ANTHMETHGRP3-2425-WENTING-LUO

[Last modified: December, 8 2024 07:58 PM]

Introduction and Research Aims
This research seeks to understand why university students are drawn to caffs, moving beyond a narrow focus on their social behaviours to consider how sensory, material and spatial dimensions inform these preferences. While cafes are often studied for their role as social hubs, this project will explore how non-verbal elements—such as the aroma of the coffee, the interplay of light and colour, and the arrangement of furniture—help shape students’ experiences. The core aim is to illuminate how these sensory environments, both on and near campus, contribute to the formation of students’ daily routines, affective states, and embodied perceptions of community and belonging.

Research Questions

1. How do sensory elements (aromas, lighting, decor, architectural design) influence students’ perceptions of cafes and their decisions to stay, socialize, or study there?
2. What differences emerge when comparing on-campus cafes with off-campus establishments in terms of the sensory environment and students’ sense of comfort, community, and identity?
3. To what extent do material and sensory factors intersect with broader social practices—such as group study sessions, solitary reading, or informal networking—within these spaces?

Methodology

• Participant Observation: Spending time in selected on-campus and off-campus cafes, observing not only human behavior—whether students come alone or in groups, how long they stay—but also noting sensory details: the scent of coffee, the interplay of natural and artificial light, spatial layouts, background music or ambient noise.
• Sensory Mapping: Systematically documenting sensory elements (soundscapes, scents, tactile qualities of seating and surfaces) to understand how these shape the cafe’s atmosphere and student responses.
• Semi-Structured Interviews and Informal Conversations: Engaging with students to probe their preferences and feelings about particular cafe environments, asking how sensory elements influence their mood, study habits, and social engagements.
• Photo and Sketch Elicitation: Using images or rough sketches of cafe interiors as prompts for discussion, encouraging participants to reflect on how they perceive and interpret their surroundings.

Ethical Considerations
All data collection will be guided by respect for participants’ autonomy and privacy. Informed consent will be obtained for interviews, and identifying details will be anonymized. Observations will be conducted discreetly, and any participant who wishes not to be included in the study will have that request honored. Because this research involves semi-public spaces, care will be taken to ensure participants are comfortable with the research process at all stages.

[Last modified: November, 30 2024 09:59 PM]

This week’s focus on ethics has prompted me to critically reflect on my initial cafe research and the ethical considerations it entails. One of the key issues that stood out to me is the question of power dynamics. As a researcher, I hold a position of power in how I observe, interpret, and present the actions and experiences of participants. This raises important questions about whose voices are prioritized in the research and how those voices are represented.

In the context of cafes, while my initial focus might be on the sensory and social interactions within these spaces, I now recognize the importance of considering those who might be more marginalized or vulnerable in these environments. For instance, cafe spaces are often seen as inclusive, but they may subtly exclude individuals who cannot afford to participate in the cafe culture or who feel out of place due to class, race, or other social dynamics. How do I ensure that such voices are not overlooked or invisibly marginalized in my research? This requires me to consciously expand my scope and methods to include perspectives that might otherwise remain hidden or undervalued.

The issue of power also relates to how I engage with participants during the research process. Even in informal conversations or observations, there is a risk that my position as a researcher might influence how people behave or respond. This dynamic requires careful reflexivity on my part, constantly questioning how my presence shapes the space and interactions I observe.

Additionally, this focus on ethics has made me more aware of the need to handle sensitive or personal data with care. For instance, if I document interactions between people or note patterns in their behavior, how do I ensure that their privacy and dignity are respected, especially if the insights touch on personal or vulnerable aspects of their lives?

Finally, I anticipate ethical dilemmas in navigating public versus private boundaries within the cafe space. While cafes are semi-public environments, people often seek them out as places of comfort, focus, or even solitude. Observing or documenting behaviors in such spaces risks intruding on personal moments, even if done discreetly. Seeking informed consent, particularly in such a dynamic setting, poses practical challenges.

[Last modified: November, 22 2024 09:54 PM]

This week (11/22), our group visited a park, providing a vivid example of how multimodal methods (that is, sensory experiences—sight, sound, smell, and touch) can shape and deepen our understanding of the world.

