Disabilities and Underrepresented Populations
Dianna Cazarez, MS (she/her/hers)
Research Assistant
WestEd, United States
Dianna Cazarez, MS (she/her/hers)
Research Assistant
WestEd, United States
Kimberly Nguyen, n/a
Research Associate
WestEd, United States
Location: White River Ballroom E
Abstract Information: What motivates us to persist in an environment that isn’t tailored for our success? In evaluation work we often think about how a program will supplement, improve, or meet a need that has yet to be met in a community. We then measure its success by how many people have used, been exposed to, or attended said program. While quantitative data can provide great insights into overall reach and scalability, qualitative data provides perspective that can only be learned through the power of story. Listening to an individual's story is powerful in that we may learn why a program was or was not successful. Maybe the success or failure wasn’t based on the quality of the program, but based on the histories, experiences, and collective stories of the people who make up the community in which evaluation was taking place. We want to actively engage attendees in discourse around how historically underserved communities persist as students, as team members, at work, etc., based on their experiences in these spaces. How do interpersonal relationships support or prevent historically marginalized people from persisting in these spaces? Centering these marginalized voices into our evaluation practice is a strategy that could not only honor the dignity, well being, and self worth of individuals but also facilitate the advancement of an equitable and just society.
Relevance Statement: Incorporating community voices that have been historically undervalued in evaluation approaches provides critical and pertinent insight into how to build equitable programs that can be adapted to individual community contexts and lead to sustainable long-term outcomes. By centering the voices of participants and community stakeholders, evaluators take more equitable approaches to evaluative methods. This culturally responsive approach to evaluation reflects the shift we have seen in challenging traditional evaluation practices. Having community members actively participate in the evaluation process will ensure that the community's needs are being met and is tailored to their ways of being and customs that can ultimately lead to the success of a particular intervention. Therefore, it is advised to prioritize relationship-building (and sustaining) with community members and stakeholders to communicate how a partnership can be mutually beneficial and may reveal areas in which a particular program/project was or was not successful and how it can be adapted to best suit the community for long-term success of the people and place (Indigenous Evaluation Framework Book 2009).