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ERIC Number: EJ791552
Record Type: Journal
Publication Date: 2004
Pages: 17
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1097-6736
A Journey to Understand the Role of Culture in Program Evaluation: Snapshots and Personal Reflections of One African American Evaluator
Hood, Stafford
New Directions for Evaluation, n102 p21-37 Sum 2004
As is typically the case when this author sets fingers to keyboard and writes about evaluation, his intent is to offer his work and perspective as "one" African American evaluator. The impetus for the thoughts and ideas he expresses in this article were prompted by his preparation to attend and present a paper at the inaugural annual conference of the African Evaluation Association (AfrEA). As an African American evaluator, his participation was first and foremost personally significant. It was equally a historically significant moment in global evaluation history. He took this opportunity to write a paper that reflected on evaluation approaches he personally believed had a major influence on the evaluation of schools and other educational institutions in the United States. Since the 1999 AfrEA conference, conversations in the evaluation literature and the American Evaluation Association about the role of culture and cultural context have resulted in additional personal reflections that are shared in this article. The author first takes an historical look at selected program evaluation approaches and thoughts by a select group of evaluation theorists (in the case of some icons in the field) who have influenced his views as well as evaluative practices. He then considers, through the scholarly work of these individuals, the evaluation approaches they have articulated, and related discussions. He asserts that program evaluation approaches can and should be more culturally responsive if one is to fully understand the effectiveness, benefits, and outcomes of programs designed to help less powerful stakeholders. He goes on to discuss a few encouraging examples of emerging thinking about program evaluation approaches and standards offered by the evaluation community that may be conducive to achieving such objectives for this new millennium. One realistic remedy to advance the discourse and practice of educational evaluation is to increase the number of trained evaluatorsfrom racial and cultural groups that have typically been disenfranchised within the social fabric of the United States.
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States