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Considering identity through qualitative imitation game data

Considering identity through qualitative imitation game data. Local understandings of sexuality, race, and other social identities. Andrew Bartlett BartlettA@Cardiff.ac.uk & Jennifer Lyttleton-Smith SmithJR 1 @Cardiff.ac.uk School of Social Sciences Cardiff University.

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Considering identity through qualitative imitation game data

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  1. Considering identity through qualitative imitation game data Local understandings of sexuality, race, and other social identities Andrew Bartlett BartlettA@Cardiff.ac.uk & Jennifer Lyttleton-Smith SmithJR1@Cardiff.ac.uk School of Social Sciences Cardiff University

  2. Types of qualitative data produced during imgames

  3. The importance of judge questions • Defines the local parameters of knowledge, understanding, and experience of different social groups that shapes the entire game • Through recording frequency of references to particular topics, we can know what the key features of these identities are considered to be by those who locate themselves within them • In order to produce reliable statistical measures for IMGAME (pass rate) judges have to be clever and play ‘well’. This is not necessary for qualitative analysis – all questions are equally interesting and helpful for analysis • NB. Unlike the statistical measure, a minimum standard of researcher knowledge is required to analyse the qualitative game data and deeper knowledge will result in more effective analysis, however basic content analysis can be conducted by anyone with an understanding of the Imitation Game

  4. Asking questions to discern social identity • In sexuality Imitation Game post-game surveys, most participants report that playing the judge role is the hardest part of the game “A lot of pop-culture is homogenised and they aren't that many 'gay-only' or 'straight-only' things” “It was very hard for me to invent questions” “It's bloody hard to think of questions” • “I couldn’t think of questions about heterosexuality”

  5. Universal categories of judge questions • Storiesfrom life – lived experiences and emotions • Likes/dislikes

  6. Identity specific question topics Sexuality Race Education Gender, sexuality and relationships Politics Race Food and drink Music and dance Religion Sport Traditions • Sex Porn, first time, bad sex, fantasy, promiscuity • Encounters Flirting, cruising, seduction • Coming out To family, to friends • Entertainment and interests Movies, music • Friendships Best friends, colleagues, gender of

  7. SOUTH AFRICA ‘RACE’ IMGAMES • Race Imitation Games: symmetrical games in which black students pretended to be white students, and white students pretended to be black students. • 2 x Cape Town • South Africa is a racially divided country. To what degree can members of one racial group pass as members of another? • Cape Town 2013 Pass rates: • Black pretending to be white: 66% • White Pretending to be black: 90% • Awaiting Cape Town 2014 results. • What are the differences between the ways that black judges and white judges attempt to identify pretenders? What can these tell us about race and identity?

  8. RACE, SOUTH Africa, and UCT

  9. ‘KNOWLEDGE’ QUESTIONS in ‘race’ imGAMES

  10. ‘Knowledge’ questions about ‘traditions’

  11. ‘KNOWLEDGE’ AND/OR ‘TRADITION’ Example QUESTIONS

  12. Discussion of Cape Town ‘RACE’ IMGAMES • Imitation Games are potentially an particularly incisive way of collecting evidence as to the ‘culturelessness’ of whites. • A sense of there being a common distinctiveness to ‘being white’ is not explicit in the questions asked by white judges. • If there was genuine ‘culturelessness’ – if other groups had ‘culture’, and ‘being white’ was simply the norm – we might expect black pretenders to have the better pass rates. • The default to biographical questions of white childhood, which residential and educational segregation have made (relatively) inaccessible to black pretenders, might explain why ‘being white’ is harder to imitate.

  13. Cardiff and Wroclaw ‘sexuality’ imgames • Sexuality Imitation Games: heterosexual men pretending to be homosexual men • 2 x Cardiff, 2 x Wroclaw (and 2 x Palermo, 2 x Granada) • The UK and Poland have very different attitudes towards homosexuality, so we could expect very different Imitation Game pass rates • Cardiff vs. Wroclaw Pass rates: • Cardiff (May 2013): 64% • Cardiff (Dec 2013): 58% (average = 61%) • Wroclaw (2013): 57% • Wroclaw (2014): Awaiting result • How can we explain the similarity in results between two such different countries? Pew Research Centre, 2013 Available at: http://www.pewglobal.org/ 2013/06/04/the-global-divide-on-homosexuality/

  14. QUESTION TYPES IN Cardiff and Wroclaw ‘sexuality’ imitation games

  15. Sexuality Biographical and preference question type examples

  16. POTENTIAL EXPLANATIONS FOR similar pass rate • UK and Polish judges are asking different types of questions about very different topics • Is it easier to answer biographical questions about coming out than preference questions about sex? • Need to swap question sets to explore further • Sexuality is a universal experience and arguably the most popular topic in public discourse – should we be surprised that people are able to discuss it knowledgably, whatever their personal attitudes and experiences might be? • Is a quantitative pass rate the most important measure for sexuality studies, or is qualitative analysis necessary to reveal the true value of Imitation Games in this area? Question Topics by % of Total Questions

  17. What next for qualitative imitation game analysis? • Huge amounts of data produced over 34 Imitation Game studies (so far…) • Judge Reasons • Pretender and Non-Pretender Answers • Variations on method (group games, altered step four etc) • How can the qualitative data improve the Imgame method? • How do notions of social identity vary across cultures? • What can the data tell us about how people construct their identity, and the social recognition of identities?

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