Addressing Social Injustices, Displacement, and Minority Rights Through Cases of Culturally Responsive Evaluation

Datos Bibliográficos

ID12814549
AutoresHelga Stokes (Duquesne University, autor de correspondencia), Shane S Chaplin (Duquesne University), Shimaa Dessouky (University of North Texas), Liya Aklilu (Columbia University), Rodney Hopson (0000-0002-1641-2806, Duquesne University)
Año2011
Volumen5
Número3
Páginas167-177
Fecha de publicación2011-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDiaspora Indigenous and Minority Education (JOURNAL)
Identificadores de la revistaISSN: 1559-5692 • E-ISSN: 1559-5706
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595692.2011.583514
OpenAlexW2064891716
IdiomaEN
Citas recibidas5
Referencias citadas13

Evaluation of programs that address the lingering effects of human rights abuses during times of conflict is necessary to improve program sustainability and create a knowledge bank about the effectiveness of strategies. Outcomes, however, are hard to measure. Evaluators have to gain understanding of the roots of a conflict, surrounding events, histories, and cultures. Discussed is the concept of culturally responsive evaluation (CRE). A pipeline program, which supports graduate students from traditionally underrepresented population groups in acquiring CRE skills through apprenticeship learning, seminars, and mentorship, is described. The work of 2 program participants, who evaluated programs—1 serving survivors of torture and the other children of refugees—are given as examples

Apprenticeship · Human rights · Medical education · Mentorship · Political science · Population · Public relations · Refugee · Sociology · Torture · Evaluation and Performance Assessment · Law · Medicine · Psychology