AEA365 | A Tip-a-Day by and for Evaluators

CAT | Multiethnic Issues in Evaluation

My name is Art Hernandez and I am a Professor and Dean at Texas A&M University Corpus Christi.

I participated in one of the very early yearlong experiences as an AEA MSI Fellow and have served as the Director for several cohorts most recently this past year. I serve and have served as evaluator and teacher of evaluation and am very interested in the processes of cultural responsiveness in practice especially in regards to measurement and assessment.

Lesson Learned: The negative feelings associated with “difference” and the desire to live in a “normal” world with “normal” people often limits our desire to be in contact much less significantly interact with members of different cultural groups. Among other things, the lack of opportunity for significant experience/interaction and the associated feelings results in stereotyping as a means of coping and explaining.

Hot Tip: It is essential to have a significant “relationship” with the people who are involved in the activity being evaluated. This means developing and establishing significant relationships and doing so for its own sake rather than merely as a device to establish “cultural responsiveness”. In order to have any type of meaningful relationship it is important first to have a good sense of self – knowing your values, biases and “world view” and to be open to any differences in those attitudes and beliefs you might encounter in others. Finally, it is imperative that you reserve judgment and risk making “respectful mistakes.” Respectful mistakes are misunderstandings based in honest interest and founded in honest positive regard for the other person(s). 

Rad Resource: Cultural Competence and Community Studies: Concepts and Practices for Cultural Competence

The Stranger’s Eyes describes a community project and the differences in perspectives between the “benefactors” and those who were to benefit. A link provides access to a reflection guide of questions to guide the consideration of the presented case study. Provided by SIL International.

The American Evaluation Association is AEA Minority Serving Institution (MSI) Fellowship Experience week. The contributions all this week to aea365 come from AEA’s MSI Fellows. For more information on the MSI fellowship, see this webpage: http://www.eval.org/p/cm/ld/fid=230 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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Greetings. My name is Tiffeny Jimenez and I identify first as a Community Psychologist (CP). I am also an Assistant Professor of the Community Psychology Doctoral program at National Louis University in Chicago. As a CP, I inherently very quickly identify inequalities, injustices, and potential for collaboration where others may be more likely to see only conflict, and from this perspective, evaluation is a particularly salient and necessary skill set. How else might we judge whether social justice is achieved? It is towards this aim that I take on all inquiry and action. This year, I have had the privilege to be one of this year’s MSI Fellows where I have worked with colleagues towards gaining an in-depth interdisciplinary perspective on the state of our understanding Cultural Competence across Social Work, Health Psychology, Sociology, and Community Psychology. I will speak to the contribution of CP to this focus area.

Lesson Learned: The overall CP framework facilitates cultural competency and humility in all acts of professionalism with explicit emphasis on how we think and why we act in certain ways within a socio-cultural ecological context. CP views cultural competency as cross-cultural awareness assuming we all are interdependent and come to the table with diverse cultural lenses that influence action. Cultural competency is a critical consciousness beyond the acquisition of skills; it’s a way of being in every day interactions that allows for a clearer understanding of one’s own personal place in the world, personal biases, and an understanding that multiple perspectives are present at any one time.

The emphasis of CP is on promoting social justice and identifying the root causes of social problems by changing conditions so diverse populations can thrive individually within a shared geography. Much of the literature on cultural competency centers around: providing in-depth localized case examples of how CPs engage as equal peers with others to address individual and social problems from a culturally grounded perspective; describe adaptations of community programming to meet the needs of underserved populations; discuss the importance of using methods that capture historical context and the voices of less dominant perspectives; emphasize the promotion of dynamic processes within community-level systems rather than individual-level outcomes; and advocate understanding the cultural landscape that undergirds the various policies and practices that perpetuate inequalities and maintain the status quo. Main concepts: power, privilege, structural inequality, decolonizing methodologies, organizational culture, critical consciousness, liberation, indigenous psychologies, divergent cultural practices, and ecological sustainability.

