Critical Evaluation Capital (CEC)
A New Tool for Applying Critical Race Theory to the Evaluand
Bibliographic Data
| ID | 12470767 |
|---|---|
| Authors | Alice E Ginsberg (0000-0002-4028-9027, Rutgers University, Newark, NJ, corresponding author) |
| Year | 2021 |
| Volume | 43 |
| Issue | 4 |
| Pages | 468-483 |
| Publication date | 2021-08-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10982140211025617 |
| OpenAlex | W3193540710 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso’s work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a “tool” in conjunction with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluator from an “objective” outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including framing capital, identity capital, connectivity capital, inquiry capital, risk capital, symbolic capital, and dissemination capital, along with a series of accompanying critical questions to guide reflective practice for each capital. I also describe how CEC can be applied across the evaluand—both proactively and retrospectively. I conclude with some key opportunities and challenges CEC presents for evaluators and other key stakeholder groups in the evaluand
Capital (architecture · Epistemology · Equity (law · Explanatory power · Framing (construction · Political science · Public relations · Social capital · Social science · Sociology · Stakeholder · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · School Choice and Performance
Culturally Responsive Evaluation
The Case for Participatory Evaluation
Brown v. Board of Education and the Interest-Convergence Dilemma
Critical Race Theory
Whose culture has capital? A critical race theory discussion of community cultural wealth
Exploring Use and Influence in Culturally Responsive Approaches to Evaluation
The Complexity of Practice
Culturally Responsive Evaluation Meets Systems-Oriented Evaluation
The Other Side of Inequality
What’s Race Got to Do With It? Equity and Philanthropic Evaluation Practice
Where Impact Measurement Meets Evaluation
Racism, Social Programming, and Evaluation
Empowerment Evaluation as Evaluation Ideology
What’s the Problem Represented to Be? Problem Definition Critique as a Tool for Evaluative Thinking
Making Educational Accountability More Democratic
A Conceptual Framework for How Evaluators Make Everyday Practice Decisions
Transparent, Translucent, Opaque
Taking Stock of Empowerment Evaluation
The Case for Participatory Evaluation in an Era of Accountability
How Far Dare an Evaluator Go Toward Saving the World
Values Engagement in Evaluation
Evaluating Social Innovations
Nonprofits, Funders, and Evaluation
Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |