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The criticality of language: Exploring STEM education evaluators conceptualizations of equity, diversity, and inclusion and the influence on their roles and practice

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  • Avent, Cherie M.

Abstract

Language is critical in evaluation. It influences understanding of goal attainment, judgments made about the quality of a program, interactions between stakeholder groups, interpretation of findings, and future actions. This paper reports research on language that unearths complexities related to the agenda of diversifying STEM and the utilization of evaluation in achieving its goal through an examination of STEM education evaluators’ conceptualizations of diversity, equity, and inclusion and the implications for their practice. Data was collected via semi-structured interviews. Findings revealed (1) the multifaceted nature of terms such as equity, diversity, and inclusion, (2) the role of an evaluator is not singular, and (3) the importance of surfacing the ways in which language is both value-laden and socially shaping for potentially disrupting one’s knowledge of status quo injustices.

Suggested Citation

  • Avent, Cherie M., 2025. "The criticality of language: Exploring STEM education evaluators conceptualizations of equity, diversity, and inclusion and the influence on their roles and practice," Evaluation and Program Planning, Elsevier, vol. 108(C).
    • Handle: RePEc:eee:epplan:v:108:y:2025:i:c:s0149718924001137
    DOI: 10.1016/j.evalprogplan.2024.102511
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    References listed on IDEAS

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    1. Boyce, Ayesha S., 2017. "Lessons learned using a values-engaged approach to attend to culture, diversity, and equity in a STEM program evaluation," Evaluation and Program Planning, Elsevier, vol. 64(C), pages 33-43.
    2. Alex Bell & Raj Chetty & Xavier Jaravel & Neviana Petkova & John Van Reenen, 2019. "Who Becomes an Inventor in America? The Importance of Exposure to Innovation," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(2), pages 647-713.
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