Various research disciplines address social injustice using different methodologies. When analysing and approaching racial injustice, there is a relevant debate on how structures of injustice and racism are reproduced by White researchers (Scharathow 2014; Rühlmann 2023). While there is already knowledge about the role of researchers in qualitative studies and the significance of reflecting on the power dynamic they hold, it is a different context when the researchers themselves belong to a minority within academia (Karabulut 2022). Usually, researchers who are not BIPOC and come from 'educated' middle-class families (ibid.) are the norm. However, when researchers share the same social positioning as the individuals being studied, it raises questions such as how interviewees will react and what kind of information will be shared. Additionally, it is important to determine the extent to which the data is evaluated, analysed, and interpreted. Creswell (2015) suggests that one criterion for qualitative research is reflecting on one's own subjective positioning. Therefore, it is important for researchers to be aware of the potential influence of their experiences, preconceptions, and beliefs, and to reflect on them. This is particularly relevant in research approaches such as Critical Whiteness Theory (e.g. Collins 2000, Kilomba 2016). Additionally, it is crucial for BIPOC researchers to conduct more research on topics relevant to BIPOC in order to broaden the discourse. The presentation aims to initiate a discussion on how perspectives and positionality influence data acquisition, analysis, and research outcomes. To connect this reflexive approach to an ongoing study, we will introduce data from two research projects. Addressing the practices and challenges associated with the education of migrant and refugee students, 18 qualitative semi-structured interviews with teachers and school leaders were conducted across six secondary schools in Germany. Newly arrived migrant students are usually placed in separate classes with a focus on rapidly acquiring German as an additional language for academic purposes. The data collected and interactions during data collection reflect a habitual inclination towards monolingualism. It highlights the complex and ambivalent positions of teachers, as well as their varied actions and reflections regarding the incorporation of students' multilingual competencies in the German classroom. The study reveals the challenges faced by educators in balancing linguistic diversity and the prevailing monolingual educational norms. The interactions of the interview partners with the female migrant-ised researcher mirror these tensions and shall be focused on in this paper. The second project focuses on high-achieving women's biographies.

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