A Phenomenological Study on Exploring the Experiences of Data Scientists in Managing Bias in Machine Learning Models
Main Article Content
Abstract
In the field of artificial intelligence (AI), the integration of machine learning models into decision-making processes has raised significant concerns about algorithmic bias. Despite the development of technical solutions for mitigating bias, little is known about how data scientists experience and navigate these challenges in practice. This study aims to explore the subjective experiences of data scientists in managing bias within machine learning models, addressing the gap in understanding the human and ethical dimensions of AI fairness. We adopt an interpretative phenomenological approach to investigate how data scientists perceive and respond to issues of bias in AI systems. Through in-depth interviews with 15 data scientists, we find that the challenges they face are not only technical but also deeply influenced by ethical dilemmas, organizational pressures, and psychological stress. These professionals encounter significant obstacles when trying to balance model performance with fairness, often under intense corporate and time constraints. The study highlights the importance of considering the personal and moral aspects of bias mitigation, offering insights into the lived experiences of data scientists that are often overlooked in existing research. The findings contribute to a more holistic understanding of AI fairness, suggesting that future research should explore interdisciplinary approaches and incorporate the human perspective into AI development and implementation.
Article Details
Section

This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Anthonissen, C. (2023). The Cultural and Linguistic Diversity of Migrants in South Africa: How Does Religion Feature? Interreligious Studies and Intercultural Theology, 7(1), 335–351. Scopus. https://doi.org/10.1558/isit.26926
Azar, M., Stelmokas, J., Stringer, A., & Arias, F. (2024). Nonpharmacological Treatment for Older Adults With Mild Cognitive Impairment: Considerations for Culturally Informed Clinical Practice and Research. Neuropsychology, 38(7), 609–621. Scopus. https://doi.org/10.1037/neu0000965
Bañada, R., Jang, Y., & Palinkas, L. A. (2024). Willingness to use mental health counseling in diverse groups of Asian Americans. PLoS ONE, 19(7 July). Scopus. https://doi.org/10.1371/journal.pone.0306064
Behrens, S., Lawson, L. A. M., Bigelow, K., Dean, E., Zhang, A., Foster, L. H., & Bridges, M. S. (2025). Exploring home visitors’ use and perceptions of developmental monitoring: A mixed methods study. Early Childhood Research Quarterly, 71, 1–11. Scopus. https://doi.org/10.1016/j.ecresq.2024.11.011
Bourke, S., Munira, S. L., Parkinson, A., Lancsar, E., & Desborough, J. (2023). Exploring the barriers and enablers of diabetes care in a remote Australian context: A qualitative study. PLoS ONE, 18(7 July). Scopus. https://doi.org/10.1371/journal.pone.0286517
Bowden, M., McCoy, A., & Reavley, N. (2020). Suicidality and suicide prevention in culturally and linguistically diverse (CALD) communities: A systematic review. International Journal of Mental Health, 49(4), 293–320. Scopus. https://doi.org/10.1080/00207411.2019.1694204
Calvert, D. (2025). Supporting migrant inclusion: The role of linguistic diversity in community-led organisations. Journal of Ethnic and Migration Studies, 51(3), 547–564. Scopus. https://doi.org/10.1080/1369183X.2024.2372299
Chapman, A., Weimer, A. A., Torres-Avila, M., Trejo, C., & Racelis, A. (2022). The Effects of Teaching Undergraduate Freshmen Biology Courses in Spanish and English. SN Social Sciences, 2(11). Scopus. https://doi.org/10.1007/s43545-022-00551-0
Chua, D., Sackey, D., Jones, M., Smith, M., Ball, L., & Johnson, T. (2023). The M-CHooSe pilot: The acceptability and utilisation of the nurse-led, general practice clinic co-located ’ M ater C ALD H ealthcare C oo rdinator Se rvice’ for patients from multicultural backgrounds. Australian Journal of Primary Health, 29(2), 175–185. Scopus. https://doi.org/10.1071/PY22147
Couchman, S. (2021). Reflections on Cultural and Linguistic Diversity in a Chinese Australian Community Museum. Journal of the Australian Library and Information Association, 70(1), 84–89. Scopus. https://doi.org/10.1080/24750158.2021.1875551
Durán, L., Cycyk, L. M., & Batz, R. (2023). Voces de la Gente: Spanish-Speaking Families’ Perspectives on Early Childhood Special Education. Journal of Early Intervention, 45(3), 285–305. Scopus. https://doi.org/10.1177/10538151221131514
Ferrada, D., Astorga, B., Dávila, G., Pino, M. D., & Bastías, C. (2023). Mobilizing principles and forms of organization of dialogic community classrooms. Estudios Pedagogicos, 49(1), 387–412. Scopus. https://doi.org/10.4067/S0718-07052023000100387
Gibbs, L., Thomas, A. J., Coelho, A., Al-Qassas, A., Block, K., Meagher, N., Eisa, L., Fletcher-Lartey, S., Ke, T., Kerr, P., Kwong, E. J. L., MacDougall, C., Malith, D., Marinkovic Chavez, K., Osborne, D., Price, D. J., Shearer, F., Stoove, M., Young, K., … Hellard, M. (2023). Inclusion of Cultural and Linguistic Diversity in COVID-19 Public Health Research: Research Design Adaptations to Seek Different Perspectives in Victoria, Australia. International Journal of Environmental Research and Public Health, 20(3). Scopus. https://doi.org/10.3390/ijerph20032320
Grohmann, M. (2024). From celebration to utilisation: How linguistic diversity can reduce epistemic inequalities. Verbum et Ecclesia, 45(1). Scopus. https://doi.org/10.4102/ve.v45i1.2981
Kaehler, N., Adhikari, B., Cheah, P. Y., von Seidlein, L., Day, N. P. J., Dondorp, A. M., & Pell, C. (2022). Community engagement for malaria elimination in the Greater Mekong Sub-region: A qualitative study among malaria researchers and policymakers. Malaria Journal, 21(1). Scopus. https://doi.org/10.1186/s12936-022-04069-x