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Session Title: The Inherent Void of Context Without Culture in Evaluation: Lessons Learned Along the Way by Three Culturally Responsive Evaluators
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Panel Session 301 to be held in Sebastian Section I4 on Thursday, Nov 12, 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): |
| Tamara Bertrand Jones, Florida State University, tbertrand@admin.fsu.edu
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| Discussant(s):
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| Elmima Johnson, National Science Foundation, ejohnson@nsf.gov
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| Abstract:
In order to create and maintain successful programs with positive outcomes for African Americans, evaluations must truly reflect the group and the cultural context in which the group exists. Only a few evaluators have mandated that culture be an integral part of the evaluation process and have challenged to do so in their work. This panel reflects the views of three of those culturally responsive evaluators who through their scholarship, practice and service have strived to advance the field of culturally responsive evaluation. This panel first explores the history of culturally responsive evaluation and the contributions African Americans have made to this field. Second, the training of culturally responsive evaluators will be presented along with discussion about the necessity of such programs. The third presents an overview of the role of the culturally responsive evaluator and what makes this evaluator unique within the context of evaluation.
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The Road Less Traveled: The Journey of Culturally Responsive Evaluation and Its Evaluators Then and Now
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| Stafford Hood, University of Illinois at Urbana-Champaign, slhood@illinois.edu
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Cultural change has come to America and hopefully to the field of program evaluation. While this change has been slow and challenging there is promise. We are optimistic that the reign of ethnic and cultural ambivalence will be replaced with understanding and mutual respect within our social, educational and political institutions. Cultural diversity and the contributions of people of color have been an integral but unspoken part of this nation's history and discourse. The contributions of people of color to evaluation theory and practice, particularly in regard to cultural/contextual evaluation, have only recently been acknowledged by a select few.
This presentation explores the evolution of culturally responsive evaluation and the specific contributions African American evaluators have made to evaluation theory, research and practice. This presentation also explores future trends in culturally responsive evaluation.
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The Culturally Responsive Evaluator: My Perspective
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| Henry Frierson, University of Florida, hfrierson@ufl.edu
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The concept and processes related to culturally responsive evaluation are open to various perspectives. Some may view the concept and related approaches as being synonymous with or tantamount to cultural competence or culturally competent evaluation. Others may see such notions as non-science and non-rigorous processes. The perspective of this presentation is that culturally responsive evaluation is not the same as cultural competence nor do advocates holding similar views feel the need nor likely have the capacity to reach such a level which would essentially require cultural immersion. Moreover, it is a process to be considered by those who are actually committed to obtaining valid data from which individuals can use to make sound decisions about programs, projects, etc. that involve individuals while taking into account the cultural context in which they operate.
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Building a Legacy of Evaluators of Color: Lessons Learned in Training, Building Competencies, and Affecting Change
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| Rodney Hopson, Duquesne University, hopson@duq.edu
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Over the last few years, efforts have been made to develop frameworks for curricula and evaluation field experiences in graduate degree and non-degree training programs in evaluation that emphasize culturally responsive evaluation strategies and to train these same evaluators to work in traditionally underserved communities and populations. Lessons learned from funded work (National Science Foundation, Kellogg Foundation, and Robert Wood Johnson Foundation) over the last five years will be shared, including ways to think innovatively about internships, curricula, training efforts, and other programs to bring these initiatives to the larger field.
The purpose of the paper will be to reflect on the set of trainings, skills, and competencies potentially needed to arm a set of culturally responsive evaluators who desire to contribute to social change and social justice in traditionally underserved and marginalized communities.
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