Focusing on and supporting the integration of two overlapping but siloed disciplines is an exciting but uncertain endeavor. We can anticipate ambiguity in that it is an exploratory activity, as well as novelty in that we don't know exactly where we are going until we get there. However, we are sure it is worth the effort. As evidenced by the papers in this volume, evaluation and futures studies are two disciplines that have much to offer one another. Evaluation can inform the quality and effectiveness of foresight initiatives, such as whether an environmental scanning system surfaces signals of change that supports organizational long‐term thinking and preparedness. Systematically thinking about the future can free evaluation from being a primarily hindsight‐based discipline and activity and enable it to play a more active role in informing strategy and decision‐making that benefits evaluators, clients, and the program. Looking across this volume's papers, and beyond, we identify themes important to advancing foresight evaluation thinking and practice. In particular, we focus on how foresight thinking and methods can inform evaluation practice (and vice versa), the foresight capacity required on the part of evaluators, and the evaluation capacity that foresight practitioners currently have. Additionally, we provide some observations on gaps and challenges, and recommend ways that evaluators can look inward and outward to advance their foresight evaluation practice.
{"title":"Bridging foresight and evaluation: A bridge worth building","authors":"Annette L. Gardner, Rick Davies, Thomas Kelly","doi":"10.1002/ev.20605","DOIUrl":"https://doi.org/10.1002/ev.20605","url":null,"abstract":"Focusing on and supporting the integration of two overlapping but siloed disciplines is an exciting but uncertain endeavor. We can anticipate ambiguity in that it is an exploratory activity, as well as novelty in that we don't know exactly where we are going until we get there. However, we are sure it is worth the effort. As evidenced by the papers in this volume, evaluation and futures studies are two disciplines that have much to offer one another. Evaluation can inform the quality and effectiveness of foresight initiatives, such as whether an environmental scanning system surfaces signals of change that supports organizational long‐term thinking and preparedness. Systematically thinking about the future can free evaluation from being a primarily hindsight‐based discipline and activity and enable it to play a more active role in informing strategy and decision‐making that benefits evaluators, clients, and the program. Looking across this volume's papers, and beyond, we identify themes important to advancing foresight evaluation thinking and practice. In particular, we focus on how foresight thinking and methods can inform evaluation practice (and vice versa), the foresight capacity required on the part of evaluators, and the evaluation capacity that foresight practitioners currently have. Additionally, we provide some observations on gaps and challenges, and recommend ways that evaluators can look inward and outward to advance their foresight evaluation practice.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"22 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141800946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Guest editors’ notes","authors":"Annette L. Gardner, Rick Davies, Thomas Kelly","doi":"10.1002/ev.20604","DOIUrl":"https://doi.org/10.1002/ev.20604","url":null,"abstract":"","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"63 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141806800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa Aponte‐Soto, Saúl I. Maldonado, Mislael A. Valentín Cortés, L. Neubauer, Arthur Hernandez
The pool of Latine evaluators advancing to leadership is significantly narrow. Investing in the pipeline of Latine talent in the evaluation field who can authentically practice Latine Culturally Responsive and Equitable Evaluation (LatCREE) is essential for working in partnership with Latine communities, advancing theory, and the profession. This article summarizes the findings from testimonios (testimonials) with Latine evaluation líderes (leaders) in the American Evaluation Association (AEA) using a collective critical reflection approach. First, we describe the mentorship and liderazgo (leadership) experiences of Latine evaluators. We also define the central tenets for applying LatCREE as viewed through the lens of Latine evaluators as well as the challenges and lessons learned for conducting LatCREE with diverse Latine communities. Lastly, we discuss the liderazgo (leadership) characteristics that Latine evaluators recognized as being influential to their own leadership journeys as advocates of LatCREE.
