aea.cultural.competence.statement (5)

8/12/2019 Aea.cultural.competence.statement (5)

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CUL URALPublic Statement on


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ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . 01

The Role of Culture and CulturalCompetence in Quality Evaluation . . . . . . . 02

Why Cultural Competencein Evaluation Is Important . . . . . . . . . . . . . .04

Essential Practices forCultural Competence . . . . . . . . . . . . . . . . . 0 7

Closing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

CUL URAL COMPE ENCEIN EVALUA ION

Public Statement on


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Acknowledgments

This statement on Cultural Competence in Evaluation was drafted by theCultural Competence in Evaluation Task Force of the American EvaluationAssociations Diversity Committee, reviewed by the AEA Board ofDirectors, and approved by a vote of the AEA membership.

The work presented here represents six years (20052011) of diligentwork by the Task Force, our many advisors, and the numerous individuals,references, and resources that have contributed to our ever emergingunderstanding of cultural competence in evaluation.

The statement is the result of a recommendation made by the BuildingDiversity Initiative, an effort of the AEA and the W. K. Kellogg Foundationthat began in 1999 to address the complexity o f needs and expectationsconcerning evaluators working across cultures and in diverse communities.The original recommendation stated:

Engage in a public education campaign to emphasize theimportance of cultural context and diversity in evaluation for

evaluation-seeking institutions.

This initial focus was modi ed by the Diversity Committee to align withthe series of public statements developed with support of the NationalScience Foundation.

* Special recognition is due to Melvin Hall who provided the visionand initial leadership for this project. Melvin served o n the Task Forcefrom 2005 through 2008 and lled the role of Chair during his tenure.Cindy Crusto became Chair in 2008.

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Melvin Hall*Cindy Crusto*Katrina L. Bledsoe

Jenny L. Jones

Karen E. KirkhartKatherine A. TibbettsElizabeth Whitmore

This statement bene ted from the input and thoughtful comments ofnumerous colleagues and AEA members and committees, and we greatlyvalue their contributions.

Pauline BrooksRoss Connor

Roberta (Robbi) FerronGary W. Harper

Astrid Hendricks SmithCorrine Kirchner

Guadalupe PachecoHazel Symonette

Panel of Experts in Evaluation and/or in Cultural Competence:

Cultural Competence in Evaluation Task Force Members:


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This statement of the AmericanEvaluation Association (AEA) af rms thesigni cance of cultural competence inevaluation. It also informs the public ofAEAs expectations concerning culturalcompetence in the conduct of evaluation.

The diversity of cultures within theUnited States guarantees that virtuallyall evaluators will work outside familiarcultural contexts at some time intheir careers. Cultural competencein evaluation theory and practice iscritical for the profession and for thegreater good of society. This position isconsistent with the AEA Guiding Principlethat states:

To ensure recognition, accurateinterpretation, and respect fordiversity, evaluators shouldensure that the membersof the evaluation teamcollectively demonstrate culturalcompetence.

Cultural competence is a stance takentoward culture, not a discrete status orsimple mastery of particular knowledgeand skills. A culturally competentevaluator is prepared to engage withdiverse segments of communitiesto include cultural and contextualdimensions important to the evaluation.Culturally competent evaluators respectthe cultures represented in the evaluationthroughout the process.

Several core concepts are foundational tothe pursuit of cultural competence. First,culture is central to economic, political,

Introductionand social systems as well as individualidentity. Thus, all evaluation re ectsculturally in uenced norms, values,and ways of knowingmaking culturalcompetence integral to ethical, high-quality evaluation.

Second, given the diversity of cultureswithin the United States, culturalcompetence is uid. An evaluator who iswell prepared to work with a particularcommunity is not necessarily competentin another.

Third, cultural competence in evaluationrequires that evaluators maintain ahigh degree of self-awareness and self-examination to better understand howtheir own backgrounds and other lifeexperiences serve as assets or limitationsin the conduct of an evaluation.

Fourth, culture has implications for allphases of evaluationincluding staf ng,development, and implementationof evaluation efforts as well ascommunicating and using evaluationresults.

