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Examining Cultural Competent Principles within Children’s System of Care
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| Presenter(s):
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| Jonathan Gunderson,
Mental Health Center of Denver,
jd_gunderson@yahoo.com
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| Antonio Olmos,
Mental Health Center of Denver,
antonio.olmos@mhcd.org
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| Abstract:
Culturally competent systems of care enable service providers to best meet minority youth and family’s mental health needs; however, the multiple players involved with systems of care present differing perspectives on culturally competent principles. These different perspectives create uncertainty about what a culturally relevant program looks like. This investigation explores how culturally competent principles, found in a literature analysis, are being translated to practice by comparing and contrasting the perspectives from several clinicians. Further evaluation will report on how the clinician’s views compare with the principles found in the literature analysis, as well as contrasting the views from other players involved such as youth, parents, teachers, and administrators. The presentation will make recommendations of how to bridge the gap between different perspectives to create a more comprehensive culturally competent system of care.
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Preaching to the Choir: Black Evaluators on Cultural Responsiveness
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| Presenter(s):
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| Tamara Bertrand Jones,
Florida State University,
tbertrand@fsu.edu
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| Abstract:
Blacks in evaluation have been an untapped research resource. Their professional and personal experiences help to add another dimension to the evaluation field. Their educational experiences show that they are credentialed and experienced in a variety of areas, including education and psychology. Their voices on cultural competence/responsiveness in evaluation are those that seem to lead the discussion in the field. Their scholarship creates a base from which to draw what we know about culture in evaluation. This research presents the experiences of senior Black evaluators. Specifically this research will focus on defining culturally responsive evaluation; tool needed to practice culturally responsive evaluation, the role of race in evaluation, and developing more evaluators of color
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Participatory Impact Pathway Analysis: An Approach for Increasing the Cultural Competency of AEA Evaluation Professionals
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| Presenter(s):
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| Alice Young-Singleton,
University of Southern California,
youngsin@usc.edu
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| Abstract:
Our underlying values and perspectives about both evaluation and the substantive content areas of the programs and organizations we evaluate influence our work—whether we are aware of this influence or not. This quote supports research suggesting that one needs to examine and acknowledge cultural, ideological, philosophical, and practical influences that may impact one’s ability to objectively evaluate programs and organizations; further, it invokes inquiry to determine how and to what degree these influences inform one’s values, worldview and approaches to evaluation. My paper argues that approaches to increase the cultural competencies of evaluation professions should begin with an introspective examination of one’s cultural, ideological, and philosophical perspectives followed by an assessment of the behavior and general organizational climate within AEA to determine its influence and contribution in outcomes to increase the number of racially/ethnically diverse individuals entering the field of evaluation and cultural competencies of evaluators. Using empirical and theoretical research studies along with my personal experience as an AEA/DU Intern, my paper asserts evaluations conducted using participatory impact pathway analysis enables evaluators to engage stakeholders in a participatory process that ascertains a program’s theory while increasing cultural competency in evaluation practice.
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Building Capacity in Culturally Relevant Evaluation: Lessons Learned from a Portfolio of National Science Foundation Awards
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| Presenter(s):
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| Darnella Davis,
COSMOS Corporation,
ddavis@cosmoscorp.com
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| Abstract:
On what basis do evaluators decide when, under what circumstances, and by whom cultural relevance should be considered in developing and implementing an evaluation? In its 20th anniversary edition, New Directions for Evaluation (Number 114) counted the coverage of cultural groups among a handful of enduring issues in evaluation. Yet Madison (2007) points out the difficulty of engaging the voices of all stakeholders when conducting responsive evaluations, especially among underrepresented populations. In 2000, the National Science Foundation (NSF) began to fund efforts supporting broadening participation through capacity building in evaluation with a view to improving theory and practice, while supporting more diverse and culturally competent evaluators. The subsequent portfolio covers training and degree programs, internships, and research and model building. This paper discusses the lessons culled from a 12-month study of these awardees’ experiences and situates their accomplishments and reflections within the field of evaluation theory and practice.
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A Paradigm Shift for Evaluation Research: Incorporation of Cultural Dynamics in the Evaluation Process
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| Presenter(s):
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| Farah A Ibrahim,
University of Colorado Denver,
farah.ibrahim@cudenver.edu
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| Barbara J Helms,
Education Development Center Inc,
bhelms@edc.org
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| Abstract:
This paper proposes the establishment of a protocol for research and evaluation that will be useful in the U.S and internationally that would provide the most meaningful data to help improve society. Using APA’s (2002) “Multicultural Guidelines for Research” as a guide focusing on all aspects of research, from planning to design, assessment to analysis of findings, we propose a process where evaluators conduct an a priori analysis of their current beliefs and values and those of the community under study. It is critical that we define and understand the cultural characteristics of all members of the community and understand the interrelationships of the non-dominant and dominant members. The diversity that the research community faces within the U.S. and globally requires a paradigm shift that must focus on collaboration and careful preparation for that collaboration prior to developing the design and the assessment or evaluation methodology.
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One Small Step Toward Increasing the Cultural Competencies of Evaluators
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| Presenter(s):
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| Jeanne F Zimmer,
University of Minnesota,
zimme285@umn.edu
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| Abstract:
This paper presents one way of increasing the cultural competency of evaluators from a dominant culture. Introducing the concepts of culture and cultural competence early in evaluation coursework and professional trainings is essential to the development of competent practice as defined by the American Evaluation Association’s Guiding Principles. (Shadish,
1995)
For those learning evaluation, conducting a Cultural Identity Exercise
(CIE) as part of introductory program evaluation classes or trainings would initiate the process of self-awareness as a core competency. With the CIE, learners are asked to write a word or phrase that describes them in response to multiple categories, including: nationality; ethnicity/race; religion; political orientation; sex; gender/sex role; SES/class; generation; vocation/avocation; or other factors pertinent to the evaluation context. (Collier & Thomas, 1988)
Introducing this simple exercise with a guided discussion may open the doors to deeper self-awareness and understanding of others, and result in more culturally fluent evaluation practitioners. (LeBaron, 2003)
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