Graduate Student Claremont Graduate University, United States
Abstract Information: Only one-third of disability program evaluations include individuals with disabilities (IWD) in evaluation projects. However, this involvement is generally limited to (1) brief consultations versus a more engaged partnership in evaluation design and implementation, or (2) as respondents to evaluation measures (Jacobson et al., 2013). Recent research has revealed that interventions utilizing the Theory of Planned Behavior may be effective in positively changing evaluators’ intentions to include IWD in evaluation work (Zlatkovic, 2022, manuscript submitted for publication). This poster summarizes the findings of an experiment conducted to test a series of persuasive messages targeting behavior, normative, and control beliefs that could serve as the basis for a more extensive disability-inclusive evaluation advocacy campaign.
Relevance Statement: Professional evaluators have a duty to advance equity and justice through the inclusion of diverse perspectives in evaluation work. This is responsibility is outlined in part in the core documents of the evaluation profession in the U.S.: The American Evaluation Association Guiding Principles, The American Evaluation Association Evaluator Competencies, and the Program Evaluation Standards. This imperative is echoed by other evaluation associations around the world, underscoring its importance. After all, our evaluations become stronger when voices representative of the program help guide the work. The hope is that this study can be a catalyst for change, for improving our practice, and for social betterment. Additionally, this study continues the discussion within the Evaluation profession about the field’s commitment to inclusion and diversity and what we really mean when we say, “Evaluators strive to contribute to the common good and advancement of an equitable and just society” (American Evaluation Association, 2018b).