The first thing that caught my attention was the vibrant palette of plant life—the golden hues of leaves, the carpet of fallen foliage, and the crisp, cold air carried by the wind, which constantly reminded me that autumn had arrived. In my mind, autumn often feels like a season of melancholy. Yet the lively sound of squirrels transformed this sense of stillness into something dynamic and alive.

I also noticed how people’s clothing—multi-layered and in seasonal colours—mirrored the changes in the environment. The soft, non-intrusive sunlight added to the scene, inviting people to linger outside and reminding me of the subtle ways the natural world intertwines with human life. This embodied experience made me think about the sensory and emotional connections that multimodal methods bring to the research process.

Relating this to my pilot project about cafes, I realized how cafes, much like the park, are shaped by a rich interplay of sensory and social dynamics. In a café, the comforting aroma of coffee fosters feelings of focus and calm. The shape of coffee cups, the sounds of conversation, the quality and angles of light, the weather outside, and the interior design all interact with emotions and behaviours. These factors not only influence why people drink coffee but also when, where, and under what emotional circumstances they choose to do so. In other words, documenting the ambient sounds, the textures of materials, and the choreography of interactions within the cafe can help reveal how these elements contribute to feelings of comfort, focus, or sociability. By doing so, multimodal methods allow for a more holistic understanding of the relationship between environment, materials, emotion, and human behaviour.

[Last modified: November, 17 2024 03:51 PM]

This week, I found myself critically reflecting on the profound and often overlooked relationship between the body and society. It became clear to me that the body is not merely a passive object but a dynamic site where personal experience and societal forces interact in fluid, reciprocal ways. As discussed in the lecture, “how the body performs gender” makes me think about the subtle yet powerful ways in which the body is disciplined and shaped by societal norms. Indeed, this made me consider how the body’s rhythms, movements, and presence shape, and are shaped by, the world around it.

Reflecting on the context of parks and nature, I was struck by how the body engages with these spaces—as one imbued with histories, identities, and social expectations. For instance, a body walking leisurely in a park may seem natural, but it is deeply situated in cultural norms about leisure, gender, productivity, and even class. This realization prompted me to question how much of what we take for granted in bodily actions is actually a reflection of societal structures and how often we are unaware of these influences.

This reflection naturally brought me to feminist theory, a perspective that has always resonated with me, particularly in its exploration of the body as a powerful tool of resistance. Women, often subjected to patriarchal control over their bodies, have historically turned this subjugation into a form of power, using their bodies to challenge societal norms and confront systems of oppression. Thinking about this, I began to see the body not just as an object of study but as an active participant in shaping, resisting, and redefining societal structures.

Importantly, what stood out most to me is how the body complicates our understanding of social rules, which may defy these norms while also being disciplined by them. From this, it is necessary to reevaluate the body’s function in my study because of this duality: How can I, as a researcher, explain my own embodiment in the process of knowledge creation? How do I make sure that the voices of embodied experiences are central to understanding the stories I create rather than just being observed?

[Last modified: November, 4 2024 05:45 PM]

This week, learning about semi-structured interviewing shifted my understanding of effective interviewing techniques. I found that the strength of this approach lies in its flexibility, which allows for a natural flow of conversation and encourages participants to share freely, often leading to unexpected insights. Rather than rigidly adhering to predetermined topics, I realized the value of allowing the discussion to evolve organically.

A key takeaway for me was the importance of maintaining openness rather than focusing solely on extracting specific themes or ideas. This approach fosters a genuine dialogue where I listen without trying to direct the conversation toward an ideological endpoint. By letting go of the need to control the interview’s direction, I am better able to understand the participant’s unique perspective, making space for insights that might not emerge within a stricter framework.

This approach has encouraged me to shift away from a purely goal-oriented mindset. While it’s natural to want to address specific themes or ideas, the beauty of semi-structured interviews lies in their ability to foster genuine communication. Through this process, I’m learning to embrace the interview as a shared journey rather than a rigid exploration of predefined topics, allowing me to discover new insights that might otherwise remain hidden.

[Last modified: October, 28 2024 01:18 AM]

My visit to a cafe near Russell Square provided a unique observational experience, distinct from the more familiar setting of the campus cafe.

