Welcome aea365 colleagues. I am Stafford Hood, Director of the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinois at Urbana-Champaign. The overall goal of CREA is to encourage evaluation research and practice that is not only culturally sensitive but also culturally responsive.

Hot Tip – Attend the 2013 CREA Conference: Repositioning Culture in Evaluation and Assessment: The Center for Culturally Responsive Evaluation and Assessment (CREA) is pleased to convene its inaugural conference April 21-23, 2013, in Chicago, Illinois. CREA was established to address the questions, issues, theories, and practices related to culture and cultural context in research and culturally responsive evaluation of program interventions. It equips advanced degree students (both doctoral and masters student) and practicing professional with the comprehensive skills, understandings, and dispositions necessary to engage in culturally responsive research, assessment, and evaluation.

CREA’s inaugural conference will be the first known international event to focus explicitly on the discourse and practice of culturally responsive evaluation (CRE) and culturally responsive assessment, including CRE implementation, implications, and impact. Our featured keynote speakers will be:

• Rodney Hopson (Current Past-President, AEA, Duquesne University)
• Eric Jolly (Science Museum of Minnesota President)
• Maria Araceli Ruiz-Primo (Director, School Research Center and the Laboratory of Educational Assessment, Research, and InnovatioN (LEARN), University of Colorado-Denver)

The conference also includes two invited panels entitled “Perspectives on Repositioning Cultural in Evaluation and Assessment,” that feature past presidents of the American Evaluation Association (AEA) and the American Educational Research Association (AERA), including:

• Jennifer Greene (AEA, University of Illinois)
• Karen Kirkhart (AEA, Syracuse University)
• Gloria Ladson-Billings (AERA, University of Wisconsin-Madison)
• Carol Lee (AEA, Northwestern University)
• William Tate (AERA, Washington University in St. Louis)

In addition to these internationally recognized scholars, we are pleased to offer a diverse conference schedule with over 120 papers, roundtables and symposia submitted by authors from the U.S. as well as seven non-U.S. countries and indigenous nations.

Clipped from: education.illinois.edu (share this clip)

Hot Tip – Register before March 20 for the lowest rates

 Rad Resource – AEA Statement on Cultural Competence in Evaluation: The AEA Statement is an excellent place to start exploring issues of cultural competence. The statement presents the role of culture and cultural competence in quality evaluation, why importance of cultural competence in evaluation is important, and essential practices for cultural competence.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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Hello! My name is Karen Anderson and I’m the American Evaluation Association’s Diversity Coordinator Intern. Your participation in today’s post will place you in a drawing for a $50 gift certificate from SAGE Publications!

Did you make any New Year’s Resolutions? Even if you’re not a fan of making resolutions during this time of the year I’ve got a few resources to help you reflect upon cultural competence in your evaluation practice.

Then maybe, just maybe, you’ll be interested in making at least a soft resolution, via the comments section below, to make one change in your practice this year to help you along the journey of being a culturally competent evaluator.

I thoroughly enjoyed getting to learn more about AEA’s diversity programs and initiatives last year by supporting different Working Groups and programs.

Rad Resource: AEA Public Statement on Cultural Competence in Evaluation  affirms the significance of cultural competence in evaluation and informs the public of AEA’s expectations concerning cultural competence in the conduct of evaluation.

• Printable format: Printable Flyer Format
• Brochure format: Printable Booklet Format

My favorite portion of the Statement Introduction states: “Cultural competence is a stance taken toward culture, not a discrete status or simple mastery of particular knowledge and skills.”

Rad Resource: The AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group’s Working Group had a Summer aea365 Week, providing an overview of the Statement and different contexts for application, and  a Winter aea365 Week, highlighting a few of the AEA Conference 2012 sessions that focused on cultural competence in evaluation.

At the AEA Annual Conference 2012 attendees at the  photo booth shared how they would be responsive to culture in their evaluation work:

Hot Tip: This video and more can be found on the AEA YouTube Channel

Hot Tip – New Year’s Question: How will you be responsive to culture in your evaluation practice this year? Add your responses in the comment section below to be entered into a drawing for a $50 SAGE Gift Certificate. Only one answer per person please and we’ll randomly choose one winner from all who submit a response to the question.

Happy New Year!

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

affirms the significance of cultural competence in evaluation. It also informs the public of AEA’s expectations concerning cultural competence in the conduct of evaluation.

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Vidhya Shanker here and I serve on the Local Arrangements Committee. Minnesota’s Scandinavian history is common knowledge, but our state is also home to the largest urban indigenous population in the country. Beyond a rich African American history, we also have the country’s largest Hmong and Somali populations and a growing Latin@ population. The Committee thus felt strongly that representatives from these communities participate as protagonists in AEA 2012.

