Abstract
Program evaluations in education programs are conducted to address the outcomes, experiences, and phenomena that occur from programs. Program evaluation models are plentiful, and commonly used models include objectives, summative, formative, process, and outcome approaches. The strength of the model relies on the competencies and confidence of the evaluators. When used properly models are a reliable method for judging programs and their outcomes. Absent from these models is the intentional inclusion of culture. Culture is multidimensional and intersectional and holistically affects programs. Therefore, as the cultural makeup of the education systems continues to grow in diversity, program evaluation models must consider the impacts and influences that multi-dimensional culture has on programs at all stages of planning, delivery, and evaluation. This chapter provides specific areas of cultural identity to address with explicit steps for infusing deliberate emphasis into the program evaluation models.
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