Events
Oral PhD Defense: Alissa L. Jones
Exploring Reflexivity: Unveiling Constructs, Embracing Concepts and Discovering Evaluator Experience with Social Justice
Advisor: Andrew Furco
The American Evaluation Association’s (AEA) Evaluator Competencies (2018a), Guiding Principles (2018b), and Public Statement on Cultural Competence in Evaluation (2011) urge evaluators to be self-aware and critically examine their position, power, and privilege in the context of each evaluation. This reflective approach is intended to mitigate bias, uphold ethical standards, and enhance cultural competence in practice. However, despite these calls to action, explicit guidance on how to engage with these concepts—particularly through reflexive practice—remains limited. Williams (2005) offered a definition of reflexivity in the Encyclopedia of Evaluation, however, it remains ambiguous and lacks actionable detail for implementation. The role of evaluation in advancing social justice and equity has also been widely debated (House, 2005; Symonette et al., 2020), with some arguing that prioritizing social justice may itself introduce bias (Symonette et al., 2020). In response to societal shifts, AEA has communicated with its membership and issued public statements emphasizing evaluators' responsibility in addressing systemic racism and promoting social justice (American Evaluation Association, personal correspondence, August 21, 2019; American Evaluation Association, personal correspondence, June 5, 2020; Shanker, 2021). Reflexivity holds the potential to enhance evaluation integrity by making transparent the values, perspectives, and goals of interest-holders, clients, and evaluators (AEA, 2018b). This exploratory qualitative study investigates how reflexivity is understood and applied in evaluation practice. In-depth interviews were conducted with 14 experienced AEA members across the United States to examine their experiences with reflexivity and the impact of an increasing focus on social justice within the field. Thematic analysis of these narratives informed the development of a conceptual framework that identifies key constructs essential for integrating reflexivity into evaluator training and professional development. Implications for evaluation research, practice, and pedagogy are discussed.
Photographs taken at the event may be used in University of Minnesota print and online publications, promotions, or shared with the CEHD community.
The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, familial status, disability, public assistance status, membership or activity in a local commission created for the purpose of dealing with discrimination, veteran status, sexual orientation, gender identity, or gender expression. All are welcome.
The University of Minnesota campuses were built on the traditional homelands of the Dakota and Ojibwe, and scores of other Indigenous peoples who have walked on these lands from time immemorial. It is important to acknowledge the peoples on whose land we live, learn, and work as we seek to improve and strengthen our relations with our tribal nations. We also acknowledge that words are not enough. We must ensure that our institution provides support, resources, and programs that increase access to all aspects of higher education for our American Indian students, staff, faculty, and community members.