Integrating Social Equity into the Core Human Resource Management Course

Gooden, Susan T.; Wooldridge, Blue

doi:10.1080/15236803.2007.12001467

Cited by 23 publications

(5 citation statements)

References 13 publications

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“…For example, searching JPAE for “social equity” returns 268 articles, with foundational manuscripts on social equity. Many of the articles discuss the importance of social equity and a number focus on how to teach the concept in the classroom (see Gooden & Wooldridge 2007). An important strand of this paper has been the references to the ways in which not just this journal but also JPAE and TPA have reflected the debates and discussions within the field.…”

Section: The Future Of Public Administration Educationmentioning

confidence: 99%

Reflecting on over 100 years of public administration education

Farrell

Hatcher

Diamond

2021

Public Administration

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Public administration education has an interesting history rooted in numerous scholarly disciplines, such as sociology, political science, economics, and engineering. The article reflects on the last 100 years of scholarship on public administration education, starting with an article on the topic in the first issue of Public Administration in 1923. We provide a concise review focused on the development of public administration education over this time. Next, we discuss scholarship in top journals on public administration education, Journal of Public Affairs Education and Teaching Public Administration. We use Denhardt's (2001) big questions in public administration education as a framework to examine this scholarship. We conclude by discussing the future of public administration education and advocating a community-based approach to pedagogy practice and research in the field.

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Section: The Future Of Public Administration Educationmentioning

confidence: 99%

Reflecting on over 100 years of public administration education

Farrell

Hatcher

Diamond

2021

Public Administration

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“…There is a unique tie to social equity and personnel management as it relates to the historical issues around affirmative action, discrimination, and equal employment opportunity. While the formal aspects of human resources and gender equity have been clearly identified in laws and policies, it is the informal “behind closed doors” practices, conversations, and norms that “occur throughout each component of personnel management” that need to be delineated (Gooden and Wooldridge 2007, 64).…”

Section: Unpacking Gender Inequities In the Workplacementioning

confidence: 99%

Equal Employment Opportunity: Women Bureaucrats in Male‐Dominated Professions

Bishu

Headley

2020

Public Administration Review

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The public sector prides itself on being a place where women and other marginalized groups can find shelter from workplace discrimination. Still, gender inequities are evident in the public sector workforce. In this article, interview data from city managers and police officers highlight the gendered internal organizational processes, arrangements, and interactions that impact women's experiences in male-dominated roles. Despite seemingly equal opportunities to access and engagement in these bureaucratic roles, the findings suggest that women constantly face gendered barriers and boundaries that directly impact their experiences on the job and their work-related outcomes. Legislative and administrative remedies are not sufficient to eliminate gendered experiences of women in maledominated roles. Rather, a cultural change from within the workplace is vital to realize the efforts of civil rights laws established more than 50 years ago. Evidence for Practice • Women in male-dominated roles in the public sector face covert barriers that have implications for their daily work experiences and subsequent job-related outcomes. • Gender inequities can be rooted and reproduced in organizational structures, processes, and the design of work. Thus, organizational commitment to conduct an internal inventory of places where inequities are reproduced is essential. • Gender analysis skills are an integral part of preparing the current and future public administration workforce to identify differential experiences and outcomes for women in public service.

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“…Svara and Brunet (2005) disagreed and responded by forwarding the basis of an operational definition of social equity consisting of procedural fairness, distribution and access, quality, outcomes, and related responsibilities of guaranteeing all a place and the table being both proactive and affirmative to involve citizens, all of which are skills in which administrators must be educated. Indeed, from this time up until 2018, JPAE in particular saw a steadily growing number of social equity pieces on a wide range of topics, including teaching social equity in human resources management (Gooden & Wooldridge, 2007), as a standalone course (McCandless & Larson, 2018), in terms of human rights (Alvez & Timney, 2008), teaching about racism in the classroom (Lopez-Littleton et al, 2018), in terms of service learning (Waldner et al, 2011), in terms of transgender competence (Johnson, 2011), a social equity, diversity, and identity symposium (see Rivera & Ward, 2018), and many others too numerous to list in full. The next section continues this dialogue and captures the discipline's renewed efforts since this timeframe when the last Minnowbrook conference was convened to highlight its progress during the past five years.…”

Section: Toward Greater Conceptual and Operational Claritymentioning

confidence: 99%

Social Equity in Public Administration: Past, Present, and the Future

Yu,

McCandless,

Rauhaus

2023

J. Public Nonprof Aff.

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By 2018, the United States was (again) faced with a number of turbulent and divisive issues. In response, the Minnowbrook at 50 conference identified several critical areas of emphasis to advance social equity in research, teaching, and the practice of public administration. In this essay, we highlight these renewed efforts to describe its progress during the past five years (e.g., 2018–2023), as well as review the conceptual development of social equity in public administration prior to the Minnowbrook at 50 conference (e.g., pre-2018). We conclude with a re-examination of the future of social equity in public administration by upholding past principles, while encouraging new practices, pedagogy, and scholarship within the social equity domain (e.g., post-2023).

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Integrating Social Equity into the Core Human Resource Management Course

Cited by 23 publications

References 13 publications

Reflecting on over 100 years of public administration education

Reflecting on over 100 years of public administration education

Equal Employment Opportunity: Women Bureaucrats in Male‐Dominated Professions

Social Equity in Public Administration: Past, Present, and the Future

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