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AbstractThis chapter introduces the use of Latino Critical Race Theory (LatCrit) as a framework for inciting change through Social Justice Evaluation (Mertens & Wilson, 2012; Neubauer, 2015, 2017). Informed by the foundational work of Valdes (1997) and Solorzano and Yosso (2001), the authors suggest that LatCrit informed evaluation is a transdisciplinary process that links theory with practice, scholarship with evaluation learnings, and our institutions with community, action, and change. The chapter provides an overview of the theory, synthesizes related literature, and describes a guiding framework anchored in four functions of LatCrit, detailing cultural values and methodological implications. A description of evaluator individual and collective critical reflective process ground the chapter to center the value that coauthors place on ideas developed in community through collaborative inquiry.

AbstractThe intersection of ethnicity, class, gender, and race and attention to advocacy, inclusion and equity have never been more enmeshed with program evaluation than is the case today. Sponsors of evaluation and evaluators seek guidance on how and when to embrace these issues in the populations impacted by programs under review. Those newly sensitized to the importance of context and culture expect evaluation to rightly manage inquiry to produce results reflective of multicultural validity and equitable impacts. With social justice and equity added to the evaluation equation, the issues communities face challenge and often overwhelm (a) the evaluation design, (b) goals and implementation, and (c) other evaluation processes. Evaluations that do not seek to put these issues in perspective with the broader structures and value systems that create the issues fail to adequately inform audiences regarding what is happening in the programs and community context. All parties involved are finding a shortage of literature that inform important evaluative decisions that address the multilevel, salient issues in communities served. Of special note is the small but slowly growing number of evaluation scholars and authors who are persons of color, from a younger generation, and born of a more activist evaluation style. This issue provides an update to and contemporizes previous evaluation literature focused on issues impacting minority populations in evaluation (1992) and culturally responsive evaluation (2004). The issue describes historical roots of this work, provides a contemporary framing of the issues, offers several frameworks and approaches for social justice evaluation, and concludes with inquiry for the future. Discussion of key insights into present‐day issues in advocacy‐oriented evaluation are included throughout.