Equity and Evaluation in Informal STEM Education

Cecilia Garibay · Rebecca M. Teasdale

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Abstract

Abstract 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.

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1963Experimental and Quasi-Experimental Designs for Research 2003The cultural nature of human development 1997Organizational Learning II: Theory, Method, and Practice.2009Learning Science in Informal Environments: People, Places, and Pursuits 1981Toward Reform of Program Evaluation 2005Street Science 1999Values in Evaluation and Social Research 2014Is Diversity Management Sufficient? Organizational Inclusion to Further Performance

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