Media Representation of Females in Sporting Events - Literature review Example

 Media Representation of Females in Sporting Events Research Questions After carrying out a thorough analysis of the available academic and media sources pertaining to the topic under consideration, the research scholar came out with the following research questions. 1) Does the media assign less time and space to the coverage of female sporting events? 2) Are the images pertaining to the female sportsperson appearing in the print and digital media, sexist and biased? 3) Is the language used by sports journalists and commentators while covering the female sporting events, prejudiced and biased? Research Hypothesis The above mentioned research questions, in a broader sense will be explored and analyzed to test and validate the below mentioned research hypothesis: The media representation of females in the sporting events is biased and prejudiced. Justification for Using the Qualitative Approach to Test the Research Hypothesis The given research will exploit the qualitative methods and approaches to test the proposed research hypothesis. A qualitative approach is highly suitable for testing the proposed hypothesis owing to a variety of reasons. Not to say, that a qualitative approach towards research has its specific advantages and flaws. Qualitative research has primarily to do with the qualitative phenomena that are the phenomena that have to do with quality or kind (Newman & Benz 1998). For example, in the research under consideration, the qualitative research undertaken will have to do with the quality or kind of the media representation of women in sporting events. Qualitative research is a valid form of scientific research. Qualitative research tends to sort out answers to questions. It adheres to s systematic and predefined procedure used for testing a research hypothesis. Qualitative research methodically collects and tests the evidence related to a research hypothesis and intends to extend relevant findings that were not established in advance (Daymon & Holloway 2002). In addition, such findings furnished by a qualitative research give insights that have a scope that extends beyond the existing boundaries of the undertaken study (Hansen 2006). The purpose of the undertaken research is not only to test the proposed hypothesis but also to cull out insights that are of relevance to the future research in related disciplines. In the context of the research topic under consideration, a qualitative approach will be highly suitable in exploring the values, behaviour and attitude of media towards the representation of women in sporting events. This qualitative research will provide the research scholar with the complex textual information regarding how people experience the representation of women in sporting events and what do they think about it. Besides, it will solicit information regarding the human side of the issue under consideration (Phillimore & Goodson 2004). It will help the research scholar better understand and interpret the complicated reality pertaining to the media representation of women in sporting events and its implications for further research in varied disciplines. The nature of the research hypothesis to be tested is such that it defies all attempts to quantify or accurately measure the type and nature of media representation of women in sporting events, and hence a quantitative approach will not be suitable and appropriate (Lankshear & Knobel 2004). A qualitative approach towards the proposed research offers varied advantages over a quantitative approach. The first and foremost advantage of qualitative research is that it accords a great degree of flexibility to the research scholar (Bowling 2002). The quantitative methods are usually inflexible and are mostly not appropriate for testing the type and kind of research hypothesis under consideration. When it comes to quantitative research, the common methods it uses to collect data such as questionnaires and surveys do tend to pose the same questions to all the participants and that too in the same order (Darlington & Scott 2002.). Also, the response categories that a quantitative research method offers to the participants also do tend to be fixed or definite (Darlington & Scott 2002). Such an approach though allows the research scholar to methodically analyze the differences in the responses across participants and research locations, yet it does require a firm grasp over the nature of the questions to be asked and the way those questions are to be communicated to the participants (Darlington & Scott 2002). Certainly this format makes quantitative research very straight jacketed, controlled and inflexible and highly unsuitable for the research hypothesis under consideration. On the contrary, a qualitative approach offers a great deal of flexibility. It offers a measure of spontaneity and flexibility to both the participants and the research scholars (Gratton & Jones 2003). It allows the research scholar to pose open ended questions to the participants, the wording of which could be altered and changed as per the scope and requirements of the participants (Powell 1997). Also, going by the very nature of the open ended questions posed to the participants in a qualitative research, the participants are always free to offer detailed and perspective answers to these questions than a simple ‘yes’ or ‘no’ response (Jensen 2002). In addition, a qualitative approach towards research allows the research scholars to be more informal and open with the participants, than in a quantitative research (Sherman 2001). Hence, very unlike in a quantitative research, the participants in a qualitative research tend to respond to the posed questions in an elaborate and detailed manner. This allows the researchers to respond promptly to the responses extended by the participants