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Great Ethical Divides: Bridging the Gap Between Institutional Review Boards and Researchers

University of Cincinnati, College of Education, Criminal Justice, and Human Services, P.O. Box 210002, Cincinnati, OH 45221; Annette.hemmings{at}uc.eduHer areas of specialization include adolescent coming-of-age processes in high schools, Black student identity and achievement, youth culture, classroom authority, and qualitative research methodology

This article addresses the difficulties that educational ethnographers and qualitative researchers have experienced with what appear to be great ethical divides between their research approaches and the approval processes of institutional review boards. The author begins with a brief discussion of ethical issues involving human subjects in education research, then explains the divides as largely a consequence of different ethical frameworks and orientations toward applications of the basic ethical principles of respect for persons, beneficence, and justice. She also discusses the challenges of bureaucratic arrangements established to ensure federal compliance. She concludes with strategies for bridging the divides, with emphasis on the importance of representation, communication, education, and practical academic acumen.

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