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Session Title: The Context of Evaluation: Culture as a Defining Factor
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Panel Session 566 to be held in Wekiwa 3 on Friday, Nov 13, 1:40 PM to 3:10 PM
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Sponsored by the Multiethnic Issues in Evaluation TIG
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| Chair(s): |
| Elmima Johnson, National Science Foundation, ejohnson@nsf.gov
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| Discussant(s):
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| Katrina Bledsoe, Walter R McDonald and Associates Inc, kbledsoe@wrma.com
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| Abstract:
The context of evaluation includes attention to a range of personal, environmental and situational factors. Two of the most important are program setting and participant characteristics, including those of stakeholder groups and the evaluator. The theoretical and methodological literature details the impact of these factors on the evaluation process, from design through outcomes and impact. Because multiculturalism is the norm in this global society some propose that the validity of the evaluation, especially of people of color or poverty, is in question, if cultural context is not addressed. (Hood, Hopson and Frierson, 2005)
This panel will explore the use of evaluation strategies that are culturally relevant within a gender context and for educational evaluations. The discussion will begin with a definition of cultural context followed by an explanation of how two dimension (gender and education context) influence evaluation questions, methods, analysis, dissemination and the application of results. Examples of the role of context in actual evaluations will be provided, along with guidelines on how to effectively apply this concept.
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Cultural Context in Evaluation: A Consideration of Ethnic Group
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| Ruth Greene, Johnson C Smith University, rgreene@jcsu.edu
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Culturally sensitive evaluation researchers recognize the importance of conducting culture-centered research among persons from ethnic, racial, and underrepresented minority groups. This presentation will explore relevant theoretical frameworks and models that inform culture in theory driven inquiry. Further, the presentation will review the current standards and principles which guide culturally competent evaluation and the ways in which racial and ethnic group membership has implications for the methodologies we use. Finally, this presentation will explore how culture within context affects evaluation practice.
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The Contexts of Educational Evaluations: The Case of Urban Settings
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| Veronica Thomas, Howard University, vthomas@howard.edu
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Urban settings represent the venue where a large proportion of our nation's children are educated, particularly economically disadvantaged, minority, and immigrant students. Educational programs in these settings are intimately linked to and affected by a myriad of complex contextual forces. Evaluations of educational interventions in urban areas must be informed by the social, behavioral, political, and economic factors affecting the urban context. This presentation will argue that critical theory (CT) is a useful paradigm for guiding educational evaluators practice in urban contexts. Further, this presentation will examine contextual issues in urban settings and offer a set of conceptual, methodological, and strategic recommendations for better ensuring that educational evaluations address these issues in ways that are meaningful, relevant, and promote social justice agendas.
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Gender as a Context in Evaluation
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| Denice Hood, University of Illinois at Urbana-Champaign, dwhood@illinois.edu
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The role of cultural context in educational evaluation methods has been addressed in the literature (Frierson, H.T., Hood, S., & Hughes, G.B., 2002). However, apart from the literature on feminist methodologies or GLBT issues, it is uncommon for gender to be specifically addressed within the discussion of cultural context. The various markers of identity (gender, race, etc.) are interconnected and these intersections must be considered as significant social locations which impact both the evaluator and the program participants. Culture impacts all aspects of the evaluation process and as part of each individual's culture, gender should also impact what questions are asked, what data sources are accepted as evidence, the data analysis, and how the results are communicated to various stakeholders. As Kirhart (2005) noted, evaluative understandings and the judgments we make are culturally contextualized. Utilizing an example of the evaluation of a technology program for girls, this paper will address ways in which the evaluation community might respond to the challenges through the use of evaluation strategies that are culturally relevant within a gender context.
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