by tailoring further questions, while taking into consideration, the responses already extended by the participants (Meloy 1994). The open ended questions resorted to in a qualitative research allow the participants to furnish answers that are meaningful and culturally salient to them (Meloy 1994). This also leaves an open space for receiving the answers that are unexpected and unanticipated and happen to be complex and explanatory in scope (Denscombe 2003). The primary problem with qualitative approach is that it tends to be subjective in nature and hence is usually regarded as being less scientific and reliable (Dunne et al 2005). It usually begins with a vague and tentative research design and the research design emerges as the research proceeds (Dunne et al 2005). In a qualitative research it takes more time to gather the required data and the collected data is usually rich and less prone to be generalized (Dunne et al 2005). Research Design The research design of the proposed research is as follows: Sampling This research intends to focus on the media representation of female sports person in the approaching Wimbledon event this year. The sample selected for the given research will comprise of 50 male participants and 50 female participants who happen to be sports enthusiasts and intend to be actively associated with the upcoming Wimbledon event as viewers and fans. The sample intends to be sufficient to represent a significant section of the population and representative of the opinions and views of most of the sections of the selected research site. As the participants will be selected on the basis of snowball sampling, the selection of samples will be random and devoid of any considerations as to age, social or economic status, race, academic qualifications, etc. However, care will be taken to select only those participants who are not minors (are above 16 years of age) and are of sound mental and emotional disposition. The resorted to snowball sampling is a type of purposive sampling (Anastas 1999). The research scholar will ask the participants and informants with whom one is already familiar with to refer the researcher to other prospective participants who are sports enthusiast, closely follow Wimbledon events and are adults (i.e. are above 16 years of age) (Anastas 1999). The snowball sampling techniques offers varied advantages. It allows the researcher to easily locate the participants who are interested in sports and closely watch Wimbledon events (Anastas 1999). It also allows for the participants who are personally not known to the researcher (Anastas 1999). The participation of all the participants will be solicited through informed consent. Before soliciting the participation and cooperation of each volunteer, the researcher will assure that each and every participant well understands that what it means to participate in the proposed research, so as to make one consciously decide as to whether one intends to participate in the proposed research or not (Smyth & Williamson 2004). The primary objective of soliciting informed consent from the participants is to convey to them the respect the researcher has for their cooperation and trust (Smyth & Williamson 2004). Besides, the researcher will abide by and adhere to all the formal research ethics and guidelines pertaining to qualitative research. The well being of the research participants will also constitute the top priority for the researcher and the research hypothesis will always extended a secondary importance, when and ever it clashes with the well being of the participants (Smyth & Williamson 2004). Method of Data Collection The researcher will use the interview method to collect data from the participants. The type of interview format used by the researcher will be personal interview. The researcher as an interviewer will ask questions generally in face to face contact to the chosen participants. Also, these interviews will be unstructured offering ample flexibility of approach. The researcher will not rigidly adhere to a set of predetermined questions and will not confine itself to any standardized techniques of recording information. This technique will also extend to the researcher ample flexibility of approach, allowing one to ask additional questions or drop certain questions as and when required (Anderson & Aresnault 1998). This technique also allows the researcher to change the sequence of questions in case of different participants. As this research is primarily an exploratory research study, interview method is an ideal approach for data collection in this case (Anderson & Aresnault 1998). In addition, the interviews conducted by the researcher will be focused in the sense that they will resort to variations in manner and sequence of asking questions to cull out information regarding the experience of the participant while one observed the media representation of the female sportspersons in the coming Wimbledon event. The major advantage of interview technique of data collection is that it allows for the collection of ample information pertaining to the proposed hypothesis and that too in great depth (Anderson & Arsenault 1998). This technique also allows the researcher to alter one’s approach and communication skills and to restructure questions, so as to overcome the resistance of the participants, if any and to suit their educational level (Anderson & Arsenault 1998). This will negate the possibility of the questions being misinterpreted by the participants. This approach also allows the researcher to access the very personal information and views of the participants (Anderson & Arsenault 1998). The no response rate in case of the personal interview technique of data collection is also very low (Anderson & Arsenault 1998). It will also help the interview catch the participants off guard and to secure the most