These concepts apply to all evaluations.However, because this statement waswritten for a U.S. audience care shouldbe used in employing these guidelinesoutside the United States.

Cultural competenceis a stance takentoward culture.

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Acknowledgments (continued)

Jennifer GreeneRodney HopsonNick Smith

Diana J. BiroMatthew CorryLisa Gray

Sadielyn AshbyStephanie BarryLindsay Jean Damon

Mona Amer

AEA Public Affairs CommitteeAEA Public Engagement Priority Area TeamInvestigators Group, Yale Sc hool o f Medicine

RaeDeen KarasudaBrandon Ledward

Kim Gilmore Jennifer M. Sessler

Samantha Matlin

We also wish to acknowledge the invaluable support of the AEA ExecutiveCommittee and Susan Kistler, AEA Executive Director.

Suggested citation:American Evaluation Association. (2011). Public Statement on CulturalCompetence in Evaluation. Fairhaven, MA: Author. Retrieved fromwww.eval.org.

Funding and support:Development of this position statement was partially supported by theNational Science Foundation (NSF) under NSF grant number 0130605.Any opinions, ndings, conclusions, or recommendations expressed in thisstatement are those of the American Evaluation Association and do notnecessari ly re ect the of cial views, opinions, or policies of the NSF. Weacknowledge the Western Michigan Evaluation Center staff that providedscal support of the NSF grant funds.

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We thank the following individuals and groups for comments on the statement:

We thank the following individuals for reviewing and editing the statement:

Additional support for this effort was provided at Syracuse University by:

Additional support for this effort was provided at Yale University School of Medicine by:


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The importance of cultural competence

can be viewed from the perspectives ofethics, validity, and theory.

Cultural competence is anethical imperative. Cultural competence is an ethical issuethat represents the intentional effort ofthe evaluation team to produce work thatis valid, honest, respectful of stakeholders,and considerate of the general publicwelfare. Culturally competent evaluationemerges from an ethical commitmentto fairness and equity for stakeholders.Insuf cient attention to culture inevaluation may compromise group andindividual self-determination, due process,and fair, just, and equitable treatment of allpersons and interests. Effective and ethicaluse of evaluation requires inclusiveness,learning across cultural boundaries, andrespecting different worldviews.

Evaluators have an ethical obligationto ensure that stakeholders in allaspects of the evaluation processfully understand their rights and anyinherent risks. In many minority andindigenous communities there is ahistory of inappropriate use of researchor evaluation in ways that violated basichuman rights. Vigilance to securingthe well-being of individuals and theircommunities is essential. This includespractices that protect participants andtheir communities such as attention to

how and with whom data are shared and

As evaluators collect data, make

interpretations, and form value judgments,they engage issues of culture directly,and should do so respectfully and fairly.At times, evaluators may encountersituations in which their professionalor personal ethics come into con ictwith speci c practices or norms in agiven cultural context. In these cases,the evaluator must weigh the ethics ofwalking away from a project or stayingand seeking to create change from within.

Validity demands culturalcompetence. Validity is central to evaluation. It marksthe extent to which an evaluation gotit right regardless of approach orparadigm. Valid inferences require sharedunderstanding within and across culturalcontexts. Shared understanding requirestrust that diverse voices and perspectivesare honestly and fairly represented.Cultural competence fosters trustworthy

understanding. Evaluating with validitytherefore requires cultural competence.

Inaccurate or incomplete understandingsof culture introduce systematic error thatthreatens validity. Culturally competentevaluators work to minimize errorgrounded in cultural biases, stereotypes,and lack of shared worldviews amongstakeholders.

unintended consequences of the data

reported.

Ethical practices related to culturalcompetence involve:

using approaches that are appropriateto the context. For example, verbalconsents can be used in communitieswith oral traditions, high levels ofconcern about privacy, or low levels ofliteracy.

incorporating ways to make ndingsaccessible to all stakeholders, includingforms of communication beyondwritten texts and the use of languages

other than English. considering unintended consequences

when reporting ndings. For example,in some cultural contexts, participantsin evaluations who are proud of theiraccomplishments may want to forgoanonymity and have their namesattached to their stories. While thismay be appropriate in some instances,in other situations the identi cationof participants may infringe on the

rights of people who have not giveninformed consent.

