Ayesha S Boyce
Dados Biográficos
| ID | 4411637 |
|---|---|
| NOME | Ayesha S Boyce |
| PRENOMES | Ayesha S |
| SOBRENOME | Boyce |
| ASSINATURA | BOYCE A S |
| AFILIAÇÕES | Arizona State University |
| ORCID | 0000-0002-9509-8703 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Producing Competent Evaluators
Preparing evaluators requires more than technical training. It requires cultivating the judgment to navigate uncertainty, complexity, and equity concerns. This study examines how evaluator competencies are developed through a collaborative, reflective self-study of a graduate evaluation program at a Minority Serving Institution in the southeastern United States. Twenty-two students and alumni participated in interviews exploring how evaluator com…
Positionality as Situated Identity
Positionality as Praxis
This second issue in the four-part series on positionality in evaluation advances understanding of positionality as embodied practice, theoretical intervention, and liberatory praxis. Building on dialogic and relational foundations, the articles ground how evaluators’ identities, bodies, histories, and contexts of practice shape evaluation design, relationships, and use. Centering Blackness and drawing on Black feminist, Afrofuturist, and Pan-Afr…
Development and Validation of a University Climate Survey for Latino/a/x/e Populations
Positionality as Dialog
The concept of positionality, or how one is situated across multiple loci of privilege and disadvantage, can be a powerful tool for evaluation. In this first curated section of positionality articles, we hear from three pairs of evaluators who engage in dialogues around their shared and divergent identities. Since we drafted our initial section notes in February 2025, much has changed in the world of research and evaluation, with ongoing attacks …
From the Ethics, Values, and Culture Section Editors
What Can Be Accomplished in 25 Years
Dr. Stafford Hood left this earthly realm on Sunday, January 15th, 2023. His sudden passing created ripples of grief and rumination throughout the evaluation community. Hood was an evaluation and assessment expert, scholar, practitioner, teacher, and innovator. Last year, 2023, marked the 25th anniversary of his talk “Responsive Evaluation Amistad Style,” where he introduced the term “culturally responsive evaluation.” There have been a plethora …
Postcolonialism, culture, and values in evaluating scientific collaborations with minority-serving institutions
Postcolonial theory can be paired with a values-engaged educative evaluation approach to resist imperialism and colonialism in evaluation spaces, de-Westernize conceptualizations of diversity, equity, and inclusion, and extend the capacity of culturally responsive evaluation. Beyond the joining of the values-engaged educative approach and postcolonial theory, Collaboration Research Network theories offer another distinct but complementary avenue …
Navigating the Field While Black
The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with being Black. Motivated by our identities as Black evaluators, we explored the education, training and …
Social Justice as Ontology
Violence, marginalization, oppression, exploitation, erasure, and injustice are cornerstones of the Black experience in the United States. Despite seemingly insurmountable challenges, Black people have worked diligently and competently to earn spaces within the present-day professional arena. While the experiences of Black professionals have been investigated in multiple fields, little is known about Black evaluators. This study aimed to investig…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Strategies for Mentoring and Advising Evaluation Graduate Students of Colour
While evaluators have many intersecting identities, ethnicity remains the most salient identity for evaluators of colour. As formal graduate training in evaluation continues to expand, so too does the number of students from ethnic minoritized populations, who are in need of specialized mentoring and advising. Drawing from previous research on evaluation, higher education literature, and personal reflections from the author, an Afro-Latina facult…
Black Faculty Facilitating Difficult Dialogues in the College Classroom
Introduction to values in evaluation praxis section
The Evaluation Journal of Australasia special issue on Values in Evaluation published in December 2019 gave an overview of current discourses associated with valuing in evaluation with the debut of ‘Praxis’ papers. This introduction summarizes the three praxis papers in this second Values in Evaluation special issue. The praxis papers contribute to knowledge about the ways in which we can and should engage with values across a variety of evaluati…
Community, Theory, and Guidance
The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mento…
Introduction to section on values in evaluation praxis
There has yet to be consensus within the field on whose and what criteria, or values, should be used to judge program worth. Furthermore, evaluators continue to grapple with decisions about which stakeholder values are to be included in evaluation, and if evaluators should be advocating or prescribing certain values or not. This introduction very briefly highlights the discourse associated with valuing in evaluation and summarizes the four articl…
An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses
As the field of evaluation continues to expand, so do evaluation course offerings. However, little is known about the backgrounds of evaluation educators, how they go about planning their courses, challenges experienced, or how they attain competency as teachers. This study offers an initial understanding of novice evaluation educators’ experience in developing and teaching introduction to evaluation courses within a university setting. Factors t…
The Impact of Practice on Pedagogy
In this practice note two novice evaluation teachers share their findings from research conducted with students who were enrolled in a theory and practicum course in evaluation. The study focused on understanding how and in what ways students navigate between the world of theory and the world of practice. The findings from this study subsequently led to a re-envisioning of the course offerings to provide a more nuanced transition between two dich…
Moving Beyond the Buzzword
The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally re-sponsive approaches to evaluation at the conceptual …
Moving Beyond the Buzzword
The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally responsive approaches to evaluation at the conceptual l…
Navigating Theory and Practice Through Evaluation Fieldwork
To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and pr…
From the Ethics, Values, and Culture Section Editors
Black Faculty Facilitating Difficult Dialogues in the College Classroom
Positionality as Praxis
