Minority issues in program evaluation
Author(s)
Bibliographic Information
Minority issues in program evaluation
(New directions for program evaluation, No. 53)
Jossey-Bass, c1992
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographies and index
Description and Table of Contents
Description
A significant report on a critical topic, this classic volume of the New Directions for Evaluation series is now in print and available again. Racial and ethnic minorities are disproportionately the beneficiaries of many of the social programs evaluators are called upon to evaluate, yet they generally have little influence in defining the goals of these programs or in determining how the programs' real impact on their lives will be measured. The contributors to this volume contend that this lack of input reduces the effectiveness of both the programs and evaluators' attempts to analyze them, and offer a variety of approaches for addressing dominant-culture bias program design and evaluation. The first chapter offers a case study of an evaluation of education reform in Texas in which individuals targeted by the program were involved in its evaluation. The second chapter examines a multicultural education program in which individuals from the targeted minority communities were involved in every step of the process, from program planning and design through evaluation.
The last four chapters focus on specific methodological issues, including correcting cultural bias in standardized testing, the use (and misuse) of race as an explanatory variable in program evaluation, and dealing with the many cultural bias-related issues inherent in the evaluation of multicultural education programs. This is the 53rd volume of the Jossey-Bass quarterly report series New Directions for Evaluation.
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