Rad Resources: For more information on being culturally competent, see “Community Psychology: Foundations for Practice” (2015). Particularly Chapter 4 by Kien Lee titled “Effecting Social Change in Diverse Contexts”. The Global Journal of Community Psychology Practice also addresses cultural competency in CP practice from a global perspective: http://www.gjcpp.org/en/article.php?issue=16&article=77

The American Evaluation Association is AEA Minority Serving Institution (MSI) Fellowship Experience week. The contributions all this week to aea365 come from AEA’s MSI Fellows. For more information on the MSI fellowship, see this webpage: http://www.eval.org/p/cm/ld/fid=230 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.

Greetings from Washington, DC! My name is Tamarah Moss and I am an Assistant Professor with Howard University School of Social Work and an AEA MSI Fellow with experience in program monitoring and evaluation, as well as teaching graduate practice evaluation courses. When I started to work on this AEA365 blog entry, my thought process began with more questions than answers. In raising the issue of cultural competence in relation to evaluation in social work and broader behavioral science fields, the ideas of cultural humility and reflective practice come to mind. Both ideas incorporate a commitment to self-evaluation and self-critique. Hot Tips provided below are to reinforce or enhance your current practice of culturally competent evaluation.

How does an evaluator ensure cultural competence, as a general practice in evaluation? To help me think through these concepts and eventual application of cultural competence in evaluation and my overall approach to culturally competent evaluation, it was important to reference the American Evaluation Association’s statement on Cultural Competence in Evaluation, as a good place to start. The idea that “evaluation is not culture free” and also that “cultural competence is not a state at which one arrives; rather, it is a process of learning, unlearning, and relearning. It is a sensibility cultivated throughout a lifetime” are important considerations.

As part of my overall approach to evaluation and ensuring cultural competency, statements of professional and accrediting organizations creates an environment of ongoing integration. The Council on Social Work Education guides social workers in terms of evaluating practice and utilization of a multidisciplinary theoretical framework (http://www.cswe.org/File.aspx?id=81660 The International Federation of Social Workers, highlights evaluation global standards for education and training in the social work profession (http://ifsw.org/policies/global-standards). The National Association of Social Workers frame cultural competence in evaluation as the ability to “ensure effectives in serving and engagement of culturally diverse client groups” (p.13). See: NASW Standards and Indicators for Cultural Competence in Social Work Practice. 

 Moss 1

 

Author of Conceptual Framework: Tamarah Moss, PhD, MPH, MSW; Graphic Designer: Shavon D. Minter

Hot Tips:

  • Utilize the conceptual framework of integrative culturally competent evaluation in social work or other behavioral sciences, as illustrated in Figure I below.
  • Determine what the statements on cultural competence and evaluation are for your professional and accrediting organizations. If there are none available, draft a statement with colleagues in the field using AEA’s statement as a framework.
  • Integrate you’re your professional organizations, including the American Evaluation Association’s Statement on Cultural Competence actively into your evaluation practice.
  • Include cultural humility and self-reflective practice into your evaluation approach, as an opportunity to check power imbalances between yourself as an evaluator and the communities, organizations, and the entities being served.
  • Create and support ways to incorporate the perspectives and cultural context of those being served, as part of your evaluation approach.

The American Evaluation Association is AEA Minority Serving Institution (MSI) Fellowship Experience week. The contributions all this week to aea365 come from AEA’s MSI Fellows. For more information on the MSI fellowship, see this webpage: http://www.eval.org/p/cm/ld/fid=230 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.

This is Efrain Gutierrez with FSG. In the last three years, I’ve had the privilege of evaluating the Lumina Latino Student Success effort, an effort to increase college attainment among Latina/os in thirteen communities in the US using a collaborative place-based approach. Through my interaction with grantees and beneficiaries I have learned a few good practices for culturally responsive evaluation when evaluating programs serving Latino communities.

