How to Write the Research Problem

Formulating a research problem is a crucial step in the scientific research process, as it defines the focus and direction of the study. This process begins with identifying a piece of concrete and verifiable evidence, followed by problematizing the situation, which includes formulating questions, identifying key concepts, and highlighting contradictions. Furthermore, a research problem must have temporal, spatial, and subject boundaries, and it always responds to a gap in knowledge. From this problem, objectives are defined.

Here, I will explain this process using an example based on educational disparity between African American and non-Hispanic White students in Chicago.

Identifying the Concrete Evidence

Over the last decade, specifically from 2010 to 2020, there has been a significant educational lag among African American students in urban schools in Chicago, Illinois, USA. According to data from the Illinois Department of Education for the 2020-2021 academic period, the graduation rate for African American students in Chicago was 15% lower than that of non-Hispanic White students (Illinois State Board of Education, 2021). This disparity is not limited to graduation rates but also reflects high rates of persistent educational lag.

Problematization

Based on this concrete evidence, it is essential to problematize the situation by asking key questions:

Where does the problem occur?

The problem occurs in the urban schools of Chicago, Illinois, USA. Chicago is one of the largest and most diverse cities in the United States, known for its rich cultural and socioeconomic history but also for its persistent problems with segregation and economic disparities. Urban schools in Chicago represent a microcosm of these challenges, where the effects of racial and economic segregation are particularly pronounced in students’ academic performance.

When has this problem occurred?

This issue has been evident during the 2010-2020 decade. This period is significant because it coincides with a series of demographic, economic, and policy changes in Chicago, as well as increased national attention on racial disparities and equity in education. During this decade, educational policies and resources allocated to urban schools were scrutinized, and the collected data reflects ongoing academic performance gaps between racial groups.

Who is affected?

The primary affected group is African American students in comparison to non-Hispanic White students. African American students face a range of additional challenges, such as lack of adequate educational resources, exposure to community violence, and a higher likelihood of attending underfunded schools with less institutional support. These conditions create an unequal educational environment that negatively impacts their academic performance and graduation rates.

Why should we care?

We should care because it reflects structural and persistent inequalities in the educational system, which can have long-term consequences for social and economic equity. Educational disparities affect not only the individuals directly involved but also have implications for social cohesion, economic mobility, and social justice at large. Addressing these inequalities is crucial for building a more equitable and prosperous society where everyone has the opportunity to reach their full potential.

Which researchers would be interested in this topic?

This topic is of interest to researchers in education, sociology, public policy, and racial and ethnic studies. Education researchers seek to understand and improve teaching and learning processes, while sociologists analyze how social structures and power dynamics affect different groups. Public policy scholars examine the effectiveness of government policies, and experts in racial and ethnic studies focus on the specific experiences and challenges of racial minorities. All these fields provide valuable perspectives for understanding and addressing the issue.

Which community benefits from addressing this?

Addressing this issue benefits the educational community, African American students, and society at large. African American students would directly benefit from a more equitable educational system that provides the tools and support needed to succeed academically. The educational community, including teachers, administrators, and families, would benefit from more inclusive and effective learning environments. Additionally, society as a whole would benefit from greater equity and social justice, which would contribute to reducing economic disparities and improving social cohesion.

What is this problem related to?

This problem is related to school segregation, inadequate educational resources, and educational policies. School segregation, partly derived from residential segregation, creates unequal educational environments where students from different racial backgrounds have unequal access to resources and opportunities. The insufficiency of educational resources affects the quality of teaching and learning, limiting the academic potential of students in urban schools. Educational policies, in turn, play a crucial role in the allocation of resources and in the implementation of programs aimed at closing performance gaps.

What concepts are at play?

The key concepts at play include educational equity, racial disparities, school segregation, educational lag, and public education policies. Educational equity refers to equal opportunities for all students, regardless of race or socioeconomic status. Racial disparities highlight differences in educational outcomes between racial groups. School segregation and educational lag illustrate how physical separation and delays in learning affect academic performance. Public education policies are government interventions aimed at improving the educational system and reducing these disparities.

