A violence-prevention and evaluation project with ethnically diverse populations

Abstract

Abstract:The purpose of this paper is to describe some of the challenges encountered and lessons learned while providing and evaluating a violence-prevention program for and with ethnically diverse populations in child care settings. The paper discusses Safe Start, a violence prevention education program for child care staff and parents, and the evaluation of the program. Safe Start was designed to include culturally relevant content to increase cultural awareness for child care staff and parents from diverse ethnic backgrounds. The evaluation project enrolled child care centers with families representing the ethnically diverse communities in which they were located. Violence prevention research involving children from diverse ethnic backgrounds presents new methodologic challenges, but also provides new opportunities for creative, novel methods. This paper describes some of the challenges encountered with curriculum development, staff recruitment, instrument selection, and data collection procedures. Medical

Exploring Use and Influence in Culturally Responsive Approaches to Evaluation: A Review of the Empirical Literature

“…When evaluators sought to collaborate with participants and stakeholders by forming cultural "bridges," the limitations of their tools for sense-making about programs and people became more apparent. In one example, Alkon, Tschann, Ruane, Wolff, and Hittner (2001) reacted to the challenges of cross-cultural evaluation by arguing that "multicultural research needs more support among scientists to establish universal principles and theories" (p. 54). In contrast, Prilleltensky et al (2000) noted how these tensions raised questions about whether to present evaluation findings that were immediately relevant to the local community or to emphasize results which could be more generally understood across contexts.…”

“…Evaluators in the studies we reviewed justified the use of culturally responsive approaches by arguing that methods of inquiry should reflect the context, culture, and aims of the programs they are evaluating (Alkon, Tschann, Ruane, Wolff, & Hittner, 2001; Conner, 2004; Cooper & Christie, 2005; Zulli & Frierson, 2004). Specifically, rationales for using these approaches included aims of empowerment, inclusivity, cultural sensitivity, multicultural validity, and advocacy.…”

Transparent, Translucent, Opaque: Exploring the Dimensions of Power in Culturally Responsive Evaluation Contexts

“…In order to address the inherent power relations that existed not only within the role of the evaluator but among various groups throughout the evaluation process, the majority of evaluators in our analysis attempted to diminish power relations through the use of collaborative strategies (e.g., Alkon, Tschann, Ruane, Wolff, & Hittner, 2001; Anderson-Draper, 2006; Cardoza Clayson et al, 2002; Christie & Barela, 2005; Conner, 2004; Copeland-Carson, 2005; Manswell Butty, Daniel Reid, & LaPoint, 2004; Small et al, 2006; Thomas, 2004; Wilson Cooper & Christie, 2005; Zulli & Frierson, 2004). Specifically, a number of evaluators attempted to involve community members through their inclusion on steering committees or by training community members in evaluation practices (e.g., LaPoint & Jackson, 2004; Prilleltensky, Nelson, & Sanchez Valdes, 2000; Small et al, 2006).…”

Research Strategies: Lessons Learned From the Studies of Chinese Americans and Korean Americans

“…This is due to varying cultural perceptions with respect to certain concepts that may threaten construct validity if researchers simple choose to use the standardized questionnaires. For example, to show parental affection, less acculturated Chinese American parents tend to express their affection by doing something for a child, whereas Caucasians-and consequently, Chinese Americans who are more acculturated-tend to convey their feelings by holding and hugging their children (Alkon, Tschann, Ruane, Wolff, & Hittner, 2001). If we simply use "holding" and "hugging" as the assessment of parental affection, the categories may threaten the study's internal validity and mislead researchers into concluding that Chinese American parents have less affection for their children than do Caucasians.…”