  1. Recognize the different segments of the Latino community the program serves. Take the time to understand diversity within the Latino population and the various needs of different sub-groups. This will help you develop evaluation tools that will adequately capture the opinions, assets, and challenges of different segments of the Latino community.
  2. Understand the ways in which the local context might be affecting the Latino community. Learn about the broader political, economic, and cultural context in the region where the program is being implemented and think about how the local context might be positively or negatively affecting Latina/os. By having a good understanding of context you will be better equipped to explain how external factors might be affecting outcomes for Latino communities.
  3. Cultivate “confianza” with the community served by the program you are evaluating. The concept of “confianza” translates as “trust,” but includes ideas of confidence and familiarity. This means that evaluators need to be trusted professionally and personally. Meeting with the different stakeholders you will be engaging with through your evaluation activities and connecting with them on a personal level will help you receive honest and valid answers in interviews and focus groups. Another way to increase confianza is including Latina/o evaluators in your team.
  4. Engage local Latina/o leaders in your evaluation activities. Before starting your evaluation, take the time to meet and discuss your evaluation with Latina/o community leaders. They can help you cultivate “confianza”, provide insights into the community, and legitimize your evaluation work.
  5. Understand the strong sense of “familismo” among Latino communities. Familismo refers to a strong connection and commitment toward family. It can have potential effects in the decisions Latina/os are making on where to live, work, and study. Understanding this commitment to family amongst Latina/os can help you make sense of why program beneficiaries are making certain choices.
  6. Refer to the Latino community using a positive, asset-based lens. Describe your findings using language that honors the qualities and strengths of the Latino community. By highlighting the positive elements of the Latino community, evaluators can contribute to the development of better solutions that leverage community assets.

I hope these good practices help you conduct quality evaluations for programs serving Latino communities. ¡Animo!

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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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Hello! I’m Asma Ali, Director of Evaluation, Measurement, and Assessment at the American Society for Clinical Pathology and President of the Chicagoland Evaluation Association. Urban areas in the United States are becoming increasingly diverse. Urban development efforts, urban sprawl, and other policies in U.S. cities during the last decade have caused racial demographic shifts in areas surrounding the metropolitan core, resulting in new challenges to social service agencies in these areas. Many urban social service agencies address these challenges through an intense focus on outreach and recruitment efforts. Agencies may benefit from a deep understanding of community level changes through engagement with local members in their evaluation practice.

Evaluators play a critical role in the support of social service agencies as they engage in efforts to address the needs of diverse constituents. Evaluators can offer support in critical areas related to outreach through their evaluation plans and plans. Conducting community evaluations with Latino-serving social service agencies can better address the nuances of working with diverse and shifting urban populations when they include critical elements of culturally responsive evaluation.

Urban racial and ethnic minority program participants often wish to be engaged in programs and social service delivery efforts. Effective programs and evaluations of these programs must allow participants to access and develop their own terms of engagement.   The following lessons learned support the development of an evaluation plan and implementation that addresses the needs of Latino consumers.

Lessons Learned:

  • Connecting with community leaders – Community leaders can help agencies become part of local networks, build personal relationships, and utilize community members in outreach efforts. Relationships with leaders in minority communities can help establish trust among community members on behalf of the agency and increase visibility. Relationships with community leaders can help spread the word about agency activities, establish new programming efforts between agencies and diversify staff perspectives about their work with Latino groups.
  • Engaging actively with the community — Utilizing community events and existing Latino social-service networks can be an important part of an evaluator’s work. Many of the benefits of this work are similar to engagement with community leaders. It is important for evaluators to understand that the Latino community is diverse with many perspectives at every level.   Community members can also serve as evaluation advisors or provide important community information.
  • Understanding changing consumer needs – Direct engagement with Latino consumers can help program staff to better understand and serve the unique needs of these consumers. Culturally- responsive evaluation methodologies and utilization focused evaluation methods can help evaluations and programs address Latino participants’ needs.
  • Culturally appropriate evaluation materials– Evaluators should make sure that their work reflects the appropriate language and messages for their Latino participants. Multiple communication venues –word of mouth, printed flyers, radio, and print—are important to “get the word out” among Latino program participants.

