Equity and Evaluation in Informal STEM Education

Date: 
Friday, March 1, 2019
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Public Programs, Afterschool Programs, Citizen Science Programs, Exhibitions, Parks, Outdoor, and Garden Exhibits
Audience: 
Families | General Public | Museum/ISE Professionals | Evaluators
Discipline: 
Education and learning science | General STEM
Access and Inclusion: 
Ethnic/Racial
Hispanic/Latinx Communities
Indigenous and Tribal Communities
Women and Girls
English Language Learners
Urban
Organization:
Garibay Group
Description: 

Informal STEM education institutions seek to engage broader cross sections of their communities to address inequities in STEM participation and remain relevant in a multicultural society. In this chapter, we advance the role that evaluation can play in helping the field adopt more inclusive practices and achieve greater equity than at present through evaluation that addresses sociopolitical contexts and reflects the perspectives and values of non-dominant communities. To do this for specific projects, we argue that evaluation should privilege the voices and lived experiences of non-dominant communities, engage communities in identifying desired outcomes, and ensure multicultural validity of instruments, measures, and inferences. At the field-wide level, we urge evaluators to examine conceptualizations of “broadening participation in STEM,” evaluate community-based partnerships, and address replication and scaling. Ultimately, these actions can lead to greater equity in evaluation and in informal STEM education.

Citation
DOI:
10.1002/ev
ISSN:
1534-875x
Publication Name: 
New Directions for Evaluation
Volume: 
161
Page Number: 
87-106
Document:

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