This article offers a nuanced exploration of positionality within culturally responsive evaluation, emphasizing its significance in relational practice, particularly for evaluators of color operating in predominantly white contexts. By broadening the concept of identity to encompass physical characteristics, the authors deepen the discourse on how positionality shapes relationship-building. Rooted in case studies of Black-centered educational initiatives, this session provides critical insights into how evaluators' identities impact power relations with marginalized communities. This work is an important contribution to advancing equity and social justice in evaluation practice.
Sullers et al. (Mon,) studied this question.