spontaneous and unpremeditated responses to the questions (Anderson & Arsenault 1998). Besides, a direct access to the participants will help the researcher gather the information regarding respondent’s personal characteristics and environment, thereby helping amply in interpreting results (Anderson & Arsenault 1998). The personal interview technique of data collection is also vulnerable to certain flaws. The responses gathered may be impacted by the biases of the respondent or the interviewer (Lapan & deMarrais 2004). Besides, many a times, the respondents may not turn out to be realistic and frank with their responses (Lapan & deMarrais 2004). The key areas that the proposed interview will cover will be pertaining to the media representation of the women in the upcoming Wimbledon event. It will try to cull out the participants views regarding the time and space accorded to the female events in the current Wimbledon. It will also intend to sort out the participants’ opinions and views regarding the images broadcasted by print and digital media of female sportsperson participating in the Wimbledon and the language used by the sports journalists and commentators in the presentation of female events at Wimbledon. Data Analysis The data collected through the above method is bound to be rich, subjective, contextual and complex. This data will originate from the transcripts and interview notes maintained by the researcher throughout the course of data collection. This data will need to be simplified to fit into major themes and categories that are closely associated with the proposed research hypothesis (Hansen 2006). A pragmatic data reduction approach will help the researcher arrive at and convey the research findings in a simple and effective format. This simplification and categorization of data collected in a qualitative research is known as thematic analysis (Hansen 2006). The data collected through interview technique does embody some prominent and evident patterns and the primary function of data analysis in qualitative research is to identify code and categorize these patterns (Hansen 2006). This thematic analysis to a great extent is dependent on the analytical ability of the researcher. Thus the inalienable human factor associated with the data analysis in a qualitative research could make or mar a research study (Hansen 2006). So the researcher will take care to religiously document and report the analytic processes and procedures resorted to by one in a transparent and truthful manner, so as to enable and allow others to test the validity of this research and its findings, as and when required (Hansen 2006). The researcher intends to use NVivo software to help with the coding, management and analysis of the collected data. NVivo is computer software that helps with the qualitative data analysis. NVivo has been primarily designed to help the qualitative research scholars who are required to grapple with rich textual information (Bazeley 2007). NVivo facilitates the deep analysis of small or large volumes of non numerical data (Bazeley 2007). NVivo is a handy digital aid to help the qualitative research scholars find deep seated relationships in textual data and assists in the sorting, classification and arrangement of these relationships (Bazeley 2007). This is the tentative and proposed draft of the research methodology that the research scholar intends to resort to and use in testing the veracity of the proposed research hypothesis. As and when required, the research scholar will solicit the help and guidance of the appropriate experts and teachers. Reference List Anastas, Jeane W 1999, Research Design for Social Work and the Human Services, Columbia University Press, New York. Anderson, Gary & Arsenault, Nancy 1998, Fundamentals of Educational Research, Falmer, London. Bazeley, Patricia 2007, Qualitative Data Analysis with NVivo, Sage Publications Ltd, London. Bowling, Ann 2002, Research Methods in Health: Investigating Health and Health Services, Open University Press, Philadelphia. Darlington, Yvonne & Scott, Dorothy 2002, Qualitative Research in Practice, Allen & Unwin, Crows Nest, N.S.W. Daymon, Christine & Holloway, Immy 2002, Qualitative Research Methodologies in Public Relations and Marketing Communications, Routledge, London. Denscombe, Martyn 2003, The Good Research Guide for Small Scale Social Research Projects, Open University Press, Maidenhead, England. Dunne, Mairead & Pryor, John & Yates, Paul 2005, Becoming a Researcher: A Companion to the Research Process, Open University Press, Maidenhead. Gratton, Chris & Jones, Ian 2003, Research Methods for Sports Studies, Routledge, New York. Hansen, Emily 2006, Successful Qualitative Health Research, Allen & Unwin, Crows Nest, N.S.W. Jensen, Klaus Bruhn (ed.) 2002, A Handbook of Media and Communication Research: Qualitative and Quantitative Methodologies, Routledge, London. Lankshear, Colin & Knobel, Michele 2004, A Handbook of Teacher Research, Open University Press, Maidenhead. Lapan, Stephen D & deMarrais, Kathleen 2004, Foundations of Research: Methods of Inquiry in Education and the Social Sciences, Lawrence Erlbaum Associates, Mahwah, NJ. Meloy, M 1994, Writing the Qualitative Dissertation: Understand by Doing, Lawrence Erlbaum Associates, Hillsdale, NJ. Newman, Isadore & Benz, Carolyn R 1998, Qualitative-Quantitative Research Methodologies, Southern Illinois University Press, Carbondale, IL. Phillimore, Jenny & Goodson, Lisa (ed.) 2004, Qualitative Research in Tourism, Routledge, New York. Powell, Ronald R 1997, Basic Research Methods for Libraries, Ablex, Westport, CT. Sherman, Robert & Rodman, B Weble 2001, Qualitative Research in Education: Focus and Methods, Routledge Falmer, London. Smyth, Marie & Williamson, Emma (ed.) 2004, Researchers and their Subjects: Ethics, Power , Knowledge and Consent, Policy Press, Bristol. Read More