Transforming the Paradigm for LGBTQ+ Evaluation: Advancing a Praxis of LGBTQ+ Inclusion and Liberation in Evaluation

Autor/inn/en	Phillips, Gregory, II; Felt, Dylan; Perez-Bill, Esrea; Ruprecht, Megan M.; Glenn, Erik Elías; Lindeman, Peter; Miller, Robin Lin
Titel	Transforming the Paradigm for LGBTQ+ Evaluation: Advancing a Praxis of LGBTQ+ Inclusion and Liberation in Evaluation
Quelle	In: American Journal of Evaluation, 44 (2023) 1, S.7-28 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips, Gregory, II)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/10982140211067206
Schlagwörter	Student Evaluation; LGBTQ People; Test Bias; Barriers; Cultural Relevance; Culture Fair Tests; Evaluation Methods; Social Bias; Inclusion; Minority Group Students + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testkritik; Inklusion
Abstract	Lesbian, gay, bisexual, transgender, queer, intersex, Two-Spirit, and other sexual and gender minority (LGBTQ+) individuals encounter numerous obstacles to equity across health and healthcare, education, housing, employment, and other domains. Such barriers are even greater for LGBTQ+ individuals who are also Black, Indigenous, and People of Color (BIPOC), as well as those who are disabled, and those who are working-class, poor, and otherwise economically disadvantaged, among other intersecting forms of oppression. Given this, an evaluation cannot be equitable for LGBTQ+ people without meaningfully including our experiences and voices. Unfortunately, all evidence indicates that evaluation has systematically failed to recognize the presence and value of LGBTQ+ populations. Thus, we propose critical action steps and the articulation of a new paradigm of LGBTQ+ Evaluation. Our recommendations are grounded in transformative, equitable, culturally responsive, and decolonial frameworks, as well as our own experiences as LGBTQ+ evaluators and accomplices. We conclude by inviting others to participate in the articulation and enactment of this new paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01