The first keyword I wrote in my field-notes is Building and Colour, as this cafe stood out not merely for its castle-like architecture but also for its rare yellow ochre exterior—a colour that brought warmth to the otherwise typical London landscape. This initial visual intrigue influenced my choice to explore how space and social interactions unfold in such an environment. Upon entering, I chose a seat in the corner—a habitual choice that offered a quiet vantage point from which to observe. The cafe’s interior, with its warm colour palette—soft yellows, gentle greens, and natural wood tones—contributed to a cosy and inviting atmosphere. From this, the warm colour scheme appears to amplify the atmosphere, turning the cafe into a welcoming haven that encourages patrons to linger and engage in conversation—a space where one can pause and escape the busy urban life outside.

The second keyword I wrote in my field-notes is Gender and Communication. The social dynamics I observed were particularly striking. Indeed, a noticeable gender pattern emerged: the majority of the cafe’s patrons were women. Even when males were there, they were frequently with women, which suggests that the cafe’s ambience could be more suited for a feminine social setting. This observation led me to consider how the environment—both in its design and emotional tone—might cater to a gendered experience of comfort and communication. The setting seemed to facilitate connection, with groups of women engaging in lively, open conversation, while those sitting alone appeared relaxed and absorbed in their own thoughts or tasks.

After giving this event some thought, it became evident how closely social behaviour and physical space might be related. The layout, colours, and materials used were chosen for more reasons than just aesthetics; they were chosen to create a certain ambience that affects who enters, how they feel, and how they interact. My keywords, “Building and Colour” and “Gender and Communication,” helped guide my observations, highlighting how the cafe functioned as a social space. It served as a reminder that an environment’s design actively moulds and determines the nature of interactions in addition to serving as a backdrop. In this case, the warmth of the cafe’s design elements seemed to invite a particular kind of social engagement—one that felt inclusive, intimate, and, perhaps, uniquely suited to a feminine audience.

[Last modified: October, 18 2024 05:31 PM]

As a university student conducting fieldwork on coffee consumption and cafe culture on campus, I am keenly aware of how my own experiences and assumptions shape my approach to this research. Indeed, my positionality as both an “insider” within the student community and as a Chinese woman significantly influences how I interpret the behaviors and rituals I observe in the cafe.

Firstly, being a student, I share many experiences (common sense) with my participants. Like them, I like to spend time in the cafe, whether it be for study purposes or just to take a break, as well as  I frequently purchase coffee to help me stay alert and focused in class, which inevitably gives rise to presumptions that could bias my interpretation of the data. Expressly, I might unconsciously assume that coffee drinking is a universal behavior among students or that everyone enjoys spending time in cafes for relaxation or productivity—because that is what I do. However, I recognize that these assumptions may not hold true for all students. Some may not consume coffee, others might view the cafe differently—as a place for socializing rather than productivity.

Moreover, as a Chinese woman in a Western academic environment, my cultural background further shapes my positionality in this research. Despite my adoption of the prevalent coffee-drinking behaviors in this setting, it’s crucial to acknowledge that a large proportion of Chinese students prefer milk tea over coffee. Much like coffee is essential in academic contexts across the UK, milk tea is also very important to Chinese students in their social and cultural life. From this, this difference in cultural preferences leads me to reflect on how international students from similar backgrounds might interact with campus cafe differently. For some, the absence of milk tea as a widely available option may influence how they engage with the cafe environment or whether they feel fully integrated into the coffee-centric culture prevalent in Western universities.

Significantly, although I have embraced the custom of drinking coffee in this setting, it is crucial to acknowledge that a large number of Chinese students prefer milk tea over coffee. Reflecting on these differences prompts me to question my initial interpretations and reminds me to remain open to the diversity of student experiences that might not align with my own.

Together, this reflexive approach prompts me to challenge my assumptions about the universality of coffee consumption among students and recognize the cultural specificity of such practices, making me more cautious and mindful when interpreting the data. Rather than viewing coffee drinking as a mundane, routine act, I now see it as a practice imbued with cultural meaning and social norms that may not apply universally. The cafe, as a site of social interaction, reflects these broader dynamics of cultural inclusion and exclusion, particularly for students with different backgrounds or preferences.

[Last modified: October, 11 2024 10:38 PM]

This week, we were introduced to conducting fieldwork. Indeed, I saw a recurring pattern: a large proportion of college students had coffee cups in their hands. I realized that, despite often purchasing coffee to stay attentive during class breaks, I had never given this behavior or its wider ramifications any serious thought. My interest concerning the deeper significance of this common practice was piqued by this. Therefore, I decided to conduct participant observation in the student centre cafe to investigate this further.

