Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

Hall, Jori N.; Freeman, Melissa; Colomer, Soria E.

doi:10.1177/1098214019885632

Cited by 8 publications

(4 citation statements)

References 25 publications

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“…She has over 20 years of experience in management and research in the health system. To ensure a culturally responsive evaluation [ 41 ], TF manually reviewed de-identified transcripts for inter-rater coding and validated the codebook for this study and summary themes. The co-researcher (KT) is a clinical psychologist with experience tailoring evidence-based parenting support programs to meet the lived context of Indigenous families in diverse communities.…”

Section: Methodsmentioning

confidence: 99%

Exploring Indigenous Community Conceptions of Parent Wellbeing: A Qualitative Analysis

Ponnapalli

Fisher

Turner

2023

IJERPH

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Using non-Indigenous perspectives of parental social and emotional wellbeing in the design and application of parent support programs can undermine program effectiveness as it may not account for Indigenous family structures and community values. With a clearer understanding of Indigenous parent wellbeing and its determinants, parenting interventions can be more appropriately designed and tailored to provide support for Indigenous families. This study utilised a community-based participatory action research approach involving collaboration between the research team, participants, and community advisory groups to explore Indigenous parents’ and carers’ conceptions of wellbeing. Participants’ cultural perspectives on parent wellbeing were collected through semi-structured focus groups and in-depth interviews (N = 20). Thematic analysis was undertaken using theory-driven and interpretative phenomenological analysis. Eleven themes emerged as risk and protective factors across three domains: child domain (i.e., school attendance and education, respect, routine, development), parent domain (i.e., role modelling, self-regulation of body, self-regulation of mind and emotions, parenting strategies), and context domain (i.e., connections to family and kinship, community, access to services). It is noteworthy that parents reported three super-ordinate intersecting themes across all domains: connection to culture, Country, and spirituality. In addition, Indigenous parents’ and carers’ conception of their own wellbeing is closely linked to their children’s wellbeing, their lived community context, and expected personal indicators. In recognising and working with this holistic view of Indigenous parent wellbeing, parent support programs can be optimally designed and implemented in Indigenous communities.

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Section: Methodsmentioning

confidence: 99%

Exploring Indigenous Community Conceptions of Parent Wellbeing: A Qualitative Analysis

Ponnapalli

Fisher

Turner

2023

IJERPH

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“…Seminars are grounded in sharing and reflection, and students co‐lead conversations on evaluation practice. (3) Humanizing and respecting cultural diversity in evaluation (Hall et al., 2020). Fellows and mentors are encouraged to bring their lived experiences and whole selves to their practice.…”

Section: Professional Practicementioning

confidence: 99%

Creating collaborative spaces to practice praxis

Triana

Bowman

et al. 2023

New Drctns Evaluation

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This chapter presents a call to action grounded in a graduate student clinical program at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin‐Madison. The WCER Clinical Program (wcerclinicalprogram.org) creates a reciprocal space where graduate students and community‐based partners develop and practice connections between research, evaluation, practice, and policy through applied projects in the community, in real time, in real contexts, and with real impact. The Evaluation Clinic evolved from two primary needs: systematic and applied learning in Culturally Responsive and Equitable Evaluation (CREE) for graduate students in the School of Education; and accessible, high‐quality evaluation from WCER for local community‐based partners. Our ultimate vision is that people and organizations have the capacity to critically reflect on and mobilize knowledge to support equitable opportunities and outcomes.

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“…AI has been used successfully in health-promotion initiatives in lower-income and minoritized communities to promote learning and innovation within a project, and to energize collective action through the development of a strategic project focus [ 18 , 19 ]. However, those involved in the process need to consider that programs occur “within a myriad of historical, social, cultural, political, and economic contexts that must be recognized and considered” (p. 9) [ 20 ] and that their practice should be “responsive to the cultural contexts within which both programs and evaluations are embedded” (p. 385) [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Using dialogue-centered approaches to community-engaged research: an application of dialectical inquiry

Sanders,

Borron,

Lamm

et al. 2024

Discov glob soc

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Rural communities across the United States experience increased risk and prevalence of chronic diseases associated with both individual and community-based factors. Thus, there is a need for rural capacity development for chronic disease prevention. Traditional health promotion and intervention approaches often focus on diet-related health disparities from a positivist, evidence-based paradigm. To counter positivist bias within health promotion research, a hybridized approach is proposed using a critical-constructivist paradigm incorporating dialectical thinking, appreciative inquiry, and dialectical inquiry to address cultural and structural barriers, as well as community-based social norms, through evaluation of community-based health promotion interventions. Three dialectical models were identified through interviews with community coalition members: social ties, infrastructure, and worldviews, examining underlying assumptions and counter assumptions. By revealing the dialectic assumptions and counter assumptions within project implementation, practitioners can engage in constructive dialogue with communities to determine more effective and culturally responsive pathways for project development.

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Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

Cited by 8 publications

References 25 publications

Exploring Indigenous Community Conceptions of Parent Wellbeing: A Qualitative Analysis

Exploring Indigenous Community Conceptions of Parent Wellbeing: A Qualitative Analysis

Creating collaborative spaces to practice praxis

Using dialogue-centered approaches to community-engaged research: an application of dialectical inquiry

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