Similarly, Minnesota is known for its strong philanthropic and nonprofit culture, but perhaps less widely known as the birthplace of the American Indian Movement. Many Minnesotan communities—new and old—continue pursuing racial, economic, and social justice through movement organizing. Organizing engages people affected by a situation in collectively identifying themselves, the situation they wish to address, the solutions they wish to pursue, and the means through which they will implement them. Having increased their bargaining power by joining forces and developing leadership capacity internally rather than relying on external expertise to speak or act on their behalf, they negotiate with individuals and institutions to change systems rather than provide services.

One way organizers raise critical consciousness among constituents and stakeholders is through the praxis of popular education and interactive theater. The Local Arrangements Committee is proud to sponsor Part 1 of The Revolution Will Not Be Culturally Competent (Thursday, October 25; 1-2:30PM in 205B), which is rooted in these traditions and will be led by three Minnesota-based organizations critically engaging with the evaluation system. Make a point of connecting with them while you’re here!

Rad Resources:

• Headwaters Foundation for Justice has been funding constituent-led, grassroots efforts toward justice across Minnesota for 28 years. Its model places grantmaking decisions in the hands of the community of organizers to remove the root causes of injustice—the sources of poverty, discrimination, inequality—and connect those with means with those on the front lines of change.
• Pangea World Theater, founded in the Twin Cities in 1995, aims to illuminate the human condition, celebrate cultural differences, and promote human rights. Providing a progressive space for transformation, it collaborates locally and internationally to create performances that experiment with form and content to create new processes for a new aesthetic that speaks across geography and culture.
• Embodied Artsis a Minneapolis-based organization with a core commitment to racial and economic justice, social change, and the exuberant unfolding of humanity. It uses an embodied approach that includes deep listening, customized theater-sourced vehicles, and experiential body-informed laboratories to solve seemingly intractable problems.

Hot Tip: The Multiethnic Issues in Evaluation TIG is sponsoring Part 2, which will allow participants to engage in authentic dialogue around issues raised in Part 1 immediately after and in the same room.

The American Evaluation Association is celebrating Minnesota Evaluation Association (MN EA) Affiliate Week with our colleagues in the MNEA AEA Affiliate. The contributions all this week to aea365 come from our MNEA members. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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My name is Laura Pryor, and I am a recent alumna of The American Evaluation Association’s Graduate Education Diversity Initiative (GEDI) program. My experience in the GEDI program largely focused on culturally responsive evaluation. As a result, my current work considers and prioritizes several methods to apply culturally responsive practices. Most recently, I incorporated the ‘Photovoice’ method into an evaluation of a boys and men of color youth program.

By definition, Photovoice “utilizes photographs taken by program stakeholders to enhance need assessments, discussions and reflection, gather data, promote dialogue, conduct participatory evaluations and communicate results with various audiences, including policymakers.” Caroline Wang originally developed Photovoice in the 1990s as a mechanism to empower marginalized groups through participatory research; participants identify, represent, and improve their community through this visual documentation.

Hot Tip – Consider the Participant Population: While Photovoice templates are helpful, each project will require materials and instructions specific to the participant population. Before implementing the project, review project documents with stakeholders to ensure that materials are relevant to the population context.

Hot Tip – Invest Participants: Establish a common set of ‘Photovoice Project Goals’ with participants and suggest that they self-select who will take the photos (if not all participants can receive cameras).

Hot Tip – Conduct Culturally Responsive Follow-up Interviews: Conduct and record follow-up interviews with each Photovoice participant to understand the story behind each photo taken. Number each photo and bring tape/pins to arrange photos on a wall; make notes on each photo as participants are explaining his or her Photovoice experience. Use quotations and corresponding photos to support evaluation findings.

Rad Resources

• The California Endowment’s handbook entitled: Storytelling Approaches to Evaluation provides a great explanation of the benefits and best practices for using visual documentation in program evaluation.
• Photovoice.org offers a number of free online resources to assist with designing and implementing a Photovoice project. These resources are intended to empower issue affected communities and marginalized individuals.

The often diverse group of program participants and staff associated with community-based programs calls for culturally responsive evaluation tools to accurately represent the participant perspective. I find that that the Photovoice approach provides an appropriate medium to communicate this portion of an evaluation.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

culturally responsive evaluation · photovoice

I am Humberto Reynoso-Vallejo a Director for Program Evaluation with the Center for Health Policy and Research at the University of Massachusetts Medical School.

