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

TAG | cultural competency

My name is Leah Christina Neubauer. I am the President of the Chicagoland Evaluation Association and the Program Manager and an Instructor in the MPH Program at DePaul University.

Today, I am writing to extend three updates from the Practice committee of the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group. We are working on projects to disseminate the statement and integrate the contents into evaluation practice. The following updates are shared in the form of RAD RESOURCES. Enjoy!

Rad Resources:

  1. HIV/AIDS Focused with National Minority AIDS Council (NMAC): Task Force Members Cindy Crusto and Leah Neubauer are collaborating with Robin Kelly and NMAC in the development of culturally-responsive data plans for the local and statewide HIV/AIDS response.  NMAC is focused on building leadership and healthier communities to address HIV/AIDS across the US.  For more information, check out this link: http://nmac.org/resources/
  2. LGBT Health with George Washington University: Task Force Members Crusto and Neubauer are collaborating with Stephen Forsell to further develop culture and LGBTQI issues in evaluation. Forsell is currently leading a LGBT Health Certification program at GWU. For more information about this program, check out this link: http://programs.columbian.gwu.edu/lgbt/
  3. Future Scholarship Talk with the AEA GEDI Scholars: Task Force Members Katrina Bledsoe and Neubauer joined Stewart Donaldson and the Graduate Education Diversity Internship (GEDI) Scholars at the Inaugural Conference on Culturally Responsive Evaluation and Assessment (CREA) in Chicago, Illinois.  The discussion was quite lively and the time at the inaugural conference was well-spent.  For more information on GEDI or CREA, check out the hyperlinks.Clipped from http://education.illinois.edu/crea/conference 

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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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I am Melanie Hwalek, CEO of SPEC Associates and the LGBT TIG’s representative to the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group. I accepted responsibility for spearheading the Policy Subgroup of the Workgroup. In this role, I’m responsible for coordinating our Workgroup’s efforts to infuse the Cultural Competency Statement into policy regarding the conduct of evaluation. This year, our Policy Subgroup focused on making headway with federal policymakers and had some good success. We drafted a letter that the three (current, elect and outgoing) AEA presidents signed and sent to Hillary Clinton when she was the Secretary of the U.S. Department of State. Secretary Clinton’s office forwarded the letter to the Senior Director of the Office of Policy and Planning/Performance Reporting and Evaluation and now it’s our turn to figure out how to follow through.

The Policy Subgroup also worked with AEA member Celeste Richie at the U.S. Department of Labor to identify the best way to help federal policymakers to use the Statement in the evaluation work that they do or that they commission. Subgroup member Jenny Jones is currently in contact with the U.S. Administration for Children and Families (Department of Health and Human Services) to see what they already do and how they perceive the Statement can be incorporated into their evaluation policy and work. Subgroup member Jori Hall took charge of creating a one-page summary of the Statement which was vetted by an Advisory Group that the Workgroup established in order to review and comment on all aspects of our work. Perhaps the most exciting news is that our Policy Subgroup is planning a special luncheon with key policymakers while we are all in D.C. for the AEA Annual Conference.  We hope to showcase best practices in integrating the Cultural Competency Statement into federal evaluation policies and procedures.

Lessons Learned:

  • The federal policymakers we’ve encountered so far seem very interested in incorporating the Cultural Competency Statement into their work.
  • Federal policymakers are looking for practical examples of how to incorporate cultural competency into the evaluations that they do or that they commission.
  • To get the Cultural Competency Statement used by policymakers, it’s best to have a one-page summary that can be easily disseminated and referenced.
  • One way to infuse cultural competency in federally-funded evaluations is to help policymakers identify the essential criteria or evidence that they could look for when reviewing responses to RFPs to identify which prospective evaluators are likely to conduct requested evaluations in a culturally competent manner.

Rad Resource:  A one page summary of Cultural Competency Statement.

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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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I’m Tamara Bertrand Jones, an Assistant Professor of Higher Education at Florida State University, and on the Training Committee of the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group. We are working on disseminating some critical lessons, such as the following.

Emphasis on developing not only evaluation competency, but the skills to navigate various cultural settings ensures the improved quality of evaluation and evaluation professionals.  I suggest that formal instruction or training in culturally responsive evaluation include knowledge or skills in three areas, including knowledge of 1) self, 2) technical skill, and 3) cultural context.

