Building inclusive PA classrooms: The Diversity Inclusion Model

Abstract

Normative management behaviors have resulted in the patterns of today—a lack of equity in leadership positions and policies that are less favorable toward women. Meanwhile, public service values, such as respect, equity, diversity, and inclusiveness, are central foci among the professional standards and norms within the public administration field, its academic discipline and related curricula. Consequently, public administration educational programs are uniquely situated to espouse these values in their core curricula, as well as enact and reinforce them through inclusive pedagogical practices. This paper has two aims. First, to introduce the Diversity Inclusion Model, which provides a framework for examining diversity and inclusion in course design and syllabi to identify areas of improvement. Second, to apply the Diversity Inclusion Model to gender equity and inclusion to develop more gender-inclusive, acculturated learning experiences that reinforce gender equity in the classroom. This may subsequently inform the practice of public administration to re-shape professional norms and create better gender equity.

Immigrants and Passive Representation in the U.S. Public Service: 2000-2018

“…In the 21st century, there is growing evidence that diversity of instructional staff is critically important to inclusive education (see Sanger & Gleason, 2020). As scholars and educators, instructional staff within public affairs education are acutely aware of the need for inclusiveness and equity within the curriculum (see Evans, 2018;Evans & Knepper, 2021;Johnson & Borrego, 2009;McCandless & Larson, 2018;Rice, 2008). Regarding immigrant students, achievement is positively influenced by the diversity of instructional staff who serve as mentors and role models in building trust, cooperative behavior, and positive learning outcomes (see Gámez et al, 2017;Hawes, 2021;Lukes, 2015).…”

Street-Level Pedagogy: Fostering and Communicating Social Equity Through Course Syllabi

“…We examine what is called as “street-level pedagogy”—defined as the pedagogical philosophies, approaches, and choices of frontline educators to prepare current and future public servants and nonprofit leaders. A crucial, yet sometimes overlooked, element is the role of course syllabi as a vehicle for communicating how and what will be taught in courses (Evans & Knepper, 2021; Fornaciari & Dean, 2014). Syllabi are often the first exposure students have to the learning experience.…”

“…Public administration educators have actively pursued ways to increase dialog about and train students to value, critically address, and enhance social equity because of the need for social equity and culturally competent professionals capable of addressing the needs of a diverse citizenry (Elias & D’Agostino, 2019; Lopez-Littleton & Blessett, 2015). An offshoot of this social equity emphasis is the increasing attention paid to the role of inclusive pedagogy (Addy et al, 2021; Evans & Knepper, 2021; Finkelstein et al, 2021; Hogan & Sathy, 2022). Inclusive teaching has been characterized through efforts to create “learning environments that are (a) equitable, where all students have the opportunity to reach their potential, and (b) welcoming, and foster a sense of belonging” (Addy et al, 2021, p. 4).…”

“…Inclusive pedagogy often focuses on examining the underlying “hidden” curriculum messages (Epstein, 2002) and using a “critical” lens to reexamine power dynamics, structural issues, and knowledge production (Coule et al, 2022). Attention to diversity and social equity in course syllabi, pedagogy, and curricula is increasing throughout the social sciences (Elias & D’Agostino, 2019; Evans & Knepper, 2021; Knepper et al, 2020) but has so far received limited attention in nonprofit studies.…”

“…Graduate educational programs are essential vehicles in both the development and installation of norms and values in a field (Evans & Knepper, 2021). The public service value of social equity is emerging as a core concept within the nonprofit sector (Irizarry, 2022; Mason et al, 2020; Meyer et al, 2022).…”