Conducting evaluation entails the incorporation of multicultural features of individuals and/or organizations into the process of data collection and analysis. These multicultural features are socially constructed and are translated into layers of identity reflected as multicultural identity. Multicultural identity has a powerful impact on individuals since it confers particular social meanings to each layer (e.g. we may have to work with a lesbian African-American woman, or a recent male immigrant from Guatemala with a particular medical condition, or an organization with employees from diverse racial/ethnic backgrounds). Life chances and opportunities are determined by these layers of identity that place some individuals in privileged positions based on certain dominant principles in society (e.g. White, male, heterosexual, able-bodied.).

Multicultural processes include the incorporation of multiple layers of identity in the evaluation. These layers work in complex ways and we may significantly enrich our work when including them in the analysis. Organizations or stakeholders can be seen as entities with a multicultural identity, some more aware than others.

Hot tips:

• Take appropriate notes of multicultural processes during the evaluation process which may be eventually included on your reports or articles as important material.

• Be aware of your own multicultural identity and how this interacts with stakeholders. Be open and reject myths such as color blindness. Try to build coalitions with diverse groups.

• Conduct an assessment of the multiculturality of the organization/stakeholders in terms of their social, cultural, and political representation; value, celebrate and capitalize on differences; and level of engagement in eliminating forms of oppression such as racism, sexism, and ageism. Quantity and quality of services may be related to an organization’s ability to provide a socially just working environment for all its employees.

• Be emphatic and place yourself in the other person’s shoes paying attention to your reactions during that process.

• Be aware of your reactions to difference and, when pertinent, included this in your deliverables.

• Using “I” statements rather than “we” or “you”, allows you to be more fully present in the interchange and avoids the mistake of trying to represent people whose multicultural background is similar to yours, or make erroneous assumptions about people you are interacting with that may share similar identities.

•  Avoid jumping to conclusions about people you are interacting with based on socially learned preconceived notions about certain population groups.

• Pay special attention to content (what we say) and process (how we say it).

• Be aware of Intent (what you are trying to convey) and impact (the person’s reaction of what you are saying).

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

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We are Tayo Fabusuyi and Tori Hill, Lead Strategist and Research Scientist respectively of Numeritics, a research and consulting firm based in Pittsburgh, PA.

We conducted an evaluation of the Black Male Leadership Development Institute (BMLDI), a year-long program in Western Pennsylvania for high-school aged African American males. The BMLDI is designed to give participants access to Black male role models, provide opportunities for interaction within a supportive peer group, offer a challenging curriculum and equip the young men with leadership skills with a view towards positively impacting their perspectives and values.

Our evaluation strategy consisted of a mixed method, multi-phase approach with formative and summative components. In implementing the summative part of our strategy, we sought a framework robust enough to adequately capture how effective program activities were in achieving program goals, and to also provide insights on the structure and efficiency of those activities.

The framework that we employed was a modified form of Grove et.al’s EvaluLead Framework. The framework is premised on an open systems environment in which three interrelated forms of behavioral changes at the individual level are examined; “episodic,” “developmental,” and “transformative. These behavioral changes were analyzed using two forms of inquiry; “evidential,” or those measured using quantitative instruments and “evocative,” those assessed through qualitative tools.

This robust strategy has allowed us probe beyond program outputs to a more comprehensive framework that takes into consideration the broader influences that often affect program outcomes of this nature. The evaluation strategy also naturally lends itself to data triangulation, an attribute that helped reduce the risk of incorrect interpretations and strengthen the validity of our conclusions and recommendations made as regards program changes going forward.

Lesson Learned:

• Given the myriad of factors that may influence program outcomes, the evaluation of programs similar to the BMLDI program are best carried out in an open systems environment. This also guarantees that the evaluation process will be flexible enough to make provisions for exit ramps in the evaluation process and to capture unintended outcomes.

Hot Tips:

• An equally robust data gathering method is required to monitor progress made towards program goals and adequately capture program outcomes. We would recommend a 2 dimensional evaluation framework – evaluation type x data type.
• For a behavioral change evaluation, goals should be focused on contribution, not attribution. The emphasis should be to show that program activities aided in achieving outcomes rather than claiming that program activities caused the outcomes.

RAD Resources:

• PREST training resource: Mixed Research Methods

• Grove et al’s EvaluLEAD

The American Evaluation Association is celebrating Mixed Method Evaluation TIG Week. The contributions all week come from MME members. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluator.

behavioral · framework · triangulation

Hi, I’m Dominica McBride, President of The HELP Institute, Inc. and a member of the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group. I also have my PhD in Counseling Psychology and have provided psychotherapy. This tip focuses on the affective and psychological side of cultural competence in everyday evaluation practice.

