilities, such as special. • For more information, see p. 76 in APA 6th edition.

30. Reducing Bias • Age (APA 3.16) • The terms girl and boy should be used for individuals under 12 years of age. • The terms young man and young woman are appropriate for individuals aged 13 to 17 years of age. • The terms man and woman are used for anyone aged 18 years or more. • Do not use senior and elderly as nouns. • For more information on appropriate language concerning age, please see page 76 in APA 6th edition.

31. Resources • Writing Center http://writingcenter.waldenu.edu/ • Library http://library.waldenu.edu/ • Residency Information http://residencies.waldenu.edu/

32. Want more? The recording from tonight’s presentation will be available on our webinar archive page: http://writingcenter.waldenu.edu/26.htm

33. Questions? E-mail the Writing Center any time: writingsupport@waldenu.edu http://writingcenter.waldenu.edu/