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Postcolonial theory can be paired with a values-engaged educative evaluation approach to resist imperialism and colonialism in evaluation spaces, de-Westernize conceptualizations of diversity, equity, and inclusion, and extend the capacity of culturally responsive evaluation. Beyond the joining of the values-engaged educative approach and postcolonial theory, Collaboration Research Network theories offer another distinct but complementary avenue for exploring structural power imbalance and invisible hierarchies in science, technology, engineering, and mathematics evaluation contexts. Using these three theories, values-engaged educative, Collaboration Research Network, and postcolonial theory, this qualitative study examined the perceptions and experiences of faculty and students at three minority-serving institutions participating in a science, technology, engineering, and mathematics Center. This study aims to bridge theories traditionally used in research with evaluation frameworks to reconceptualize concepts of diversity, equity, and inclusion.

AbstractObjectiveIn this study, we describe the experiences of individuals who received direct‐to‐consumer DNA test results indicating unexpected parentage.BackgroundThe availability of recreational DNA testing has left individuals navigating unexpected results with limited resources. Little is known about the emotional impact of learning about unexpected paternity.MethodsThis qualitative study used inductive thematic analysis of in‐depth interviews with adults (n = 27; age 40–70 years) who received direct‐to‐consumer DNA test results revealing unexpected biological paternity.ResultsIdentity transformation occurred while integrating DNA results. Themes included (a) initial discovery marked by shock, fear, crisis, and loss of genetic relatedness; (b) identity exploration encompassing anxiety, emotional challenges, determination to conduct genealogical research, and confronting family; (c) identity reconstruction due to new familial connections and reconciliation of personal and familial history; and (d) synthesis of and shift in worldview, impacting trust in kinship.ConclusionIdentity transformation after unexpected DNA results is often accompanied by intense change in personal and community identity and a shift in identity related to race, ethnicity, religion, family status, belonging, or other facets of one's self. Temporal trauma, grief, and loss are common outcomes. Isolation, shame, and a lack of emotional support are prevalent.ImplicationsThis research elucidates emotional processes related to learning unexpected DNA results.