Lesson Learned: Evaluator Knowledge of Self – refers to the evaluator’s understanding and acknowledgement of their lived experiences that shape their values and perspectives that might influence an evaluation.  It is necessary for an evaluator to know how their life experiences, biases, values, and habits may influence their perceptions in the evaluation setting. An example might include use of language.  I was taught to use ‘sir’ and ‘ma’am’ when I refer to others, especially my elders. I attribute this to my southern upbringing.  However, I have found that not every person responds positively to being called ma’am or sir.  While I see this as a sign of respect, others may view this as unconscious ageism.

Hot Tip: Training Tip – In training others, it’s necessary that educators and trainers incorporate self-exploration activities that foster self-awareness.

Rad Resource: Hazel Symonette’s chapter on cultivating self as responsive instrument for excellent evaluation in the Handbook of social research ethics.

Lesson Learned: Evaluation Knowledge and Technical Skills – refers to evaluation specific skills, fundamentals and methods, including culturally responsive research methods.  In other words, “Culturally responsive evaluation is just good evaluation!”

Hot Tip: Training Tip – Expand methodological discussions beyond the qualitative and quantitative debate.  Emphasize how the evaluation questions, along with consideration of the evaluation context, drive methodological choices.

Rad Resource:  Henry Frierson, Stafford Hood, & Gerunda Hughes’s chapter on culturally responsive evaluation in The 2002 User-Friendly Handbook for Project Evaluation.

Lesson Learned: Knowledge of Cultural Context – refers to understanding of the different layers of context that affect diverse groups. These skills are usually taught in cultural awareness or diversity training or education. However, no simulated training can replicate the understanding that comes from genuine interaction with others.

Hot Tip: Training Tip – Develop multicultural evaluation teams. Often individuals not experienced in a particular culture miss nuances that can be perceived by cultural natives, and vice versa. Some cultural natives may overlook valuable information because the information is foundational to their membership in that culture.

Rad Resource: Stafford Hood, Rodney Hopson, & Henry Frierson’s book The role of culture and cultural context: A mandate for inclusion, the discovery of truth, and understanding in evaluative theory and practice.

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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, AEA’s former Diversity Coordinator intern.

After supporting the Cultural Competence in Evaluation Dissemination Working Group for over a year I became pretty invested in learning more about cultural competence in evaluation. I wish I magically received culturally competent evaluation resources by default, but I had to find them the good old fashioned way!

To give you a head start on the search I’d like to share with you a few resources that I frequent when I have a question about cultural competence in evaluation.

Rad Resource: Dianne Hofner Saphiere has created a blog, Cultural Detective Blog, which has a focus on intercultural competence. The content varies a bit from learning about yourself to various cultures around the world.

Saphiere’s aea365 Blog Post includes free resources that you should definitely check out!

Rad Resource: University of Illinois’ Center for Culturally Responsive Evaluation and Assessment (CREA) publications are another great resource. Look no further if you’re searching for journal articles to support your cultural competence in evaluation work.

 

Clipped from http://www.ed.illinois.edu/crea/publications

Hot Tip: CREA had its inaugural conference this past April, and they’re planning a 2014 conference. If you’d like to share your knowledge and learn about cultural competence in evaluation from evaluators from around the world, stay tuned for more updates from the Center around the next conference and ways that you can be involved.

Rad Resource: Better Evaluation is a hub for current evaluation resources. By doing a “cultural competence” search on the Better Evaluation website I found these resources.

Rad Resource: The first place you should head to when looking for culturally competent evaluation resources is: AEA Statement on Cultural Competence in Evaluation. The Statement, a culmination of over five years of work by leaders in culturally competent evaluation, provides thought provoking content and is essentially the Association’s stance on cultural competence in evaluation. This document has been condensed into a one page summary to help you easily share the statement with others on your cultural competence journey.

Do you have other places that you go for culturally competent evaluation resources? Please share!

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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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“Beauty is unity in variety.” (Samuel Coleridge)

I am Dominica McBride, CEO of Become, Inc. and member of the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group. The above quote is one of the core lessons I have been reminded of through my work on this task force and is quite germane in cultural competence. Within this group, I’m a member of the committee in charge of weeks like this – getting the word out through aea365. The purpose of this tip is to update you on what has been done thus far and share lessons learned from our process for this committee. It is also to remind everyone of the essence of Samuel Coleridge’s sentiment and its potential application in seemingly unrelated areas, like aea365 area- or concept-focused weeks.