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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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We are Dr. Maria Jimenez, Independent Evaluation Consultant in Los Angeles, CA, and Andrea Guajardo, MPH, Director of Community Health at CHRISTUS Santa Rosa Health System in San Antonio, TX, core members of the newly formed LARED TIG network.

The inaugural business meeting of the LA RED TIG was held at AEA 2015 in Chicago. At this event, LA RED members reviewed strategic plans, developed working groups, and recognized key members. Strategic plans involved revisiting core goals and objectives. Working groups reported on key areas including Mentoring & Professional Development Oppportunities and Membership & Member Engagement. Lastly, Dr. Arthur Hernandez, Dean of the College of Education at Texas A&M University-Corpus Christi, was recognized with an award for his support and leadership in the formation of the TIG and presence at AEA. What follows is a review of the LA RED’s membership, future directions, and tips for how to get involved.

LA RED’s membership includes more than 25 emerging Latina/o evaluators who have recognized the need for increasing Latina/o visibility in AEA and to create spaces for evaluation discourse that is culturally responsive to Latina/o-serving communities and programs. Led by a group of founding members, it has enlisted broad participation from Latina/o evaluators and evaluators working with Latina/o-serving organizations.

Future directions for the TIG include:

  1. Expansion of membership for a Latina/o Responsive Evaluation Discourse Topical Interest Group (LA RED TIG) to continue to build a platform for Latina/o voices in evaluation practice for dialogue and knowledge sharing. (LA RED in Spanish stands for “The Network”.)
  2. Extension of professional leadership development for novice Latina/o evaluators through formal training and supportive mentoring from senior evaluators.
  3. Engagement of cross-cultural partners to meet the growing needs of the Latina/o community.
  4. Development of culturally responsive evaluation frameworks by including Critical Race Theory, LatCrit, and the voices of other indigenous Latina/o-focused writers.

LA RED welcomes evaluators who identify as Latina/o as well as any evaluator whose work and/or practice includes the study of Latino populations.

Hot Tip #1: Email LA RED. If you are interested in joining LA RED or would like more information regarding its mission, goals, and future directions, email LA RED at lared.tig@gmail.com.

Hot Tip #2: Join a LA RED working group. If you are interested in joining a working group, email us. Our work around the year translates into activities at AEA and beyond.

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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.

My name is Art Hernandez and I am a Professor and Dean at Texas A&M University Corpus Christi.

I participated in one of the very early yearlong experiences as an AEA MSI Fellow and have served as the Director for several cohorts most recently this past year.   I serve and have served as evaluator and teacher of evaluation and am very interested in the processes of cultural responsiveness in practice especially in regards to measurement and assessment.   I am a member of the Indigenous, Multicultural and LA RED TIGs.

Lesson Learned: Cultural responsiveness is important for many of the reasons well-articulated in the AEA Statement and in numerous articles and presentations. However, besides all the reasons which have been promulgated, I have discovered that sometimes evaluation efforts are perceived by participants as having some degree of risk attendant either to the process, outcomes or implications or some combination of all three. Often Latina/o evaluators who come from similar cultural backgrounds can actually exacerbate this perceived risk resulting in the psychological response which is known as “fight or flight” which is characterized by resistance or non-engagement. 

Hot Tip: Cultural knowledge, respect, and real relationship are important to minimize the sense of risk and maximize the nature and quality of cooperation with the evaluation effort.   Latina/o evaluators should never assume cultural responsiveness as merely a matter of cultural familiarity, cultural heritage or facility with the language and instead understand and practice cultural responsiveness as a predisposition and relational action.

Rad Resources:

Applying Culturally-Responsive Communication in Hispanic/Latino Communities – Education Toolkit. Susan G. Komen (2014).

