| Session Title: A Culturally Responsive Approach to Science, Technology, Engineering, and Mathematics (STEM) Evaluation |
| Multipaper Session 607 to be held in Wekiwa 3 on Friday, Nov 13, 3:35 PM to 4:20 PM |
| Sponsored by the Multiethnic Issues in Evaluation TIG |
| Chair(s): |
| Stafford Hood, University of Illinois at Urbana-Champaign, slhood@illinois.edu |
| Abstract: The increased focus on Science, Technology, Engineering and Mathematics (STEM) initiatives and the desire to increase the rates of participation of African American students in these fields necessitates that culturally responsive program evaluators identify those programs that are working and/or those that are failing to provide positive mathematics outcomes and increased rates of participation for African American students. Researchers are in the process of developing a culturally responsive logic model for use in the evaluation of programs in settings with African American students and in African American communities. The African American Culturally Responsive Evaluation System for Academic Settings (ACESAS) strives to combine both theory and practice in the area of culturally responsive evaluation in order to provide a visual representation of what culturally responsive evaluation would look like within African American communities. |
| Employing a Culturally Responsive Evaluative Lens to Advance the Pace of African American Mathematics Achievement |
| Kevin Favor, Lincoln University, favor@lincoln.edu |
| Concerns about mathematics disparities abound for good reason, given the centrality of this skill set for thriving in the world. Myopic assumptions focus upon constitutional and familial factors hypothesized to be short in supply among African Americans. The resultant programmatic agenda coincides with this set of assumptions. Promotion from a long muffled segment of stakeholders renews speculation of success paths for African American youth in mathematics. This support emerges from a shared intimate familiarity with this cultural group. These folk decry the failure of acknowledging a student's mathematics desires subject to stimulation. There is growing intolerance of decision-makers' actions that stultify capable African American students. This paper gives voice to what such persons have witnessed that mitigates against math achievement-those in seats of power within educational institutions where opportunity for future prospects is most often created. |
| Building A Culturally Responsive Logic Model Based on Theory and Practice: The African American Culturally Responsive Evaluation System for Academic Settings (ACESAS) |
| Pamela Frazier-Anderson, Frazier-Anderson Research & Evaluation, pfa@frazier-anderson.com |
| Stafford Hood, University of Illinois at Urbana-Champaign, slhood@illinois.edu |
| The African American Culturally Responsive Evaluation System for Academic Settings (ACESAS) is a logic model that is specifically being developed to visually conceptualize culturally responsive evaluations of programs designed to serve African American students in grades PreK-12. The developers of this evolving logic model believe that the ACESAS is a tool that could potentially represent the steps utilized in conducting culturally responsive program evaluations in most settings (health care, non profits, private sector) and with most cultural groups. However, the reference groups utilized for its theoretical development were African American students in Pre-K through 12th grade settings. This paper will discuss the theoretical development of the ACESAS as well as its intended use for future research and practice. |