Thus far, we have completed two series of tips – one week last summer and another week following Evaluation 2012. In our first series, we focused on lessons learned in our focus areas, including practice, education and training, policy, resources, and conferences. The second series provided updates on ways the group has disseminated the contents of the statement through conference presentations. Both weeks were received well.

The aea365 committee has learned some critical lessons in getting the word out through this venue. These lessons can also apply to the concept and application of cultural competence in evaluation.

Lessons Learned and Hot Tips:

1)     Have unity in variety. The power of having aea365 tip weeks focused on certain areas is that we have a week to provide 6 different vantage points on a certain area or from a particular group. Offering and appreciating these different perspectives is essential in learning, teaching, and progressing on the journey of cultural competence. In having a week, we have been able to focus more deeply on cultural competence while also discussing the multiple areas it can be applied and integrated.

2)     Acknowledge and appreciate the diverse and inherent talent within a group. We have 11 members in this Workgroup. We are diverse, including various ethnicities, nationalities, religions, disciplines, interests, and talents. One of the most beautiful lessons I have been reminded of through this work is that there are inherent strengths in each person. When individuals are given the opportunity to creatively express, those strengths can be evident. Furthermore, when diverse people are given the opportunity to share their perspective on a common topic in a common space, there is potential for synergy and greater power in the word and movement.

Rad Resource: In the book Tipping Point, Malcolm Gladwell discusses three different types of people and the power their natural inclinations can have in significantly changing a situation and shifting the circumstances of a community.

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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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Hi, we’re Cindy Crusto, associate professor, Yale University School of Medicine and Osman Özturgut, assistant professor,University of the Incarnate Word. We are members of the AEA Public Statement on Cultural Competence in Evaluation Dissemination Working Group.  We write to remind you of the purpose of the Working Group and the importance of acknowledging the “self” in the journey toward greater cultural competence.

The AEA Public Statement on Cultural Competence in Evaluation (Statement) affirms the significance of cultural competence in evaluation and identifies essential practices for cultural competence. The translation of concepts articulated in the Statement into practice remains important. The dissemination working group, an AEA operational group, comprised of AEA members, engages in dissemination (developing and executing dissemination), translation, and maintenance plans for the Statement.

We received great feedback on our first aea365 series last year (see aea365 archive). This second series updates you on our activities and shares some resources, including a one-page version of the Statement that Melanie Hwalek will tell you about this week. Look for our next submissions this fall related to our proposed conference sessions.

A central tenet of cultural competence in evaluation is that there is no list of considerations and activities that could suffice to ensure cultural competence.  Instead, according to the Statement, “Cultural competence is a stance taken toward culture, not a discrete status or simple mastery of particular knowledge or skills.”

The Statement also indicates that “…cultural competence in evaluation requires that evaluators maintain a high degree of self-awareness and self-examination to better understand how their own background and other life experiences serve as assets or limitations in the conduct of an evaluation.” Thus, to be better evaluators, we need to examine a wide variety of perspectives, including our own. And, we argue that awareness of one’s own assumptions, prejudices, and stereotypes is the first step in moving toward greater cultural competency. We need to have a stronger understanding of the “self” with regard to why we believe what we believe and why we do what we do. We need to look at ourselves and think about how it influences our work. Many of our values operate outside of our awareness, and this requires extensive self-reflection and critical self-analysis.

Rad Resources:  The following resources can assist in the journey toward developing greater self-awareness: Check out the Intercultural Development Inventory, which provides a look into one’s intercultural competence.

Also, check out Sammut, Daanen, and Moghaddam’s new book, Understanding the Self and Others: Explorations in Intersubjectivity and Interobjectivity.

Clipped from http://www.idiinventory.com/

This week, we’re diving into issues of Cultural Competence in Evaluation with AEA’s Statement on Cultural Competence in Evaluation Dissemination Working Group. 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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I’m Robert Hoke, independent evaluation consultant, and co-chair for the LGBT Issues TIG.  Today, I want to share some reflections from this AEA365 week.

Although it is becoming easier, it remains challenging to be different regarding sexual identity and gender issues.  The “It Gets Better” campaign grew out of the bullying of youth, and primarily the bullying of GLTQ youth who continue to struggle.  Suicide rates remain over 3 times that of heterosexual youth and individuals who come out as gay, lesbian or transgender continue to lose family and friends.