Culturally competent evaluation practice requires self-awareness and self-reflection. So much of our evaluation practice is guided by our decisions. It would be nice to think that our decisions are mostly driven by our frontal lobes – the seat of deliberation and reasoning; however, most of our choices are influenced by our subconscious mind, as discovered through recent neuroscience research. Our subconscious mind (influenced by the limbic part of our brains also known as the emotional brain) is constituted of our experiences, exposures, and emotions. Our experiences literally shape the wiring of our brains and repeated exposures to similar messages connect our brain cells, which leads to more automatic thoughts. So, if someone is exposed to repeated messages depicting Muslims as terrorists, for example, our brains begin to incorporate this. These thoughts become a part of us, even subconsciously, and can negatively affect our interactions and decisions in working with the group, especially in the absence of antithetical experiences. Microaggressions, which are unintentional slights towards a person related to their group affiliation, can begin to develop. They can also show up in interactions and decision making within an evaluation, like forgetting or overlooking the inclusion of a certain group in research or evaluation design. For example, a 21^st Century study “found” a lack of facial recognition abilities in African-Americans compared to Euro-Americans. However, due to cultural incompetence, the participants were only shown Caucasian faces. When corrected with cultural competence, there was no difference.

The Statement states “cultural competence is a stance taken toward culture” and “culturally competent evaluators respect the cultures represented in the evaluation.” To be culturally competent and value and respect culture and different communities, the Statement asserts that we must challenge our stereotypes and ameliorate our biases. We have to examine and address the biases hidden in our subconscious that influence our decision making, interactions with others, and evaluation practice.

Hot Tips:

• Take the Implicit Association Test. This test will inform you of some of your implicit biases.
•  Examine your biases through journaling and deliberately find and create experiences that counter your stereotypes and make conscious note of experiences that do not support them.

Rad Resources:

• Blink is a good book that describes our subconscious mind and its influences on decision-making and interactions with others
• Crash is a provocative movie graphically demonstrating explicit and implicit biases and their effects on others

The American Evaluation Association will be celebrating Cultural Competence Week. The contributions all this week come from the Cultural Competence committee. Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluator.

cultural competence · cultural competence statement · ethnicity

I’m Sarah Gill, membership chair for the Atlanta-area Evaluation Association (AaEA). Recently AaEA hosted a spring social. The event was inspired by the recent AEA 365 posts making predictions for the future of evaluation. Maureen Wilce, AaEA’s chair for professional development, and I thought the posts would inspire great conversation among our fellow evaluators  – and we were right!

To that end, we invited AaEA members to join us at a local restaurant for networking and discussion; 23 evaluators attended! The first portion of the meeting was devoted to socializing, during which time we asked people to “vote with their dots” on the various predictions. The responses made for fascinating discussion.

Cultural competence: we hope for cultural competence to be the norm. We feel strongly that community engagement is becoming an expectation of funders and new evaluators.  We see evaluators will play a critical role in building learning cultures, and we will need to be aware of our own “lenses” as we practice.

Internal evaluation: we agree that the trend to more internal evaluation will continue, and we can see a payoff in this for external evaluation. As organizational staffs increase familiarity with evaluation, they may become more receptive to external evaluation. And we believe that credibility brought by the external evaluator will remain important. We, too, hope for the end of the evaluation report, exchanged for greater use of new communication tools to increase evaluation’s reach.

Data mining: we hope that data mining will not replace other types of data collection. Data mining has its place; it’s efficient and can provide less biased information, but it also raises concerns about the ethics of accessing and using these data. It is also possible that such data will provide little useful information for small or new programs and may drive evaluation questions in expedient, but unimportant, directions.

We also have a few additional predictions:

1. Evaluators will play the role of “watchdog” to help reign in the incorrect use or misuse of data and data analysis.
2. Evaluation will play an increasingly critical role in program sustainability.
3. As internal evaluation grows, evaluators and program staff will learn to appreciate each others’ skills and work together as peers.

Hot tip:  AEA affiliates are a great way to get involved and network with other evaluators in your community. Find yours here.

Rad resource:  aea365! It’s a fabulous resource to inspire discussions. And good food and beverage almost always improve the conversation.

Hot tip: If you live in the Atlanta area or are coming to the AEA/CDC Summer Institute, check out Atlanta-area Evaluation Association to learn about other activities as we celebrate our 10^th anniversary.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on theaea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org . aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

affiliates · blog · cultural competency · data mining · Internal Evaluation · Networking · predictions · sustainability

I’m Dominica McBride, President of The HELP Institute, Inc. Recently, I wrote an article for New Directions for Evaluation on Sociocultural Theory (ST) and its applicability to evaluation.