{"title":"La sazón de liderazgo among Latine evaluators to advance LatCREE","authors":"Lisa Aponte‐Soto, Saúl I. Maldonado, Mislael A. Valentín Cortés, L. Neubauer, Arthur Hernandez","doi":"10.1002/ev.20594","DOIUrl":"https://doi.org/10.1002/ev.20594","url":null,"abstract":"The pool of Latine evaluators advancing to leadership is significantly narrow. Investing in the pipeline of Latine talent in the evaluation field who can authentically practice Latine Culturally Responsive and Equitable Evaluation (LatCREE) is essential for working in partnership with Latine communities, advancing theory, and the profession. This article summarizes the findings from testimonios (testimonials) with Latine evaluation líderes (leaders) in the American Evaluation Association (AEA) using a collective critical reflection approach. First, we describe the mentorship and liderazgo (leadership) experiences of Latine evaluators. We also define the central tenets for applying LatCREE as viewed through the lens of Latine evaluators as well as the challenges and lessons learned for conducting LatCREE with diverse Latine communities. Lastly, we discuss the liderazgo (leadership) characteristics that Latine evaluators recognized as being influential to their own leadership journeys as advocates of LatCREE.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"58 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Edward García, Esrea Perez‐Bill, D. Felt, Erik Elías Glenn, Gregory Phillips
Evaluation with Latinx LGBTQ+ communities calls for a culturally responsive and equity‐based approach that appreciates the rich diversity of experiences within the grouping “Latinx LGBTQ+.” Recent advancements in Latino Critical Race Theory (LatCrit) in Evaluation and LGBTQ+ Evaluation, as well as rich historical genealogies of feminisms of color within Queer Theory offer valuable insights for evaluators working with Latinx LGBTQ+ communities. This article encourages embracing a “queered” approach to LatCrit, which meaningfully delves into the complexities of these experiences and attunes itself to the experiences and nuances of trauma. A Queered LatCrit emphasizes the importance of creating a safe and empowering context that acknowledges historical trauma and oppression, while simultaneously refusing deficit‐based frames and engaging the strengths and assets of in‐betweenness. Touching on historical, cultural, and methodological considerations, we argue for evaluations that recognize the unique challenges faced by Latinx LGBTQ+ communities while calling for evaluation practices rooted in culturally responsive, empowerment, and transformative traditions.
{"title":"Queered approach for Latinx LGBTQ+ culturally responsive evaluation practice","authors":"David Edward García, Esrea Perez‐Bill, D. Felt, Erik Elías Glenn, Gregory Phillips","doi":"10.1002/ev.20590","DOIUrl":"https://doi.org/10.1002/ev.20590","url":null,"abstract":"Evaluation with Latinx LGBTQ+ communities calls for a culturally responsive and equity‐based approach that appreciates the rich diversity of experiences within the grouping “Latinx LGBTQ+.” Recent advancements in Latino Critical Race Theory (LatCrit) in Evaluation and LGBTQ+ Evaluation, as well as rich historical genealogies of feminisms of color within Queer Theory offer valuable insights for evaluators working with Latinx LGBTQ+ communities. This article encourages embracing a “queered” approach to LatCrit, which meaningfully delves into the complexities of these experiences and attunes itself to the experiences and nuances of trauma. A Queered LatCrit emphasizes the importance of creating a safe and empowering context that acknowledges historical trauma and oppression, while simultaneously refusing deficit‐based frames and engaging the strengths and assets of in‐betweenness. Touching on historical, cultural, and methodological considerations, we argue for evaluations that recognize the unique challenges faced by Latinx LGBTQ+ communities while calling for evaluation practices rooted in culturally responsive, empowerment, and transformative traditions.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"9 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A significant number of studies on program evaluations in Latin America have limited, if any, information on procedures, impact, and sustainability. Scholarly work emphasizes how evaluation designs must be deeply cognizant of socioeconomic, ecological, and resource contexts to be effective. The purpose of this article is to bring together research findings from three types of knowledge centered on evaluation processes and practices for working within Latin American countries. A scan of the empirical literature, expert interviews, and a case study are triangulated to assess the barriers and impacts of program evaluations in economically disadvantaged Latin American countries. We conclude by describing long‐standing principles and guidelines for evaluation procedures to promote community engagement and human capital development in all evaluation collaborations. Lessons learned reinforce the tenets of culturally responsive evaluation (CRE) procedures as critical to reproduce interventions that improve the lives of communities. Equity, contextual knowledge, and equal partnership are driving forces in centering social problems and developing human capital and the betterment of community conditions in our partnering countries.