Hot Tips: Our intention was to take LGBT beyond the checkmarks of “what is your sex” and even past “what is your gender” questions.  We hoped to expand the interests of LGBT evaluation beyond those who identify as LGBTQQI and reveal:

  • As Joe Heimlich suggested, the complexity and integrity of the person who identifies as different from the heteronormative gender labels.
  • The wonderful link and information Terry Brown included on straight privilege on how pervasively our society remains heteronormed.
  • Inclusive evaluation around gender begins with incorporating opportunities to feel included in the evaluation, as shared by Kari Greene and Emily Greytak.
  • Efrain Gutierrez’ advice that culturally competent evaluations require understanding how gender identity is woven through all life components of an individual.
  • That true cultural competence means moving beyond one’s comfort zone and challenging the system.  David Fetterman shared just a hint of what he and his students discovered when they asked a different question from the norm.

With the increased acceptance of gays and lesbians, and emergence of a growing transgender awareness movement, the evaluation field is at a decision point—does the field as a whole push society and become truly inclusive in our work, or do we wait for society to change and follow?  I believe the cultural competency statement gives a clear indication that honoring all respondents is part of our profession.

The LGBT TIG issues a challenge for all evaluators this year:  consider how you could increase and apply cultural competence inclusive of LGBTQQI populations.  Please share your story at AEA 2013 by allowing the LGBT TIG to sponsor or co-sponsor your presentation.

Rad Resources:  The LGBT TIG leadership is available as sounding board to help increase the sensitivity of your evaluation tools to LGBT cultures or suggest others who are knowledgeable about how LGBT issues may be different in your topic area.

Check out these AEA resources:

*AEA members-only content

aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators. We’re celebrating LGBT Evaluation week with our colleagues in AEA’s LGBT Topical Interest Group. 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. 

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My name is David Fetterman.  I’m President & CEO of Fetterman & Associates, an international evaluation consulting firm (with 25 years experience at Stanford University) and past-president of the American Evaluation Association (AEA).  I am probably best known for empowerment evaluation work (helping people learn how to evaluate their own programs).  For examples see our blog and an article about empowerment evaluation in the School of Medicine at Stanford University in Academic Medicine, and the book Empowerment Evaluation in the Digital Villages:  Hewlett-Packard’s $15 Million Race Toward Social Justice, Stanford University Press

LGBT-Related Survey

One of my recent evaluations, conducted with my  Stanford School of Medicine students, focused on LGBT curricular training in medical schools throughout the U.S. and Canada.  The results – a median reported time of 5 hours of LGBT-related content in the entire curriculum – were published in this article in the Journal of the American Medical Association (JAMA). It received considerable attention in the press, in part because it is as much a human rights issue as a medical education issue. I’ll share a few tips and tricks that emerged from conducting and publishing this study.

Hot Tip:  We used an online survey program to ask Deans of Schools of Medicine to evaluate their institutions’ level of coverage of 16 LGBT related topics.  Online survey tools, such as SurveyMonkey, save time and money and sort data almost instantaneously.  Surveying Deans automatically enhances the credibility of findings (especially if findings suggest minimal coverage of the material, as in our case).

Reporting survey findings was as much a social responsibility as a scholarly one.  See Anne Dohrenwend’s challenge to speak out about gay rights in Academic Medicine.

Cool Trick: Videoconferencing programs, including Skype, ooVoo, and Google Hangouts are invaluable tools to facilitate communication with team members at remote sites.  Most team members were located across the country, completing residency requirements.  Videoconferencing allowed us to function remotely and inexpensively.

Rad Resource: The Association of American Medical Colleges maintains a curriculum management and Information (CurrMIT) database that helps you determine the coverage of specific topics in medical schools. This database was particularly useful as a form of triangulation when our reporting format – “reported hours of instruction” – was questioned in a draft of our article.

Recommended LGBT cultural competence resources:

Fenway Health

Institute of Medicine of the National Academies

Lesson Learned:  Be prepared for significant opposition to unpopular or controversial findings.  Be prepared to speak with the press.  Highlight key findings and recommendations simply and concisely and be prepared to see how journalists use the information (see example of highlighted findings in New York Times.)  Appreciate your team and enjoy the media blitz for as long as it lasts.

aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators. We’re celebrating LGBT Evaluation week with our colleagues in AEA’s LGBT Topical Interest Group. 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. 

