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Conducting Evaluations in a Multiethnic Context: Lessons from a Hawaiian Experience
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| Presenter(s):
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| Felix Blumhardt, The Evaluation Group, gblumhardt@aol.com
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| Abstract:
Multiethnic evaluation poses unique challenges that require evaluators to explore the larger context in which the evaluation takes place. A thorough understanding of the context is necessary since these challenges influence evaluation processes and outcomes. The purpose of this paper is to examine four evaluation projects conducted in the State of Hawai`i and how the indigenous, multiethnic, and multicultural makeup of the islands influenced the manner in which the evaluations were conducted, as well as the potential impact on the outcomes of the evaluations. This paper will discuss lessons learned from these experiences and how these lessons translate into practice when working with indigenous, multiethnic and multicultural populations. A checklist that identifies issues to consider when conducting such evaluations will be presented for readers’ feedback.
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A Thematic Discussion of the Relational and Ecological Dimensions of Cultural Context: Notes From Three Interconnected Research Studies
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| Presenter(s):
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| Jill Anne Chouinard, University of Ottawa, jchou042@uottawa.ca
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| J Bradley Cousins, University of Ottawa, bcousins@uottawa.ca
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| Abstract:
This paper provides a thematic discussion of the dynamic interconnections of cultural context within a six dimensional framework of cultural context, with particular attention given to those variables that influence and interactively inform the relationship between evaluators and stakeholders. The dimensions of cross-cultural context (relational, ecological, methodological, organizational, political and personal) can be visualized as multi-textual, intersecting and overlapping circles that intermingle throughout the evaluation and that are constantly at work (and in flux), creating boundaries, positions and possibilities within the cross-cultural program and evaluation context. The purpose of this paper, is to explore the dynamic inter-connections within the framework, with particular attention given to those variables that influence and interactively inform the relationship between evaluators and stakeholders. To bring the dimensions to life, we have identified three cross-cutting themes (perspective, engagement and accommodation) that we believe underscore the dynamic and vibrant inter-connections within the six dimensions of cultural context.
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Cultural Competence Versus Cultural Responsiveness: Seeking True Evaluation Quality
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| Presenter(s):
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| Tamara Bertrand Jones, Florida State University, tbertrand@fsu.edu
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| Abstract:
As evidenced by the literature the term “cultural competence” in itself conjures various definitions and implies certain assumptions. Given the elusiveness of an agreed upon definition, or even consistent terminology in evaluation, this research sought to understand cultural competence from a Black perspective. Defining and identifying the key characteristics of cultural context in evaluation, from an evaluators’ perspective, also contributes to the ongoing discussion of culture’s role in evaluation. Results indicate a difference in preferred professional language around the inclusion of cultural context in evaluation. This paper will highlight six dimensions of both cultural competence and cultural responsiveness in evaluation and discuss which term truly reflects the quality inherent in including culture in the evaluation context.
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Participatory Outreach: Methods of Increasing Minority Participation in Agency Responsivenss to Community Racial Change
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| Presenter(s):
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| Asma Ali, University of Illinois at Chicago, asmamali@yahoo.com
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| Abstract:
Culturally Responsive Evaluation (CRE] is an evaluation framework that “recognizes that demographic, sociopolitical, contextual dimensions, locations, perspectives, and characteristics of culture matter fundamentally in evaluation (Hopson, 2008).” CRE frameworks are important in the dynamic culture of nonprofit community-based organizations, which must be responsive to both internal and external changes in their surroundings (Hopson, 2009). This presentation describes "lessons learned" during a capacity-building process evaluation of an outreach effort to Latino and African-American consumers at the Will-Grundy Center for Independent Living, located in an outlying suburb of Chicago. The agency’s catchment area includes Will and Grundy counties in Northeastern Illinois, as well as their immediate urban locale. These areas have experienced unprecedented growth in African-American and Latino populations since 1990, challenging the 30-year-old agency’s current walk-in and referral methods of outreach to minority clients. Developed in consultation with researchers at UIC’s Center on Capacity Building for Minorities with Disabilities Research, the agency’s outreach program utilized Fawcett et. al. (2003) model for capacity building in evaluation and Patton (2008)’s model for utilization-focused evaluation to develop a formative, culturally-responsive evaluation of the agency’s outreach program. The program and its subsequent evaluation challenged and futher shaped the agency’s thinking, culture, and responses to changes in their community demographics. Ultimately, the evaluation process resulted in novel and surprising cross-cultural utility of the findings for the agency.
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