Flipping the Script! Second Career Evaluators: Doctoral Non-traditional students experiences coming into Evaluation.

Abstract Information: 
The next generation of evaluators are here. We are the second career African-American evaluators who are bringing our lived and working experiences into the evaluation space of the industries we choose to participate in. We are seeking to have our voices amplified and empowered as we do the work of evaluation within historically marginalized communities. A growing number of underrepresented and marginalized doctoral students are entering the evaluation profession with varying life and industry experiences. New African-American evaluators are going through formal education to attain the “letters” to become “outsiders within” as Hall, 2020 posits using standpoint theories as a framework. This panel presentation attempts to create a standpoint where we understand we are becoming disruptors in navigating evaluation spaces (Hall, 2020). Underrepresented and otherwise marginalized second-career evaluators make multiple sacrifices to attend doctoral programs while still not being mentored, honed, and recognized for their special cultural and professional attributes. It has taken the work of Dr. Stanford Hood and Dr. Rodney Hopson to bring to light recognition of African-American pioneers in the evaluation profession. Non-traditional and mature students still need, support, guidance and mentorship along with more opportunities to be recognized for their potential and growth in the field. This year's theme is perfect for some of us to raise our voices to be seen and heard for the achievements and hardships we endure as first & second-generation students who are a part of historically marginalized communities transition and navigate through our programs to become new evaluators. We endure the “isms” while attending school and still are in constant self-reflection to understand and use for good the privilege we have entered into. As part of the 2% of U.S. citizens looking to obtain a doctoral degree and seeking to become a privileged evaluator. We step into Black communities with our research and evaluation of race-based programs. Using culturally responsive evaluation theory (CRE) to address the social justice, privilege, classism, ageism, racism, bias, inequities, and marginalization our community(ies) face, This presentation will address how to aid professors/advisors/primary investigators in being disruptors in the areas of holistic advising second career changers, veteran’s issues in higher education and other forms of bias and marginalization of newly entering second career evaluators into the profession. Using the colloquial phrase, “flipping the script,” each presenter will showcase how they intend to represent for the communities they will serve on aforementioned issues/areas as they begin their second careers as new evaluators. Addressing the unique challenges and advising needs of non-traditional and mature learners as they enter and progress through their doctoral programs can help with programming on campuses and within AEA on how to support these students more effectively. Even more unique are the needs presented by the intersectionalities of African-American Veteran evaluators as they enter into the evaluation profession. All the groups experience mentioned face bias and marginalization well beyond their gender and race. The panelists hope that flipping the script on these issues will aid in diffusing the power structures by providing future opportunities.