Evaluating the co‐construction of the family, school, and community partnership program in a low‐income urban high school

Abstract

Selected program participants became trained assistant evaluators when a school‐based family, school, and community partnership program for black students in a low‐income urban high school was evaluated using Talent Development strategies.

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

“…At the individual level, we noted the development of skills when stakeholders were trained in evaluative methods (Ryan et al, 2007), a sense of personal importance from having participated in the study along with a willingness to participate further (Conner, 2004), and the development of evaluative thinking (Coppens et al, 2006; Ryan et al, 2007). At the interpersonal level, process use occurred though “real-time learning” that shaped program development and decision-making (Boyce, 2017), capacity building (Lapoint & Jackson, 2004; Ryan et al, 2007), development of trust in administrative decision-making (Christie & Barela, 2005), empowerment of program beneficiaries (Conner, 2004), and increased project ownership (Small, Tiwari, & Huser, 2006).…”

“…Reflecting on these issues, the authors described learning key lessons about cultural influences in evaluation: “a collaborative, egalitarian attitude can be extended, but we must still be cognizant that cultural practices reflecting different notions of hierarchy and status may still exist and that they can influence the relationship between outside researchers and local staff” (p. 362). For others, cultural awareness and personal growth led to revisions and shifts in direction during the evaluation (Stokes et al, 2011) and adoption of new roles (Cooper & Christie, 2005; LaPoint & Jackson, 2004; Manswell Butty et al, 2004). King, Nielsen, and Colby (2004), who positioned themselves as “informed not-knowers,” suggest that “cultural competence arises through a deliberate and continuous process of self and organizational introspection” (p. 68).…”

Transparent, Translucent, Opaque: Exploring the Dimensions of Power in Culturally Responsive Evaluation Contexts

“…In addition to the power dynamics that were observed between and among stakeholders and groups, the inherent role of the evaluator is entrenched in power and was evident throughout the majority of evaluations in our analysis. A number of evaluators recognized that there are inherent power differentials between evaluators/researchers and participants (e.g., Anderson-Draper, 2006; Cardoza Clayson et al, 2002; Copeland-Carson, 2005; Harklau & Norwood, 2005; LaPoint & Jackson, 2004; Small, Tiwari, & Huser, 2006). As Harklau and Norwood (2005) discussed, the role of the evaluator is inherently relational, with multiple and often fluid roles that include “subject positions” from which power is exercised (p. 281).…”

“…In order to address the inherent power relations that existed not only within the role of the evaluator but among various groups throughout the evaluation process, the majority of evaluators in our analysis attempted to diminish power relations through the use of collaborative strategies (e.g., Alkon, Tschann, Ruane, Wolff, & Hittner, 2001; Anderson-Draper, 2006; Cardoza Clayson et al, 2002; Christie & Barela, 2005; Conner, 2004; Copeland-Carson, 2005; Manswell Butty, Daniel Reid, & LaPoint, 2004; Small et al, 2006; Thomas, 2004; Wilson Cooper & Christie, 2005; Zulli & Frierson, 2004). Specifically, a number of evaluators attempted to involve community members through their inclusion on steering committees or by training community members in evaluation practices (e.g., LaPoint & Jackson, 2004; Prilleltensky, Nelson, & Sanchez Valdes, 2000; Small et al, 2006). Anderson-Draper (2006) reflected on the importance of truly engaging participants in the process as opposed to being consultative or simply asking for agreement with what the evaluator has already proposed.…”

Pupils' primary school achievements in Northern Finland

“…Bilingual children's language skills are connected with their language levels (Øzerk, 1995). Earlier research suggests that culturally responsive teaching is highly important among indigenous pupils (Keskitalo, 2010;LaPoint & Jackson, 2004;Manswell-Butty, Reid, & LaPoint, 2004;Thomas, 2004). School measures teachers' success in various subjects and grades based on their average performance.…”