Against the majoritarian story of school reform: The Comer schools evaluation as a critical race counternarrative

The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with being Black. Motivated by our identities as Black evaluators, we explored the education, training and socialization concerns experienced by Black evaluators and the advice they would offer. Through content analysis of semi-structured interviews and the utilization of Critical Race Theory as a framework, we garnered advice to and from Black evaluators on how to (a) navigate the politics in evaluation; (b) engage in reflection and reflexivity; (c) network and collaborate; (d) mentor and bring others along the way; and (e) develop as a professional evaluator. We offer a synthesis of these findings in the discussion and articulate further implications.

Section: Crt Theoretical Frameworkmentioning

confidence: 99%

Navigating the Field While Black: A Critical Race Analysis of Peer and Elder Advice to and From Black Evaluators

Avent,

Reid,

Moller

et al. 2023

“…Specifically, rationales for using these approaches included aims of empowerment, inclusivity, cultural sensitivity, multicultural validity, and advocacy. For instance, Noblit and Jay (2010) used critical race theory to “construct a counternarrative” (p. 72) to dominant worldviews and legitimize the goals, perspectives, and values put forward by the program they were evaluating. Similarly, Prilleltensky, Nelson, and Sanchez Valdes (2000) used a values-based approach to foster community ownership of evaluative processes and data, empowering Latin American immigrants in Canada to influence the design of the program intended to serve them.…”

Section: Descriptive Themesmentioning

confidence: 99%

“…We also identified evidence of instrumental and conceptual use based on results of the evaluation. For some, instrumental use was noted in formative changes to program mandates (Clayson, Castañeda, Sanchez, & Brindis, 2002), in program decisions that affect the day-to-day operations of the program (Coppens et al, 2006), in the evaluations of similar reform models using critical race theory (Noblit & Jay, 2010), and in the creation of additional program materials for clients (Conner, 2004). As Coppens, Page, and Thou (2006) explain, the instrumental use of their evaluation “demonstrated the importance of evaluation being specifically tailored and that the process can bring about concrete and positive results” (p. 326).…”

Section: Descriptive Themesmentioning

confidence: 99%

“…As described earlier, the concept of use is traditionally divided in terms of results-based uses and uses which occur during the process of conducting evaluation. Among results-based uses, we noted legitimative or symbolic use in evaluations that were used to satisfy funder demands (Coppens, Page, & Thou, 2006), to legitimize a program model or framework (Noblit & Jay, 2010), or increase the prestige of the program (Harklau & Norwood, 2005). We also identified evidence of instrumental and conceptual use based on results of the evaluation.…”

Section: Instances Of Evaluation Usementioning

confidence: 99%

See 1 more Smart Citation

Exploring Use and Influence in Culturally Responsive Approaches to Evaluation: A Review of the Empirical Literature

Acree

Chouinard

2019

Culturally responsive approaches to evaluation are emerging across diverse program and community contexts to address increasingly intractable social, economic, political, and environmental concerns. Despite the sense of urgency, responsibility, and moral obligation motivating the use of these approaches, however, empirical research on the implications of centering culture in evaluation practice remains scarce. In this article, we conduct a systematic review of empirical literature, applying the concepts of use and influence as an analytic frame to explore the impact of culturally responsive evaluation in North American contexts. Our findings highlight uses of evaluation which stem from findings and processes, as well as multidirectional and unintended consequences which are documented in empirical reflections and case studies. In our discussion, we critically reflect on our analytic framework, using the concepts, constitutive effects and sustained interactivity to broaden our understanding of the myriad ways evaluation affects programs, people, and society.

“…and (c) How might the challenges posed by institutions be addressed? Language to address these questions can be found in the work of Noblit and Jay (2010) and Botcheva, Shih, and Huffman (2009).…”

mentioning

confidence: 99%

“Honor the Context”

Prado

2011

Racial minority evaluators increase the democratic capacity and potential of institutions to the extent that they draw on their experiences and those of other marginalized communities. Their reflection on these experiences helps to disclose institutional power dynamics that are often veiled in neutrality. Of course, this depends on sound consideration of the context in and around institutions. This essay has two general aims. The first is to outline the components of this argument in relation to pertinent scholarship. The second is to demonstrate the ways that the author might bring this understanding to bear on the evaluation of new school systems such as charter schools. Along the way, the author hopes to contribute to the discussion on culturally competent evaluation.