What contradictions are expressed?

Despite educational policies and efforts to improve equity, significant racial disparities persist in academic performance. This contradiction highlights the gap between the intentions of educational policies and their actual outcomes. While policies may be designed to promote equity, their implementation and effectiveness are often hindered by structural and contextual factors, such as residential segregation, unequal funding, and differences in social and cultural capital between communities. This paradox underscores the need for more comprehensive and effective approaches to address educational disparities.

Boundaries of the Research Problem

The boundaries set the context for the research. Let’s recall the boundaries of our example.

Temporal Boundaries

The problem is situated temporally from the 2010 to 2020 decade.

Spatial Boundaries

The problem is limited to urban schools in Chicago, Illinois, USA.

Subject Boundaries

The subjects of the problem are African American and non-Hispanic White students in these schools.

Preliminary Inquiries and Argument Construction

Preliminary inquiries help build a solid argument around the identified problem. Below is an example of how this argument could be constructed using our example:

Historical Context and Relevance

Chicago has a long-standing history of residential and school segregation since the 1960s. This historical context provides a revealing case study for understanding how these dynamics continue to negatively impact the academic performance of African American students in densely populated urban environments.

Research by Rumberger (2011) has identified school segregation and inadequate educational resources as critical factors in this persistent disparity. Orfield and Lee (2007) have emphasized that educational policies and resource allocation play a decisive role in reducing educational lag and improving the academic performance of African American students.

Deficiencies in Educational Policies

It is clear that current educational policies have not been designed effectively to address these disparities comprehensively. Johnson (2015) argues that deficiencies in the design of public education policies significantly contribute to perpetuating differences in student performance based on race and ethnic origin.

Final Argument and Research Question

Here’s how our example could look. Keep in mind that all information should be well-argued and properly referenced. This is just an example to help you understand how all the previous narrative comes together in a single text.

Over the last decade, from 2010 to 2020, a significant educational lag has persisted among African American students in urban schools in Chicago, Illinois, USA. According to data from the Illinois State Board of Education for the 2020-2021 academic year, the graduation rate for African American students in Chicago was 15% lower than that of non-Hispanic White students (Illinois State Board of Education, 2021). These disparities extend beyond graduation rates and are also reflected in high levels of persistent educational lag.

Research by Rumberger (2011) has identified school segregation and inadequate educational resources as critical factors in this ongoing disparity. Chicago, with its long history of residential and school segregation since the 1960s, provides a revealing case study for understanding how these historical dynamics continue to negatively impact the academic performance of African American students in densely populated urban environments.

This problem takes on crucial significance as it directly addresses educational equity and the persistent racial disparities within the U.S. educational system. Orfield and Lee (2007) have emphasized that educational policies and resource allocation play a decisive role in reducing educational lag and improving the academic performance of African American students.

It is evident that current educational policies have not been designed effectively to address these disparities comprehensively. Johnson (2015) argues that deficiencies in the design of public education policies contribute significantly to perpetuating these differences in student performance based on race and ethnic origin.

In this context, there is a critical need to question how limitations in policy design may be a determining factor in the persistence of the observed educational gap between African American and non-Hispanic White students in Chicago during the 2010-2020 decade. Investigating this specific problem over the past decade is essential due to demographic changes and educational policies implemented in the city’s school district.

Chicago, as a historical epicenter of debates on educational equity and racial segregation, provides an ideal framework for exploring how educational policies can effectively address racial disparities in academic performance. The emerging research question is: How can educational policies in the Chicago school district, implemented during the last decade (2010-2020), be designed more effectively to close the educational gap between African American and non-Hispanic White students, thereby reducing educational lag in the city’s urban schools?

Conclusion

Formulating a research problem requires careful analysis of available evidence and identification of key questions that explore the dimensions of the issue. This process of problematization is essential to developing research that not only describes reality but also forms the basis for effective, evidence-based solutions. For example, by focusing on the educational gap in Chicago, our research can contribute to the development of more equitable and effective policies that benefit all students, regardless of race or ethnic origin.