|
Measuring Racism: The Brooks Equity Typology (BET)
|
| Presenter(s):
|
| Pauline E Brooks,
Brooks Cross Cultural Evaluation/Research Consulting,
pbrooks_3@hotmail.com
|
| Abstract:
Racism makes the world a more dangerous and unsettled place. It adds to the violation of the human spirit, creates and operates on falsity, misguides and weakens social harmony and stability. In nations with a long history of unequal treatment based on race, like the United States, racism continues to contribute to the gapping racial disparities that persist in virtually every sector of contemporary life: in education, health, economics, the judicial system, etc. This paper presents a typology of equity that evaluators/researchers can use to more clearly identify, frame and measure multiple avenues of racism’s influence in their own work and in the everyday contexts of societal programs, policies, etc. The typology can be applied in many sectors of society, is interdisciplinary, and can be modified for use in investigating other forms of inequities (e.g., inequities based on gender, socioeconomic class) and intersections. Measurement examples and research strategies are presented.
|
|
Operationalizing Culturally Competent Evaluation
|
| Presenter(s):
|
| Arthur Hernandez,
University of Texas San Antonio,
art.hernandez@utsa.edu
|
| Abstract:
The notion of Culturally Competent Evaluation has been around for some time and is currently an important aspect of professional practice as described in the AEA professional standards. Although there is clear discussion of the need for and implications of such practice in the literature, there seems to be very little in the way of particular practice, instrumentation or activities designed to examine or provide evidence of the cultural relevance and/or appropriateness of any given evaluative activity or approach. This presentation will provide a general conceptual overview and suggestions for a “Cultural Competence Rubric” a report of a preliminary examination of its implementation and provide an opportunity for those interested in such practice to discuss approaches, experience and outcomes.
|
|
The Impact of Racial Identity Development on African American Female Academic Achievement
|
| Presenter(s):
|
| Charles Glass,
Texas Southern University,
crglass1@juno.com
|
| Abstract:
The purpose of this study will be to examine the effect of racial identity/consciousness (RIC) on the academic achievement of African American female college freshmen. This causal-comparative study is intended to provide research based information concerning the impact of racial identity/consciousness development on the academic achievement of African American female freshman students. Research on female identity has focused on White American women at the exclusion of African American women (Hoffman, 2006). The racial identity construct for this overlooked ethnic group is derived from the racial self-identification or definition and racial self-consciousness or acceptance. According to Hoffman (2006), racial self-consciousness affects a person’s confidence as that individual evaluates and accepts who she is.
|
|
What’s in the Cultural Competence Toolbox?
|
| Presenter(s):
|
| Elise Arruda,
Brown University,
elise_arruda@brown.edu
|
| James Griffith,
Claremont Graduate University,
james.griffith@cgu.edu
|
| Abstract:
Discussion regarding culture in evaluation takes many forms. This paper aims to focus the culture dialogue on the needs of evaluators in the field. Working evaluators need: (1) research methods that can incorporate culture without making culture the focus of the study, and (2) procedures to determine whether culture has been given appropriate attention in an evaluation study. Evaluation clients often dictate many of the evaluation parameters (i.e., evaluand, questions, participants, etc.) leaving little control to the evaluator. Nonetheless, evaluators often have some control over the approach and methods used for the evaluation.
The question remains: Are there methods, approaches, or procedures that evaluators can add to their repertoire of skills to incorporate culture without unnecessarily shifting the focus of the evaluation? This paper explores research methods from a range of disciplines to assemble a set of approaches with the potential to enhance evaluators’ cultural competence or responsiveness.
|
|
Re-Envisioning, Engaging and Advancing Diversity in the Evaluation Community: Premises and Possibilities
|
| Presenter(s):
|
| Jeehae Ahn,
University of Illinois Urbana-Champaign,
jahn1@uiuc.edu
|
| Abstract:
This paper explores ways of engaging and increasing diversity in the evaluation field. First, it works to understand diversity not so much in terms of racial/ethnic representation as the wonderfully varying ways of knowing, understanding and valuing those racially/ethnically diverse individuals bring into the field. Framing diversity and its meaning in this way, the paper then envisions ways to create a dialogic space within the evaluation community in order to invite interested individuals, especially those from racially/ethnically underrepresented groups, to share their unique perspectives, aspirations, needs and challenges as individual evaluators (in the making), while at the same time engaging them in broader and ever-evolving conversations about such fundamental issues as who we are, what we (should) value and aspire to accomplish and advance in our work collectively as a profession, as a way to encourage their membership, increase their participation and/or support their advancement in the field.
|
| | | | |