{"title":"Evaluation dilemmas: Lessons learned in improving intervention outcomes and sustainability in Latin American communities","authors":"Ruth Enid Zambrana, Kristina Lovato, Nilsa Burgos","doi":"10.1002/ev.20588","DOIUrl":"https://doi.org/10.1002/ev.20588","url":null,"abstract":"A significant number of studies on program evaluations in Latin America have limited, if any, information on procedures, impact, and sustainability. Scholarly work emphasizes how evaluation designs must be deeply cognizant of socioeconomic, ecological, and resource contexts to be effective. The purpose of this article is to bring together research findings from three types of knowledge centered on evaluation processes and practices for working within Latin American countries. A scan of the empirical literature, expert interviews, and a case study are triangulated to assess the barriers and impacts of program evaluations in economically disadvantaged Latin American countries. We conclude by describing long‐standing principles and guidelines for evaluation procedures to promote community engagement and human capital development in all evaluation collaborations. Lessons learned reinforce the tenets of culturally responsive evaluation (CRE) procedures as critical to reproduce interventions that improve the lives of communities. Equity, contextual knowledge, and equal partnership are driving forces in centering social problems and developing human capital and the betterment of community conditions in our partnering countries.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"2 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Boyce, Grettel Mariana Arias Orozco, Gabriela Garcia
Examinations of culture and cultural responsiveness within evaluations have gained traction, successes and challenges working with Latino/a/e communities have been well‐documented, and considerations for working with this community have been put forth. However, evaluation literature examining culturally responsive evaluation (CRE) and social justice approaches within Latino/a/e contexts is still relatively nascent. In this article, we reflect upon an evaluation of a project at the University of Puerto Rico at Humacao. We present three key lessons learned. (1) Having the right evaluation team is critical. There is a need for team members with evaluation expertise and cultures and lived experiences similar to those of the participants. (2) Developing an understanding of the context is an important and continuously evolving task. (3) Culturally commensurate instruments and reports are a non‐negotiable aspect of culturally responsive evaluation work within Latino/a/e communities. We conclude with actionable strategies when working in similar contexts.
{"title":"An examination of a values‐engaged, educative evaluation at the University of Puerto Rico at Humacao","authors":"A. Boyce, Grettel Mariana Arias Orozco, Gabriela Garcia","doi":"10.1002/ev.20589","DOIUrl":"https://doi.org/10.1002/ev.20589","url":null,"abstract":"Examinations of culture and cultural responsiveness within evaluations have gained traction, successes and challenges working with Latino/a/e communities have been well‐documented, and considerations for working with this community have been put forth. However, evaluation literature examining culturally responsive evaluation (CRE) and social justice approaches within Latino/a/e contexts is still relatively nascent. In this article, we reflect upon an evaluation of a project at the University of Puerto Rico at Humacao. We present three key lessons learned. (1) Having the right evaluation team is critical. There is a need for team members with evaluation expertise and cultures and lived experiences similar to those of the participants. (2) Developing an understanding of the context is an important and continuously evolving task. (3) Culturally commensurate instruments and reports are a non‐negotiable aspect of culturally responsive evaluation work within Latino/a/e communities. We conclude with actionable strategies when working in similar contexts.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"20 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tatiana Villarreal-Otálora, Bianca Channer, Camila A. Pulgar Guzman
Recruiting Latine immigrants for evaluation poses unique challenges, especially regarding stigmatized subjects (e.g., suicide). In this article, we draw on the challenges and lessons learned from a suicide‐related prevention communication mixed method study conducted with Latine immigrant caregivers during the COVID‐19 pandemic to provide innovative ways for increasing recruitment and participation of this population in evaluations. We conclude with recruiting recommendations for evaluators working with Latine immigrants.
{"title":"Culturally responsive evaluation designs with Latine immigrants: Lessons learned during COVID‐19","authors":"Tatiana Villarreal-Otálora, Bianca Channer, Camila A. Pulgar Guzman","doi":"10.1002/ev.20587","DOIUrl":"https://doi.org/10.1002/ev.20587","url":null,"abstract":"Recruiting Latine immigrants for evaluation poses unique challenges, especially regarding stigmatized subjects (e.g., suicide). In this article, we draw on the challenges and lessons learned from a suicide‐related prevention communication mixed method study conducted with Latine immigrant caregivers during the COVID‐19 pandemic to provide innovative ways for increasing recruitment and participation of this population in evaluations. We conclude with recruiting recommendations for evaluators working with Latine immigrants.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"21 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article emphasizes that assessments misaligned with the populations of study have the potential for measurement disjuncture, invalidation of data meaning, and, ultimately, the invalidation of evaluation findings. The authors conducted a study to identify and describe the development of a culturally specific assessment (CSA) model and how it was used in the development of a Latinx Immigration Trauma assessment framework to reflect the unique experiences of Latinx immigrants. The authors outline the use of the Disjuncture‐response Dialectic as the theoretical grounding and utilize a Critical comparative case study design. The resultant multidimensional Latinx Immigration Trauma Assessment framework consists of the dimensions of nervios, desaliento, desesperanza, duelo, y pena. The development process may encourage evaluators to seek deeper understanding of their methodological choices when examining the efficacy of trauma interventions for Latinx immigrants.
