AbstractContinuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.

AbstractDr. Hood was the first culturally responsive evaluation oral historian. For justice, culture, and equity to be mainstreamed, he understood that these concepts must be conveyed in multiple formats, settings, and arenas. He authentically brought what had been in the minds, hearts, tongues, and work of many before him to the written word—he expanded and authenticated history. We, the volume editors, have taken a cue from Dr. Hood's astute observations about the nature of history. As such, we connect CRE's past, present, and future and set the stage for this volume by sharing a living history and sentiments as told by contemporary CRE scholars.

AbstractThis article details how connection to the late Dr. Stafford Hood, Culturally Responsive Evaluation (CRE) and Culturally Responsive Evaluation and Assessment (CREA) provided conceptual, methodological, and affirming foundations of our collective work as Latina evaluators, knowledge co‐creators, and mobilizers. The introduction of CRE & CREA with strategic sponsorship provided by Dr. Hood are key historic moments in the legitimization and advancement of Latine evaluators within and across the American Evaluation Association (AEA) and CREA. The co‐authors, who are multiethnic and multicultural Latinas, consider LatCrit theory, collective agency, and legitimacy in relation to key moments in the evolution of Latine evaluation discourse over the last decade.

AbstractCulturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.

AbstractThe subtitle of this special issue, “We Know Your Name,” is as much an homage to Stafford Hood as it is to the Nobody Knows My Name oral and archival historical project he begat (2001), laying the foundation for a set of written projects that highlight the contributions of evaluation groundbreakers before the Brown v. Board of Education 1954 Supreme Court decision. The purpose of this article is twofold: (a) to historicize and contextualize the contributions of Hood and culturally responsive evaluation (CRE), and (b) to engage in dialogue about the future of CRE, including its application among those advancing critical consciousness in and around academia, government agencies, research and evaluation firms, nonprofit/nongovernmental organizations, and philanthropy. We fulfill this purpose by identifying, naming, and explaining three shifts within evaluation discourse that we attribute to Hood's scholarship and activism within the field, with mixed results for the liberation of minoritized and otherized groups. CRE seems everywhere at the moment. Amidst its mainstreaming, diluting, and whitewashing, we see an opening for critique and resistance. Failure to critique diminishes both Hood's legacy and the critical and liberatory roots underlying CRE. This article honors the past while catalyzing the continual interrogation and resistance against the hegemony waged within and through evaluation.

AbstractIn the process of developing a complicated, community‐driven evaluation initiative, Dr. Stafford Hood indicated the importance of allowing the project to “unfold as it should.” This indication of emergence is too often missing in the dialogue of what it means to do Culturally Responsive Evaluation. This chapter explores and elucidates the concept of emergence and presents two examples of how it has influenced evaluation practice and enhanced the ongoing application of culturally responsive frameworks. The authors provide examples rooted in Dr. Hood's childhood home community while showcasing the power of simple interactions, fluidity, and attending to contextual and human nuances.

AbstractThis article explores the impact that Professor Stafford Hood had on the development of culturally responsive evaluation and assessment (CRE/A) in Ireland. Starting with a brief outline of the demographic and cultural changes that have happened in Ireland since the mid‐1990s, the article discusses the initial encounters with Professor Hood and his introduction of the theories, practice and praxis of CRE/A to a group of Irish scholars. This engagement was formalized by the establishment of the CREA‐Dublin, hosted in Dublin City University. The article examines how CREA‐Dublin has used the culturally responsive lens to critique evaluation, assessment, and quality assurance practices within Ireland and across the European Union (EU). Outlining the impact of several major EU funded projects as well as locally initiated research, the article concludes by highlighting the centrality of Professor Hood as a scholar and an individual to the transformation of research and practice in the fields of evaluation and assessment on the island of Ireland and beyond.

AbstractThis article explores the close relationships between LGBTQ+ Evaluation (LGBTQ+E) and Culturally Responsive Evaluation (CRE). First, we consider the role of CRE spaces, scholars, and practitioners in supporting LGBTQ+E, including Dr. Stafford Hood, who helped us break through barriers that kept LGBTQ+E practices marginalized in the evaluation canon. We reflect on parallel developmental trajectories, and explore how LGBTQ+E embodies CRE. Finally, we discuss how LGBTQ+E and CRE can evolve through deepening their relationships and attending more meaningfully to intersectional and international work.

AbstractThis NDE volume has recounted the legacy of Stafford Hood from multiples angles of vision. This Epilogue centers the original 1998 conceptualization of culturally responsive evaluation and discusses how a diverse professional community came together to dialogue, debate, reflect, and create, fleshing out culturally responsive evaluation and assessment in both theory and practice. Three conference themes—from CREA I, CREA V, and CREA VII—illustrate these critical conversations. The Epilogue closes with Stafford's exhortations on our responsibilities as culturally responsive evaluators and assessment specialists.

AbstractThis article considers the volume's intentions, process, and gaps while inviting attention to the impact and influence of CREA and Dr. Hood on evaluators and evaluation. Three of the co‐editors author this conclusion by revisiting the key questions and drawing connections between the positions and statements advocated by the contributing authors. The final editor offers final thoughts in the epilogue. CRE is a community, grassroots, and international movement; readers are invited to consider how integrity, courage, and action exist in their everyday evaluation practice.