Mostafa Hanafy
Biographic Data
| ID | 6650953 |
|---|---|
| NAME | Mostafa Hanafy |
| GIVEN NAMES | Mostafa |
| FAMILY NAME | Hanafy |
| SIGNATURE | HANAFY M |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-2175-670X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring Positionality and Intersectionality in Practice
This paper explores how emerging evaluators at EvaLab, an interdisciplinary evaluation hub at the University of Illinois Urbana-Champaign, engage with positionality and intersectionality in culturally responsive evaluation (CRE). Drawing from our diverse identities as international and diasporic scholars, we examine three analytic dimensions of positionality in practice. Through reflexive narratives and collective analysis, we argue that position…
A Culturally Informed Response to Grief and Loss (CIRGL)
This paper provides a case study analysis of the Culturally Informed Responses to Grief and Loss (CIRGL) Professional Development Program, which equips school-based social workers and other professionals with skills and critical consciousness to support minoritized students in navigating grief and loss. By detailing the CIRGL program’s development, implementation, and culturally responsive evaluation (CRE), the paper outlines the process for deve…
A Mixed-Methods Evaluation Design for a Secondary School Equity Program
This article details the design of a mixed-methods evaluation for a new equity program serving underrepresented and racially minoritized students at a selective-admissions, gifted public secondary school in the U.S. Rooted in culturally responsive and values-engaged approaches, we explain how principles and practices drawn from these approaches informed our decision-making on the evaluation's mixed-methods design and implementation over two years…
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A Mixed-Methods Evaluation Design for a Secondary School Equity Program
This article details the design of a mixed-methods evaluation for a new equity program serving underrepresented and racially minoritized students at a selective-admissions, gifted public secondary school in the U.S. Rooted in culturally responsive and values-engaged approaches, we explain how principles and practices drawn from these approaches informed our decision-making on the evaluation's mixed-methods design and implementation over two years…
Exploring Positionality and Intersectionality in Practice
This paper explores how emerging evaluators at EvaLab, an interdisciplinary evaluation hub at the University of Illinois Urbana-Champaign, engage with positionality and intersectionality in culturally responsive evaluation (CRE). Drawing from our diverse identities as international and diasporic scholars, we examine three analytic dimensions of positionality in practice. Through reflexive narratives and collective analysis, we argue that position…
A Culturally Informed Response to Grief and Loss (CIRGL)
This paper provides a case study analysis of the Culturally Informed Responses to Grief and Loss (CIRGL) Professional Development Program, which equips school-based social workers and other professionals with skills and critical consciousness to support minoritized students in navigating grief and loss. By detailing the CIRGL program’s development, implementation, and culturally responsive evaluation (CRE), the paper outlines the process for deve…
Evaluation and Performance Assessment (2 works) · Reflexivity (2 works) · At-risk students (1 work) · Community Health and Development (1 work) · Content analysis (1 work) · Cultural diversity (1 work) · Cultural humility (1 work) · Culturally appropriate (1 work) · Culturally sensitive (1 work) · Disaster Management and Resilience (1 work)