{"title":"Culturally responsive evaluation with Latinx communities through culturally specific assessment: Building the Latinx immigration trauma assessment","authors":"David Sul, Daniela G. Domínguez","doi":"10.1002/ev.20593","DOIUrl":"https://doi.org/10.1002/ev.20593","url":null,"abstract":"This article emphasizes that assessments misaligned with the populations of study have the potential for measurement disjuncture, invalidation of data meaning, and, ultimately, the invalidation of evaluation findings. The authors conducted a study to identify and describe the development of a culturally specific assessment (CSA) model and how it was used in the development of a Latinx Immigration Trauma assessment framework to reflect the unique experiences of Latinx immigrants. The authors outline the use of the Disjuncture‐response Dialectic as the theoretical grounding and utilize a Critical comparative case study design. The resultant multidimensional Latinx Immigration Trauma Assessment framework consists of the dimensions of nervios, desaliento, desesperanza, duelo, y pena. The development process may encourage evaluators to seek deeper understanding of their methodological choices when examining the efficacy of trauma interventions for Latinx immigrants.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"88 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents activities and games as tools to promote trust and engagement in evaluation of interventions or initiatives designed and implemented to serve Latino/a/e/x communities in the United States and in Latin America. The diversity among Latino/a/e/x communities requires that evaluators be acquainted with practical ways to facilitate culturally sensitive and responsive engagement processes. Traditional games are practical engagement tools that can stimulate and foster inclusivity. Traditional games may be used in evaluation and research among Latino/a/e/x communities with diverse experiences and affiliations to local mission‐driven organizations that commission evaluation studies.
{"title":"Creando vínculos (Establishing linkages) in program evaluation: Use of traditional activities and games to promote trust and engagement among Latino/a/e/x community members","authors":"Grettel Mariana Arias Orozco, Norma Martínez‐Rubin","doi":"10.1002/ev.20591","DOIUrl":"https://doi.org/10.1002/ev.20591","url":null,"abstract":"This article presents activities and games as tools to promote trust and engagement in evaluation of interventions or initiatives designed and implemented to serve Latino/a/e/x communities in the United States and in Latin America. The diversity among Latino/a/e/x communities requires that evaluators be acquainted with practical ways to facilitate culturally sensitive and responsive engagement processes. Traditional games are practical engagement tools that can stimulate and foster inclusivity. Traditional games may be used in evaluation and research among Latino/a/e/x communities with diverse experiences and affiliations to local mission‐driven organizations that commission evaluation studies.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"19 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dominica McBride, Gabriela Garcia, Scott Christian
In the process of developing a complicated, community‐driven evaluation initiative, Dr. Stafford Hood indicated the importance of allowing the project to “unfold as it should.” This indication of emergence is too often missing in the dialogue of what it means to do Culturally Responsive Evaluation. This chapter explores and elucidates the concept of emergence and presents two examples of how it has influenced evaluation practice and enhanced the ongoing application of culturally responsive frameworks. The authors provide examples rooted in Dr. Hood's childhood home community while showcasing the power of simple interactions, fluidity, and attending to contextual and human nuances.
{"title":"Culturally responsive evaluation and emergence: Shifting power through data that is humanizing, liberatory, and healing","authors":"Dominica McBride, Gabriela Garcia, Scott Christian","doi":"10.1002/ev.20575","DOIUrl":"https://doi.org/10.1002/ev.20575","url":null,"abstract":"In the process of developing a complicated, community‐driven evaluation initiative, Dr. Stafford Hood indicated the importance of allowing the project to “unfold as it should.” This indication of emergence is too often missing in the dialogue of what it means to do Culturally Responsive Evaluation. This chapter explores and elucidates the concept of emergence and presents two examples of how it has influenced evaluation practice and enhanced the ongoing application of culturally responsive frameworks. The authors provide examples rooted in Dr. Hood's childhood home community while showcasing the power of simple interactions, fluidity, and attending to contextual and human nuances.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"30 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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