This second issue in the four-part series on positionality in evaluation advances understanding of positionality as embodied practice, theoretical intervention, and liberatory praxis. Building on dialogic and relational foundations, the articles ground how evaluators’ identities, bodies, histories, and contexts of practice shape evaluation design, relationships, and use. Centering Blackness and drawing on Black feminist, Afrofuturist, and Pan-Afr…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Navigating Theory and Practice Through Evaluation Fieldwork
To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and pr…
Navigating Theory and Practice Through Evaluation Fieldwork
To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and pr…
The Impact of Practice on Pedagogy
In this practice note two novice evaluation teachers share their findings from research conducted with students who were enrolled in a theory and practicum course in evaluation. The study focused on understanding how and in what ways students navigate between the world of theory and the world of practice. The findings from this study subsequently led to a re-envisioning of the course offerings to provide a more nuanced transition between two dich…
Moving Beyond the Buzzword
The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally re-sponsive approaches to evaluation at the conceptual …
Moving Beyond the Buzzword
The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally responsive approaches to evaluation at the conceptual l…
An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses
As the field of evaluation continues to expand, so do evaluation course offerings. However, little is known about the backgrounds of evaluation educators, how they go about planning their courses, challenges experienced, or how they attain competency as teachers. This study offers an initial understanding of novice evaluation educators’ experience in developing and teaching introduction to evaluation courses within a university setting. Factors t…
Community, Theory, and Guidance
The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mento…
Introduction to section on values in evaluation praxis
There has yet to be consensus within the field on whose and what criteria, or values, should be used to judge program worth. Furthermore, evaluators continue to grapple with decisions about which stakeholder values are to be included in evaluation, and if evaluators should be advocating or prescribing certain values or not. This introduction very briefly highlights the discourse associated with valuing in evaluation and summarizes the four articl…
Introduction to values in evaluation praxis section
The Evaluation Journal of Australasia special issue on Values in Evaluation published in December 2019 gave an overview of current discourses associated with valuing in evaluation with the debut of ‘Praxis’ papers. This introduction summarizes the three praxis papers in this second Values in Evaluation special issue. The praxis papers contribute to knowledge about the ways in which we can and should engage with values across a variety of evaluati…
Strategies for Mentoring and Advising Evaluation Graduate Students of Colour
While evaluators have many intersecting identities, ethnicity remains the most salient identity for evaluators of colour. As formal graduate training in evaluation continues to expand, so too does the number of students from ethnic minoritized populations, who are in need of specialized mentoring and advising. Drawing from previous research on evaluation, higher education literature, and personal reflections from the author, an Afro-Latina facult…
Black Faculty Facilitating Difficult Dialogues in the College Classroom
Social Justice as Ontology
Violence, marginalization, oppression, exploitation, erasure, and injustice are cornerstones of the Black experience in the United States. Despite seemingly insurmountable challenges, Black people have worked diligently and competently to earn spaces within the present-day professional arena. While the experiences of Black professionals have been investigated in multiple fields, little is known about Black evaluators. This study aimed to investig…
Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion
More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the Nati…
Navigating the Field While Black
The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with being Black. Motivated by our identities as Black evaluators, we explored the education, training and …
What Can Be Accomplished in 25 Years
Dr. Stafford Hood left this earthly realm on Sunday, January 15th, 2023. His sudden passing created ripples of grief and rumination throughout the evaluation community. Hood was an evaluation and assessment expert, scholar, practitioner, teacher, and innovator. Last year, 2023, marked the 25th anniversary of his talk “Responsive Evaluation Amistad Style,” where he introduced the term “culturally responsive evaluation.” There have been a plethora …
Postcolonialism, culture, and values in evaluating scientific collaborations with minority-serving institutions
Postcolonial theory can be paired with a values-engaged educative evaluation approach to resist imperialism and colonialism in evaluation spaces, de-Westernize conceptualizations of diversity, equity, and inclusion, and extend the capacity of culturally responsive evaluation. Beyond the joining of the values-engaged educative approach and postcolonial theory, Collaboration Research Network theories offer another distinct but complementary avenue …
Development and Validation of a University Climate Survey for Latino/a/x/e Populations
Positionality as Dialog
The concept of positionality, or how one is situated across multiple loci of privilege and disadvantage, can be a powerful tool for evaluation. In this first curated section of positionality articles, we hear from three pairs of evaluators who engage in dialogues around their shared and divergent identities. Since we drafted our initial section notes in February 2025, much has changed in the world of research and evaluation, with ongoing attacks …
From the Ethics, Values, and Culture Section Editors
Producing Competent Evaluators
Preparing evaluators requires more than technical training. It requires cultivating the judgment to navigate uncertainty, complexity, and equity concerns. This study examines how evaluator competencies are developed through a collaborative, reflective self-study of a graduate evaluation program at a Minority Serving Institution in the southeastern United States. Twenty-two students and alumni participated in interviews exploring how evaluator com…
Positionality as Situated Identity
Positionality as Praxis
This second issue in the four-part series on positionality in evaluation advances understanding of positionality as embodied practice, theoretical intervention, and liberatory praxis. Building on dialogic and relational foundations, the articles ground how evaluators’ identities, bodies, histories, and contexts of practice shape evaluation design, relationships, and use. Centering Blackness and drawing on Black feminist, Afrofuturist, and Pan-Afr…
Evaluation and Performance Assessment (16 obras) · Sociology (14 obras) · Psychology (12 obras) · Pedagogy (10 obras) · Political science (9 obras) · Social science (8 obras) · Epistemology (7 obras) · Social Psychology (7 obras) · Social Psychology (6 obras) · Computer Science (5 obras)