Validity is supported when evaluators:

accurately and respectfully re ectthe life experiences and perspectivesof program participants in theirevaluations.

establish relationships that supporttrustworthy communication among allparticipants in the evaluation process.

draw upon culturally relevant, and insome cases culturally speci c, theoryin the design of the evaluation and theinterpretation of ndings.

select and implement design optionsand measurement strategies in waysthat are compatible with the culturalcontext of the study.

consider intended and unintendedsocial consequences in the overallassessment of their work.

Like cultural competence, validity is notachieved in any absolute sense. It is uid,linked to context, and temporary, pendingthe next evaluation.

Why Cultural Competence inEvaluation Is Important

Effective and ethicaluse of evaluation

requires respectingdifferent worldviews.

Cultural competencefosters trustworthy

understanding.


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Why Cultural Competence in Evaluation Is Important(continued)

Theories are inherently

cultural. Evaluation is steeped in theories evaluation theories, social sciencetheories, program theories, and theoriesof change. Theories come from academicresearch, practice experience, andcommunity conversations. Theoriesshape our understandings of culture andare themselves shaped by cultural valuesand perspectives.

Theories are not value neutral. Theyre ect both implicit and explicitassumptions about how things work.It is important to scrutinize theoriesfor culturally embedded perspectivesregarding the de nitions of social

problems, the programs developedto address them, and the intendedbene ciaries of these programs.

Culturally competent use of theoryrequires:

thoughtful consideration of alternativetheoretical perspectives.

tting theory to the cultural context ofevaluation practice.

developing culturally speci c theory

where appropriate. balanced consideration of both

strengths and limitations of culturalpractices when theorizing.

vigilance to avoid equating culturalvariables with problems or de cits.

embracing complex explanationsattentive to how power works withinsystems.

Theories are not value neutral.

Culture has implications for all evaluations

and all phases of evaluationincludingstaf ng, development, and implementationof evaluation efforts as well ascommunicating and using evaluationresults. Given the diversity of culture andits uid nature, no list of considerationsand activities could suf ce to ensurecultural competence. The practicesdescribed represent a starting point fordeveloping and implementing a culturallycompetent evaluation.

Acknowledge thecomplexity of culturalidentity. Cultural groupings are not static. Peoplebelong to multiple cultural groups.Navigating these groups typically requiresreconciling multiple and sometimesclashing norms. For example, individualsmust negotiate both the values andnorms of their racial or ethnic groupregarding sexual orientation and their

racial/ethnic identities within the culturalvalues and norms of sexual orientation orgender identity.

Attempts to categorize people oftencollapse identity into cultural groupingsthat may not accurately represent thetrue diversity that exists. For example,an evaluator who is not aware ofvalues placed on different modes ofcommunication within the deaf andhard-of-hearing communities (e.g., the use

of sign language, lip reading, or personal

assistive listening devices) can miss

important individual differences regardingways of interacting. The culturallycompetent evaluator recognizes and isresponsive to differences between andwithin cultures and subcultures.

Recognize the dynamicsof power. Culture is not neutral. Cultural groupingsare ascribed differential status and power,with some holding privilege that they maynot be aware of and some being relegatedto the status of other. For example,language dialect and accent can be usedto determine the status, privilege, and

access to resources of groups. Similarly,in some contexts, racialized others areframed against the implicit standard ofwhiteness and can become marginalizedeven when they are the numericalmajority. Cultural privilege can createand perpetuate inequities in power andfoster disparate treatment in resourcedistribution and access.

Culturally competent evaluators workto avoid reinforcing cultural stereotypesand prejudice in their work. For

Essential Practices for CulturalCompetence

Cultural privilege cancreate and perpetuateinequities in power.