The 10 Largest Hispanic Origin Groups: Characteristics, Rankings, Top Counties – Pew Research Center: Pew Hispanic Center (2010).

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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.

I’m Wanda Casillas with Deloitte Consulting, LLP and am also Chair of Communications for the newly formed LARED Topical Interest Group. As a practitioner of culturally responsive evaluation (CRE) I have been wrestling with the question of what it means to be responsive to Latin@ populations specifically. Many of us that are Latin@ evaluators have been asking ourselves, “How are principles and tenets of CRE relevant to Latin@ populations? And what else do we need in our toolbox to conduct valid, respectful evaluations in a Latin@ context?”

Thinking around CRE to date has been critical to progressing the field and spurning innovative, meaningful discourse on the inclusion of culture and context in evaluations. However, few Latin@ theorists have helped to shape thinking in this area that is inclusive of our various communities’ values and needs. This post is really a call to action to encourage rising Latin@ evaluators to critically question what it means to practice culturally responsive evaluation in our communities. Specifically, how do we make the existing CRE approach and way of thinking specific and relevant to diverse Latin@ communities?

Lessons Learned: Every cultural community is unique. We cannot group all Latin@ communities under one category when there are countless cultural differences among groups like Mexican-Americans, Cuban-Americans, Puerto Ricans, etc. For that matter, we should not group all cultural minorities into one category and determine a one-size-fits-all evaluation approach. We need a way of thinking about evaluation that is adaptable among contexts but prescriptive enough to be helpful in practice. That may mean creating multiple adaptations of CRE principles into several approaches that better fit specific Latin@ communities.

Rad Resource: For a comprehensive look at culturally responsive evaluation practices and framing checkout The 2010 User-Friendly Handbook for Project Evaluation, Chapter 7: A Guide to Conducting Culturally Responsive Evaluations available online for free at: https://web.stanford.edu/group/design_education/wikiupload/6/65/Westat.pdf. This chapter provides a great birds-eye-view of compiled CRE practices, non-specific to any particular community.

Rad Resource: One of my favorite books on the topic of critical race theory and LatCrit (Latino Critical Theory) is: Race Is… Race Isn’t: Critical Race Theory and Qualitative Studies in Education

https://books.google.com/books?id=fQsL7pWGmfEC. This book can help push our thinking on CRE into an area of what it means to be responsive, specifically, to Latin@ communities.

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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.

¡Saludos! We are Lisa Aponte-Soto and Saúl I. Maldonado, co-chairs of the Latina/o Responsive Evaluation Discourse (LA RED) TIG and AEA GEDI alumni. Aponte-Soto is the National Program Deputy Director of RWJF New Connections at Equal Measure, and Maldonado is a lecturer at Santa Clara University’s School of Education.

Content for our TIG Week features updates from AEA 2015 and discussions about evaluation theory and practice. Our post highlights the Birds of a Feather LA RED session at Evaluation 2015, “How do we attend to evaluation with a Latina/o Cultural Lens?” Facilitators shared experiences, resources, and dialogued with attendees regarding culture, context, and Latina/o responsive evaluation (LRE) practices.

Lessons Learned:                                                                                                               

  • Attend to Cultural ValuesRespeto (respect) and familismo (collectivism) are among central cultural values vital for gaining confianza (“trust”). Showing respeto to Latina/o communities requires staying humble, asking thoughtful questions, and sharing decision-making. This may also entail providing additional space or activities to accommodate participants’ children and extended family members.
  • Be Inclusive of Language and Linguistic Differences – To maintain the integrity of the evaluation results, it is important to know the community and to prepare protocols and instruments in Spanish and English. Translations do not guarantee instruments’ appropriateness for Latina/o subgroup/s being served. These differences are critical to practicing LRE. While this may be challenging, it is necessary to communicate to funders, colleagues, or partners.
  • Be Inclusive of Community – An LRE approach demands a multilayered process rooted in community participatory approaches that engage Latina/o staff, leaders, advocates, and community members. Meaningful collaboration with promotoras (lay community workers) and other community members is always appropriate, as they are the most attuned to culturally responsive community needs.
  • Beware of Power Differentials – As evaluators, it is important to remain mindful of professional privileges that influence power differentials when engaging with communities – even if you are a part of the community, are Latina/o, and/or live, socialize, and work with Latina/os. Being reflective of one’s value systems, expertise, and stakeholder expectations may prevent culturally inappropriate partnerships.

