The criticality of language: Exploring STEM education evaluators conceptualizations of equity, diversity, and inclusion and the influence on their roles and practice

Abstract

Language is critical in evaluation. It influences understanding of goal attainment, judgments made about the quality of a program, interactions between stakeholder groups, interpretation of findings, and future actions. This paper reports research on language that unearths complexities related to the agenda of diversifying STEM and the utilization of evaluation in achieving its goal through an examination of STEM education evaluators’ conceptualizations of diversity, equity, and inclusion and the implications for their practice. Data was collected via semi-structured interviews. Findings revealed (1) the multifaceted nature of terms such as equity, diversity, and inclusion, (2) the role of an evaluator is not singular, and (3) the importance of surfacing the ways in which language is both value-laden and socially shaping for potentially disrupting one’s knowledge of status quo injustices.