Evaluation is a contested field. This collection considers the relationship between evaluation and research, and the ethical and moral dilemmas raised when evaluating equity and widening participation in higher education. The growing demands for 'evidence of impact' frame expectations that we can justify government funding of particular university-led equity initiatives and understand 'what works' well enough to ensure that resources are being allocated and used appropriately. Drawing on the international seminar series they designed and facilitated over 2014-16, the editors have created a framework of praxis around contested understandings of 'access', 'equity' and 'widening participation' in HE. They and their authors have produced an invaluable resource for developing equity in research, evaluation and practice in higher education. Following an Introduction by Penny Jane Burke, the following contents are included: (1) Key debates in researching and evaluating equity initiatives (Annette Hayton and Jacqueline Stevenson); (2) Researching and evaluating equity and widening participation: Praxis-based frameworks (Penny Jane Burke and Matt Lumb); (3) NERUPI: A praxis-based framework (Annette Hayton); (4) Admission to medicine and law at Russell Group universities: The impact of A-level subject choice (Catherine Dilnot and Vikki Boliver); (5) Student mothers in higher education: Tackling widening participation and child poverty (Claire Callender); (6) Respecting difference: Researching the intersectionality of gender, race, faith and culture in higher education (Heidi Safia Mirza); (7) When class trumps university status: Narratives of Zoe and Francesca from the Paired Peers project (Nicola Ingram, Jessica Abrahams and Ann-Marie Bathmaker); (8) Becoming a reflexive researcher: A personal research journey (Jacqueline Stevenson). An Index is included.