Growing stronger together: Sharing a story of culturally responsive evaluation with indigenous families and communities

• Published in: Child abuse & neglect Vol. 148; p. 106344
• Main Authors: Mendenhall, Amy, Hicks, Camilah, Holder, Melissa, Holmes, Cheryl, Jung, Euijin, Ramirez, Laura, Fairman, Maria, Bulls, Sierra Two, Levy, Michelle
• Format: Journal Article
• Language: English
• Published: England Elsevier Ltd 01.02.2024
• Subjects: Cultural adaptation; Evidence-based program; Family skills training; Humans; Indigenous families; Learning; Native American families; Parenting; Population Groups; Research and evaluation; Family skills training; Parenting; Research and evaluation; Indigenous families; Native American families; Cultural adaptation; Evidence-based program
• ISSN: 0145-2134; 1873-7757
• DOI: 10.1016/j.chiabu.2023.106344

Gaps exist in understanding how to create and conduct culturally responsive evaluations. This information is particularly critical when working with evidence-based programs and when involving populations that have and continue to experience oppression and trauma. We share our story of developing and carrying out a culturally responsive evaluation of an EBP, Strengthening Families Program (SFP), with Indigenous families. A collective storytelling approach was used based on reflections from the evaluation team and key implementation staff. We used a collective storytelling approach, organizing the content around six previously identified principles of Indigenous research (Tsosie et al., 2022). Emerging themes, supported by quotes throughout, illustrate the importance of organizing the integration of culture into the evaluation through the six principles of Indigenous research: respect, relationship, relevance, reciprocity, responsibility, and representation. Working toward a culturally responsive evaluation allowed for the creation of more meaningful connections with Indigenous community partners and families. It also acknowledged insights that partners and families bring to the work and encouraged multi-directional learning to occur between evaluators, partners, and families.