TY - JOUR
T1 - Addressing social injustices, displacement, and minority rights through cases of culturally responsive evaluation
AU - Stokes, Helga
AU - Chaplin, Shane S.
AU - Dessouky, Shimaa
AU - Aklilu, Liya
AU - Hopson, Rodney K.
N1 - Funding Information:
As part of the resettlement process, IRC/Dallas provides case management, employment, and immigration assistance. It also uses funding from the Office of Refugee Resettlement and other sources to provide newly arrived people with financial support and other resources to help them start their life in the United States. The organization also provides specialized services that address the needs of certain populations, such as youth, women, and the elderly. One of these services is an after-school program delivered through the Activities Resource Center (ARC), an offsite location created to meet some of the needs of the refugee community.
Funding Information:
In addition to the internship program, a similar fellowship program for recent graduates is underway. It is funded by the Robert Wood Johnson Foundation1 and co-directed by the OMG Center for Collaborative Learning and Duquesne University (DU). Here, fellows are placed with an evaluation agency as full-time employees and receive training support similar to that of the interns. A retooling program for professionals in various social service fields is also being initiated. Participants remain at their place of work and receive training, mentoring, and peer support.
PY - 2011/7
Y1 - 2011/7
N2 - 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.
AB - 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.
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U2 - 10.1080/15595692.2011.583514
DO - 10.1080/15595692.2011.583514
M3 - Article
AN - SCOPUS:79960290059
SN - 1559-5692
VL - 5
SP - 167
EP - 177
JO - Diaspora, Indigenous, and Minority Education
JF - Diaspora, Indigenous, and Minority Education
IS - 3
ER -