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Peer-reviewed article

Equity and Evaluation in Informal STEM Education

March 1, 2019 | Media and Technology, Public Programs, Exhibitions

Informal STEM education institutions seek to engage broader cross sections of their communities to address inequities in STEM participation and remain relevant in a multicultural society. In this chapter, we advance the role that evaluation can play in helping the field adopt more inclusive practices and achieve greater equity than at present through evaluation that addresses sociopolitical contexts and reflects the perspectives and values of non-dominant communities. To do this for specific projects, we argue that evaluation should privilege the voices and lived experiences of non-dominant communities, engage communities in identifying desired outcomes, and ensure multicultural validity of instruments, measures, and inferences. At the field-wide level, we urge evaluators to examine conceptualizations of “broadening participation in STEM,” evaluate community-based partnerships, and address replication and scaling. Ultimately, these actions can lead to greater equity in evaluation and in informal STEM education.


  • 2014 05 30 photo  4
    Garibay Group
  • 2014 04 16 edited headshot
    Garibay Group
  • Citation

    DOI : 10.1002/ev
    ISSN : 1534-875x
    Publication Name: New Directions for Evaluation
    Volume: 161
    Page Number: 87-106
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Families | General Public | Museum/ISE Professionals | Evaluators
    Environment Type: Media and Technology | Public Programs | Afterschool Programs | Citizen Science Programs | Exhibitions | Parks, Outdoor, and Garden Exhibits
    Access and Inclusion: Ethnic/Racial | Hispanic/Latinx Communities | Indigenous and Tribal Communities | Women and Girls | English Language Learners | Urban

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