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Cultural competency in evaluation: A...

Bertrand, Tamara C.

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Cultural competency in evaluation: A Black perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cultural competency in evaluation: A Black perspective./
作者:	Bertrand, Tamara C.
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1160.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216467
ISBN:	9780542659645

Cultural competency in evaluation: A Black perspective.
Bertrand, Tamara C.

Cultural competency in evaluation: A Black perspective. - 151 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1160.

Thesis (Ph.D.)--The Florida State University, 2006.

Cultural competence in evaluation has different meanings for different evaluators. As evidenced by the literature the term "cultural competence" in itself conjures various definitions and implies certain assumptions. Given the elusiveness of an agreed upon definition, or even consistent terminology in evaluation, this research sought to understand cultural competence from a Black perspective. The goal of understanding cultural competence in evaluation from a Black perspective led to the use of a phenomenological research framework. While this research is not reflective of the collective perspectives and opinions of all Black evaluators, this exploration does attempt to provide information about the specific issues covered in this study. The purpose of this research is (1) to assess key characteristics about Black evaluators, (2) to identify the defining characteristics of cultural competence in evaluation, as identified by Black evaluators, and (3) to identify the skills one needs to become a culturally competent evaluator.

ISBN: 9780542659645Subjects--Topical Terms:

1017673
Black Studies.

Cultural competency in evaluation: A Black perspective.
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245 1 0 $a Cultural competency in evaluation: A Black perspective.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1160.
500 $a Adviser: Marcy Driscoll.
502 $a Thesis (Ph.D.)--The Florida State University, 2006.
520 $a Cultural competence in evaluation has different meanings for different evaluators. As evidenced by the literature the term "cultural competence" in itself conjures various definitions and implies certain assumptions. Given the elusiveness of an agreed upon definition, or even consistent terminology in evaluation, this research sought to understand cultural competence from a Black perspective. The goal of understanding cultural competence in evaluation from a Black perspective led to the use of a phenomenological research framework. While this research is not reflective of the collective perspectives and opinions of all Black evaluators, this exploration does attempt to provide information about the specific issues covered in this study. The purpose of this research is (1) to assess key characteristics about Black evaluators, (2) to identify the defining characteristics of cultural competence in evaluation, as identified by Black evaluators, and (3) to identify the skills one needs to become a culturally competent evaluator.
520 $a A mixed-method approach, employing both qualitative and quantitative methods was used for data collection and analysis. Quantitative data were collected through questionnaires and qualitative data were collected through interviews. A questionnaire was developed using yes-no dichotomous responses, structured response items, and open-ended questions. In-depth interviews were also conducted during and after the administration of the questionnaire. The use of both survey data and in-depth interviews allowed the researcher to gain access to more descriptive information and thus provided more insight into the perspectives of Black evaluators.
520 $a A review of the recent evaluation literature discloses several terms used when discussing the role of culture in evaluation. This research contends that the terms cultural responsive evaluation and cultural responsiveness be adopted and used when referencing the incorporation of cultural context in evaluation. Clear distinctions between cultural competence and responsiveness should be used and enforced. The survey respondents and interviewees both included the knowledge of the evaluator (personal and cultural), as well as technical evaluation skills, in identifying the defining principles of culturally responsive evaluation. These principles overlap with and help to support the existing literature on culturally responsive evaluation.
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