Are different interpretations of results conceivable?

Karin Grasenick | February 2019

A critical examination is crucial in order to avoid biases and misleading explanations and helps to determine the path for further use of the results.

Analyse and report results disaggregated by sex or other diversity traits studied (Beery & Zucker 2011, Genderbasic, Einstein 2012, Niewenhoven & Klinge 2010, European Commission 2011):

• 1. 1. 1. In many cases, taking sex as a central variable, and analysing other variables with respect to it (e.g. sex and age, sex and income, sex and mobility, sex and labour) will be a fruitful approach.
        2. Report detected differences as well as non-differences. Visualize differences in tables, figures and conclusions.
        3. If possible, present individual data points as well as statistical differences of the mean – this considers individuals with their particular variations.
        4. Transparently communicate the influence of the diversity traits studied on participation, continuation and dropout rates.
        5. For animal studies, specify the numbers of males and females studied, sex and reproductive state, as well as age and weight in the report.

Use gender-sensitive language and visual representations in your research reports and publications (European Commission 2013, p.128ff). While including diversity-specific data should become a standard procedure in publications, you might also want to consider specific dissemination actions (i.e., publications or events, disseminating to institutions that focus on diversity) (European Commission 2011).

 

Be careful to restrict generalizations from single-sex studies to the sex investigated (Beery & Zucker 2011, European Commission 2013).

Consider the particular context of your study and acknowledge contextual influences and intersections (e.g., culture, geography, time, individual biologies, experiences, sex, gender, role and position of and interaction with the researchers, etc.).

• 1. 1. 1. For instance, Gillian Einstein studied Somali-Canadian women with female genital mutilation (FGM in Canada). The study might have gone quite differently if conducted in Somalia, where a different perspective on FGM prevails (Einstein 2012).
        2. “For example, the famous memory patient, Henry M., performed much better on language tasks when studied in a nursing home—his own environment—than he did when taken out of his context and studied in a psychology lab (Skotko et. al. 2005)” (Einstein 2012, p.15).

When studying people, keep in mind how a certain participant might respond to the environment and consider this in the interpretation of findings and results (e.g. clothing in an interview situation, presence of other people (interpreters, etc.), setting in interview / examination rooms, etc.). For instance, research subjects might react differently to a man or woman researcher, which can influence the responses in a telephone interview. (European Commission 2013, p.114)

If sex/gender differences in cognition, emotion and behaviour are found, environmental influences should be considered: “Besides the fact of strong overlaps between male and female distribution, it has to be considered that brain anatomy is substantially affected by environmental influences. Most importantly, however, is that the relationship between brain anatomical measures as mentioned above and cognition, behaviour, and emotion is currently not clear. We must, therefore, be very careful if we explain gender differences in cognition, emotion, and behaviour based on brain anatomical findings” (Jäncke 2018, p.6). As the brain is an adaptable organ that can change anatomically and functionally through practice and learning, genetic, hormonal and social influences, as well as experience interact in forming brain and behaviour (Jäncke 2018).

Provide conclusions on how the new information on sex / diversity differences and similarities can be translated into practice.