Culturally Competent Program Evaluation

Becoming a Culturally Competent Evaluator

Cultural competence is a critical component of effective program evaluation. It begins with intentional acts of cultural awareness, including the recognition of one’s own cultural background as well as those with which one does not identify. According to the U.S. Department of Health and Human Services (n.d.), evaluators must acknowledge culture as a complex collection of behaviors, thought patterns, historical practices, values, and group norms.

Grinnell et al. (2019) and HHS emphasize that culturally competent evaluators must understand the cultural influences that shape identity and group behavior. Key competencies include recognizing both similarities and differences across and within cultures, engaging in self-examination, and practicing effective cross-cultural communication.

To conduct a culturally competent evaluation, evaluators must explore their cultural backgrounds, identify the values influencing their perspectives, and maintain openness to discomfort. They must be aware of social influences and systemic power dynamics—both past and present (Grinnell et al., 2019; HHS, n.d.). These competencies are demonstrated through intentional behaviors such as culturally responsive language use, valuing diverse expressions (e.g., music, language, and oral traditions), and applying empathy, respect, and active engagement. By identifying one's cultural frame of reference, evaluators can broaden their perspectives and enhance the inclusivity of the evaluation process.

The Five Aspects of Cultural Framework Functionality in Program Evaluation

Grinnell et al. (2019) identify five key aspects of cultural frameworks that contribute to effective program evaluation: orientation to data, decision-making, individualism versus collectivism, tradition, and pace of life. These elements help evaluators approach evaluation with sensitivity and insight, avoiding cultural bias.

• Orientation to Data: The way data is perceived and valued is culturally informed. Quantitative data may illustrate service delivery patterns across gender-presenting identities, while qualitative data, such as ethnographic narratives, provides insight into lived cultural experiences.

• Decision-Making: This aspect reflects the cultural value placed on processes and authority structures. Understanding how decisions are made within a culture helps evaluators design evaluations that are both respectful and effective.

• Individualism vs. Collectivism: This dimension influences how goals are pursued, achievements are framed, and engagement occurs. Recognizing whether a group values individual autonomy or community-based collaboration shapes evaluation strategies and outcome interpretation.

• Tradition: Tradition informs evaluative planning by providing a historical blueprint of roles, norms, and institutional memory. It shapes the continuity or resistance to change within a program or population and must be considered to understand both context and future readiness.

• Pace of Life: This aspect addresses the rhythm of social and organizational change. Evaluators must consider how quickly or slowly change is expected or accepted within a cultural context. This helps set realistic expectations around program impact and timelines, acknowledging that cultural practices are neither uniform nor universally paced.

References

Grinnell, R. M., Jr., Gabor, P. A., & Unrau, Y. A. (2019). Program evaluation for social workers: Foundations of evidence-based programs (8th ed.). Oxford University Press.

U.S. Department of Health and Human Services. (n.d.). Program evaluation tip sheet: Integrating cultural competence into evaluation. Centers for Disease Control and Prevention. https://www.cdc.gov/dhdsp/docs/cultural_competence_tip_sheet.pdf