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example, evaluators often work with

data organized by cultural categories.The choices evaluators make in workingwith these data can affect prejudiceand discrimination attached to suchcategories. To challenge stereotypes, itis necessary to recognize the diversitywithin groupings and remember thatcultural categories are uid.

Culturally competent evaluators are alsoaware of marginalization. Understandingthe experience of being devalued,

marginalized, or subordinated is criticalto responsible use of evaluative power.Evaluators who represent the values andstandards of marginalized stakeholdersuse their power to promote equality andself-determination.

Recognize and eliminatebias in language.Language is powerful. It is often usedas the code for prescribed treatmentof groups. Therefore, thoughtful anddeliberate use of language can reduce biaswhen conducting culturally competentevaluations. For example, language can:

respectfully and effectively conveyimportant differences in theworldviews of key stakeholders.

challenge stereotypes and patterns ofmarginalization or subordination.

accurately re ect how individuals viewtheir own group memberships and

create nuanced understandings that

move beyond simple classi cations. promote full participation when

evaluation activities are conductedin participants primary or preferredlanguages. This includes considerationof culturally speci c communicationstyles and mannerisms.

Employ culturallyappropriate methods.The methods and tools used for

collection, analysis, interpretation, anddissemination of data are not culture free.

Data collection methods and toolsre ect the cultures in which theywere developed. Even when methodsand measures have been deemedpsychometrically sound across culturalgroups, they may not be applicablein every environment and context.Culturally competent evaluators seekto understand how the constructsare de ned by cultures. For example,motivation for learning may be de nedprimarily in terms of bene ts to theindividual in some contexts and stronglylinked to bene ts to family or communityin others.

Culturally competent evaluators alsoare aware of the many ways data canbe analyzed and interpreted, and thecontexts in which ndings can bedisseminated. These evaluators seek toconsult and engage with groups who

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are the focus of the data to determine

alternative approaches to analyze andpresent ndings, and to consider multipleaudience perspectives in the process ofinterpretation.

To plan and implement culturallycompetent evaluations, evaluators:

ensure that the members ofthe evaluation team collectivelydemonstrate cultural competence inthe context for each evaluation.

select or create data collectioninstruments that have been (or will be)vetted for use with the population ofinterest.

engage in ongoing critical re ection onassumptions about what constitutesmeaningful, reliable, and valid data andhow these data are derived.

employ data collection and analysismethods that address culturaldifferences in how knowledge isconstructed and communicated.

use intermediaries to assist withcollecting data from persons whoseparticipation would otherwise belimited by language, abilities, or factorssuch as familiarity or trust.

engage and consult with those groupswho are the focus of the evaluationin the analysis and interpretation of

data, to address multiple audience

perspectives. recognize that reporting at different

stages of the evaluation may introducenew audiences that can require newculturally appropriate communicationstrategies.

tailor methods of reporting tostakeholder audiences in waysthat address issues related tocommunication and language (may

require multiple reports and reportingmethods).

employ culturally appropriateapproaches in the metaevaluationprocess, including feedback fromcommunities affected by theevaluation.

Essential Practices for Cultural Competence(continued)


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Evaluators have the power to make adifference, not only directly to program

stakeholders but also indirectly tothe general public. This is consistentwith the Guiding Principle that obligesevaluators to consider the publicinterest and good in the work theydo. In a diverse and complex society,cultural competence is central to makinga difference.

Cultural competence connects withand complements existing knowledgeand skills in the eld. It offers bothopportunities and challenges forevaluators. Cultural competencepresents evaluators with new horizonsfor learning, opportunities forrenewal, and the potential to deepenunderstanding of ones own work inall contexts. Cultural competencechallenges evaluators to deepen theirself awareness and sensitivity in terms oftheir own cultures and those of others.

Many evaluators are actively exploringthe terrain of cultural competence. Theyare expanding the boundaries of what itmeans to respond to cultural diversityin authentic and respectful ways. Thisstatement invites new conversations andconnections to advance this sensitiveand exciting work.

Closing Notes


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Notes

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