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I am Efrain Gutierrez and I work for FSG, a nonprofit consulting firm that helps foundations, nonprofits and corporations increase their social impact. Last year a friend started collaborating as an evaluator for a program that works with LGBTQ youth. Before starting his evaluation he wanted to talk about cultural competency when working with the LGBTQ community. As I prepared for the meeting, I reflected on the lessons that I think would be most useful for evaluators working with this community:                    

Lessons Learned: 1. A person’s sexuality is not the only thing affecting their life. The LGBTQ community replicates the patterns of sexism, racism, and classism prevalent in our society. Problems affecting women and other underrepresented groups are also affecting members of the community. Being queer creates a “multiplier effect,” making it even more challenging for queers to overcome social barriers, stay healthy, get an education, make a decent wage, etc. A clear example of this “multiplier effect” is in the study All Children Matter: How Legal and Social Inequalities Hurt LGBT Families . The document shows how children across races are more likely to live in poverty if they live with a same sex couple compared to those living in different sex couples (see graph from the report below).  As evaluators it is important to account for this “multiplier effect” and be open and prepared to discuss race, sexism, class, and other social issues when engaging with LGBTQ folks.

gut

2. Account for a diversity of voices in your evaluation; tapping only into the most visible LGBTQ members might not give you the diversity needed. Since the LGBTQ movement often reproduces patterns of racial and gender separation prevalent in our society, most intellectual and political circles in the community remain predominantly cis-gender, male, and white. As you determine who to include in your evaluation look for a representative set of members of the LGBTQ community to provide a full picture of the issues affecting the recipients of the programs you are evaluating.

3.  Don’t take for granted that you understand the political context for LGBTQ rights just by reading the headlines. Marriage equality is important, but there is a wide range of challenges affecting the community popular narrative is not focusing on: discrimination against transsexuals, violence against queers living in rural areas, and inadequate access to resources for queers with special needs, to name just a few of the issues evaluators should consider as they work with the LGBTQ community.

Rad Resources:

A Fragile Union  – article on gay politics

Allan Bérubé’s work

aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators. We’re celebrating LGBT Evaluation week with our colleagues in AEA’s LGBT Topical Interest Group. 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. 

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This is Kari Greene with Program Design & Evaluation Services in Oregon, and Emily Greytak with GLSEN, the Gay, Lesbian & Straight Education Network in New York. We are with the American Evaluation Association’s (AEA) LGBT Issues Topical Interest Group (TIG) and are heartened to see AEA members building cultural competency around transgender-inclusivity.

Have you ever thought about what you’re really asking with “What is your gender: Male or Female?” Do you want to know how people identify to others? How others see them? What sex they were assigned at birth? This ubiquitous question and standard response options deserve more thought…

Hot Tips:

Should I ask transgender identity? Sex at birth? Current gender?

Start with asking what you really need to know and why. For example, a health program offering cancer screenings may need to know if male-identified clients have anatomy/physiology typically associated with females, so they may need breast or cervical cancer screenings. Meanwhile, a housing program might only need to assess if the outcomes are different between transgender and non-trans clients.

I can’t ask people if they’re transgender – they’ll be offended!

Including trans-inclusive items appears to be innocuous for adults and youth. Oregon tested two transgender items in the statewide health survey and respondents 18 to 80 answered easily. In fact, income and weight questions have far higher refusal rates.

I put “Transgender” on my client form but a transgender client checked the “Female” box – what did I do wrong?

Nothing! Some transgender people may identify as both female or male and transgender, so you may want a “check all that apply” gender item. Others may only identify as male or female, so you could also add a question asking sex assigned at birth. Some people don’t identify as male, female or transgender so an open option is helpful.

There are so few transgender people – why bother since I can’t use them in subgroup analysis of male/female participants?

Remember the program is already serving transgender people – they just aren’t counted. Create an analytic plan that describes all participants, and combines groups reliably and respectfully. Excluding transgender respondents sends the message that the evaluation or program is not relevant or welcoming to transgender people.

Any sample questions you suggest?

Yes, but it depends on what you need to know. There is no single “best item” for assessing transgender respondents but these resources can help!

Rad Resources:

Injustice at Every Turn: A Report of the National Transgender Discrimination Survey

Assessing Transgender Status in Surveys of Adolescents: A GLSEN Research Brief Services & Advocacy for GLBT Elders

Eval12 Session 654: Don’t Ask, Can’t Report  materials in the AEA public eLibrary

aea365 is sponsored by the American Evaluation Association and provides a Tip-a-Day by and for evaluators. We’re celebrating LGBT Evaluation week with our colleagues in AEA’s LGBT Topical Interest Group. 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. 

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