Upon arriving at the cafe, I began to observe how students interacted with the space, each other, and their coffees. I paid attention to the rhythms of consumption—how coffee is not just a drink but a part of the student routine, namely, coffee consumption seemed embedded in their daily life. Expressly, students appeared to follow certain patterns: waiting in line, choosing specific drinks and foods, and then selecting particular seating spots, frequently using the cafe area as a place to socialize, study, or unwind. From this, the cafe emerges as a liminal space where the boundaries between work and social life are blurred. Interestingly, nearly every student had a laptop or iPad with them, further underscoring the cafe’s dual function as both a social and academic space. What stood out even more was the predominance of group interactions—while some individuals sat alone, the majority of students were in pairs or larger groups, engaging in study sessions or casual conversations. Clearly, this environment can be seen as a microcosm of student culture, where rituals of consumption, technology use, and social engagement reflect the importance of communal environments in fostering individual productivity, the negotiation of personal and collective identities, and social cohesion within the university setting.

Moreover, I conducted an informal interview with a student in the café, which offered further insight into the patterns I observed. She shared that she typically purchases a cappuccino before or after class, particularly as a way to stay alert and improve concentration during lectures. Most often, she opts for takeaway, associating café visits with academic tasks like group work or social interactions. For her, coffee is intrinsically linked to her academic routine, serving both as a stimulant and a ritualized part of preparing for study. From this, it reflects broader (anthropological) themes of how everyday material practices (drinking coffee) are integrated into institutional life, shaping and being shaped by the demands of academic culture.

By doing this fieldwork and positioning myself as a participant observer, I creatively connect the act of drinking coffee with larger themes of consumption, identity, and community. Further, I considered whether this practice reveals a form of social cohesion or distinction among students and how it reflects broader cultural practices of caffeine consumption in modern society. Then, the new significance is ascribed to the everyday habit of college students sipping coffee, which acknowledges it as an important cultural practice within the academic environment.

[Last modified: October, 6 2024 09:55 PM]

I considered the differences between anthropology and sociology in the seminar, ultimately recognizing the significance of fieldwork and firsthand experiences in anthropological research. Indeed, this led me to reevaluate the interplay between research methodologies and their implications for findings.

How does participation in slash fan-fiction fandom shape social interactions, and identity formation within digital frameworks?

Sub-questions

1. How do digital platforms facilitate or hinder the formation of communities within slash fan-fiction fandom?
2. How do members of slash fan-fiction communities interact with one another through writing, reading, and commenting?
3. What are the cultural and emotional impacts of participation in slash fandom?
4. How do slash fan-fiction communities establish and negotiate cultural norms around gender, sexuality, and relationships?

Methodology

1. A phenomenological method will be used in this study, focusing on the participants’ lived experiences in slash fan-fiction fandom.
2. To investigate community dynamics, identity, and sexuality expressions within fandom, digital ethnography will be utilised to conduct participant observation and content analysis on fan-fiction sites.
3. To understand how digital frameworks affect social interactions, identity formation, and community dynamics within this particular cultural context, semi-structured interviews will be used to capture the wide range of real-world experiences of people in the slash fan-fiction community.

Potential findings

1. Slash fiction may serve as a space for queer self-expression or the subversion of hetero-normative narratives. Expressly, participants might use fan fiction to explore aspects of their sexuality, gender identity, and relationships that they may not feel comfortable expressing in offline environments.
2. There may be power dynamics at play within the fandom, that is, affecting whose voices are amplified or marginalized within the community.
3. Digital platform architecture, including features like anonymous feedback systems, may greatly influence how people engage within these communities.

Ethical Considerations

1. Given the potential for minors to participate in online fan-fiction communities, efforts will be made to avoid their involvement.
2. To preserve participant privacy, identity-protecting techniques such as pseudonyms will be employed, thereby safeguarding their anonymity, especially in discussions related to sensitive topics.

[Last modified: October, 1 2024 06:14 PM]

Welcome to your brand new blog at Reflect – University College London.

To get started, simply log in, edit or delete this post and check out all the other options available to you.

Please see the Reflect Blogging Resource for more information, policies, and how to guides:
https://wiki.ucl.ac.uk/x/KYODBQ