Joke: There were a few young fish swimming near an older, wise fish and the old, wise fish says, “My, isn’t the water wonderful today?” and the young fish say, “Water? What water?”

Relevance: Culture is like water to fish – influencing our lives but often taken for granted or never even seen. It can be this ethereal and abstract concept. However, reflecting on and examining culture can be pivotal in personal and professional growth, program improvement, and societal change.

ST is one of the most comprehensive models on culture and human development, touching on all aspects of culture – the biological, psychological, interpersonal, linguistic, ecological, and historical. It provides simple guiding principles for evaluation and research practice:

Hot Tip: The unit of analysis is the sociocultural activity. Examine naturally occurring activities as it relates to the program or process (e.g., participants interacting). These activities should be considered in the context of the program, sociopolitical environment, family norms, organizational culture, etc.

Hot Tip: To understand a person, group, or social phenomena, we must ascertain the ever-changing environment and acknowledge and examine the development of the person, group, or program over time.

Hot Tip: Individual dynamics are affected by intrapersonal, interpersonal, and community dynamics – all of which are inseparable. So, to study a person or program, we must also consider the multifaceted influences that affect the participant behavior and the program.

Hot Tip: Groups have more variety within than between, which means there is more “cultural group” within a group and we must take this into consideration when learning of “another culture.” This fact can also help to dispel stereotypes. There are also many commonalities between groups. These phenomena help us to see and appreciate both the differences and links between us and others.

Hot Tip: Often times, we can get attached to methods. ST reminds us that the question should drive the methods and not the other way around. This assumption also encompasses the need for interdisciplinary work, opening our minds and hearts to other professionals and ways of doing things.

Hot Tip: In order to truly understand another, we must understand ourselves. Thus, we should take time to reflect on our development, cultural influences, personal and professional context, and intrapersonal dynamics. Without cleaning our own lens, we will always see others through tainted glasses.

Rad Resource:

Sociocultural Theory expert Barara Rogoff’s comprehensive book, The Cultural Nature of Human Development.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

culture · Evaluation

I’m Kelly Robertson and I am a project manager at The Evaluation Center at Western Michigan University and a student in the Interdisciplinary Ph.D. in Evaluation (IDPE). My co-presenter at AEA’s 2011 conference was fellow IDPE student and teacher, Diane Rogers.

The title of our presentation was, “Race or Racism? Value Implications and Practical Solutions.”  The content of this presentation can apply to most –isms and had two major focuses:

1) Importance of noting that race is being used as a proxy for institutional/systemic racism because race is a social construct and not scientifically fact;

2) and how to properly use race as a proxy for racism.

Lessons Learned:

Failing to note that race is being used as a proxy for racism and/or not using it properly as a proxy for racism, will likely mean that your work will lack rigor and implicitly value institutional/systemic racism.

While race is not scientific fact, racial stratification is real and controls access to resources such as land ownership and health care; thus, race should still be included within evaluation because until we can identify where racial disparities exist and the institutional/systemic factors that surround them, then these disparities cannot be addressed.

Hot Tips:

1. Note race is being used as a proxy for institutional/systemic racism.
2. Gather data and/or research on the institutional/systemic nature surrounding the evaluand; this is important to foster social change because stating that x’s have higher mortality rates than y’s doesn’t provide information on how to improve the mortality rate. Rather, pair results with institutional/systemic data such as access to insurance, proximity to hospitals, etc.
3. Don’t use race as a causal variable or proxy for income, education, etc. even if they are correlated because it’s not race that is the cause but rather institutional/systemic inequities.
4. Use caution when comparing racial data. When comparing data over time investigate the history of the measures since categories on instruments frequently change (e.g., U.S. Census). Recorded race is influenced by who identifies race (i.e., self-identification vs. observation) and thus, people’s recorded race may change from their birth to death certificate. The categories and number of categories individuals can choose are not standardized across all instruments.
5. Do not assume all racial/ethnic experiences are universal.
6. When designing instrumentation use self-report, allow individuals to identify with multiple categories, consider using open-ended classification, and if using pre-set categories then make sure you research the population to know which categories to include.
7. Note methods and limitations regarding the use of race as a social construct in your report.

Rad Resource:

Check out our presentation in AEA’s e-library, or if you are an AEA member, our Coffee Break Webinar recording, to learn more and/or to access more resources on the topic.

Do you have questions, concerns, kudos, or content to extend this aea365 contribution? Please add them in the comments section for this post on the aea365 webpage so that we may enrich our community of practice. Would you like to submit an aea365 Tip? Please send a note of interest to aea365@eval.org. aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators.

cultural competency · Evaluation · race