Hot Tip #1: Stakeholder Engagement – Navigating community, stakeholder, and client needs requires advocacy to negotiate marginalized representation. Excluding voices leads to erroneous results, but so does the over-adjustment of evaluation designs.

Hot Tip #2: Efficiency Isn’t Always Effective – Organizational structures are important when conducting evaluations, but overemphasizing efficiency can compromise the most effective collaborations with stakeholders.

Rad Resource: The Building Evidence Toolkit is a free receta (recipe) for Latina/o community-based organizations to document their programs outcomes.

Rad Resource: LA RED recognizes evaluators have individual experiences that encompass multiple identities beyond race/ethnicity. LA RED is a space for evaluators working collaboratively with/for Latina/o communities regardless of their personal racial-ethnic background. To join the discourse, please email us at lared.tig@gmail.com.

The American Evaluation Association is celebrating Latina/o Responsive Evaluation Discourse TIG Week. The contributions all this week to aea365 come from LA RED Topical Interest Group 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.

Hello, my name is Susan Jenkins and I am Treasurer of EERS. I have evaluated several Federal Tribal Grants Programs and have learned to redesign assessment, analysis, strategies, and solutions to be appropriate for tribal governments and/or tribal programs. While American Indians and Alaska Natives are citizens of the United States, they also maintain separate and distinct citizenship, cultural values, traditions, beliefs, and identity which provide for modes of thought and communication that may differ from those of other groups.

Lesson Learned: You do not have to be an expert. Learning what you can about the group you will be working with and being humble goes a long way.

Lesson Learned: Allocate enough time. Tribal traditions often require that tribal leaders deliberate extensively and consider the long-term consequences of their decisions.

Lesson Learned: Tribal members may speak English as a second language and some concepts are not easily translated. Being sensitive and seeking clarification in a patient and respectful manner can bridge gaps in cross-cultural communication.

Hot Tip: Some ways to demonstrate respect include:

  • Be willing to admit limited knowledge of tribal culture, and inviting tribal members to educate you about specific cultural protocols. When in doubt about something, ask respectfully for guidance.
  • Understand that certain objects, such as feathers and beadwork may be sacred, and should not be touched or discussed.
  • Listen and observe more than you speak and be comfortable with silences or long pauses in conversation. In tribal communities, any interruption is considered highly disrespectful, and may undermine your credibility.
  • Understand that Native Americans may convey truths or difficult messages through humor or by telling stories.
  • Pointing your finger is interpreted as rude behavior in many tribes.
  • Respect personal space and do not take photographs without permission.

Rad Resource: On a recommendation from the head of my agency’s Tribal Grants Program, I took the training: Working Effectively with Tribal Governments which provided basic skills and knowledge for working more effectively with tribal governments. I increased my understanding and awareness of tribal issues and concerns, and important legal, historical and cultural factors that should inform work with Tribal programs.

Rad Resource: Medicine Wheel Evaluation Framework. This guide introduces the ‘Medicine Wheel’, outlining its history and uses, and shows how it can be used as an evaluation framework. I used this guide to develop a graphic showing proposed individual-level outcomes of the Federal Tribal Grant Program.

Rad Resource: A list of citations obtained from public sources and recommended by National Indian Education Association (NIEA) staff and partners. Over 25 citations/abstracts and, where available, links to full-text are provided.

The American Evaluation Association is celebrating Eastern Evaluation Research Society (EERS) Affiliate Week. The contributions all this week to aea365 come from EERS 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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