Organizational Culture, Social Equity, and Diversity: Teaching Public Administration Education in the Postmodern Era

Rice, Mitchell F.

doi:10.1080/15236803.2004.12001354

Cited by 75 publications

(58 citation statements)

References 7 publications

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“…A self-assessment instrument may be viewed as a kind of cultural audit (Rice, 2004); a tool that "examines a public organization's values, symbols, rules, and routines which maintain its purpose and existence to uncover counterproductive activities and barriers that may adversely impact its public service mission and service delivery process" (Rice, 2005, p. 77). The goal of the public agency self-assessment is to answer many questions about the agency's cultural views toward its clients and recipients including: Does the agency provide language assistance and/or translation to clients who do not speak English?…”

Section: The United States Government's Role In Promoting Cultural Comentioning

confidence: 99%

“…One approach for incorporating cultural competency in public administration/public service delivery is to address cultural competency from the perspectives of teaching and practice. This observation presupposes that there is a connection between the teaching of public administration and the practice of public administration (see Rice, 2004Rice, , 2005. Teaching cultural competency in university based public administration education programs and core curricula would open the door for public agencies to incorporate cultural competency programs, strategies, and practices in public service delivery strategies and approaches.…”

Section: Introductionmentioning

confidence: 99%

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A post‐modern cultural competency framework for public administration and public service delivery

Rice

2007

International Journal of Public Sector Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The dramatic population growth of Hispanics and immigrants, combined with the issue of diversity, in the United States population raises several important questions about the future role of public administration and the delivery of culturally appropriate and culturally responsive public programs and public services in the post modern era of diversity. What is cultural competency in public programs and public service delivery? Can public agencies become culturally competent organizations? What is a cultural competency model for public administration and public service delivery? Aims to answer these questions that point to the need for a "new" kind of public servant and public service agency provider -one who possesses explicit cultural competency skills to work with racial/ethnic and cultural/linguistic groups in the delivery of public programs and public services. Design/methodology/approach -Utilizing a literature review approach, the paper examines the concept of culture in public administration and argues that "culture" and "competency" must be tied together thereby leading to a contemporary standard and operational framework for advancing cultural competency in public administration and public service delivery. The article argues that cultural competency can enhance public administration/public service delivery normative values by increasing an agency's ability to work efficiently, effectively, and equitably in the context of cultural differences. Findings -The paper concludes that there are five reasons for incorporating cultural competency into the study and practice of public administration/public service delivery and moving a public agency toward cultural competence. Practical implications -Embracing cultural competency in public service delivery recognizes the salience of understanding the cultural context in which any direct public service encounter occurs. Advancing cultural competency presents an opportunity to address the incomplete and often times inaccurate public services and public programs provided to minority populations. A focus on cultural competency increases the relevancy of a public agency's administration, services and programs to the groups th...

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Section: The United States Government's Role In Promoting Cultural Comentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A post‐modern cultural competency framework for public administration and public service delivery

Rice

2007

International Journal of Public Sector Management

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“…Neither the Fifth Circuit Court nor the state of California limited race‐based admissions because they felt that minority students should be attending less selective universities, but this has been the result. This taps into an ongoing debate within the policy and scholarly communities about many different conceptions of social equity (Gooden and Myers 2004; Rice 2004). Again, we revisit the debate between equality of opportunity, equality of outcomes, and the heated debates over what each of these concepts really means.…”

Section: Implications and Conclusionmentioning

confidence: 99%

The Effect of Race‐Based Admissions in Public Universities: Debunking the Myths about Hopwood and Proposition 209

Hicklin

2007

Public Administration Review

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“…The analysis necessary to understand higher education praxis for supporting the development of citizens prepared for collaboration in the distribution of resources to diverse groups that takes multiple forms. Analysis of higher education teaching sometimes addresses ideas of social equity and diversity by drawing attention to culture, background, race and the social and life experiences of faculty, in addition to the content material of the classroom (Rice 2004). Where university praxis involves opportunities for classrooms as participatory organizations, analysis focuses on the nuances of the shift from collaboration for others to collaboration with others, as learning communities develop and governance and control become distributed (Gibbs et al 2004).…”

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confidence: 99%

Identifying transcendence in educating for public service: reflections on qualifying to teach as a pedagogic example

Frusciante

2008

Teaching in Higher Education

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In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that: Á Questioning is not 'normal' for everyone; ÁThe experience of classroom safety may be different for student participants than for teacher participants; Á Reflection is a situated responsibility; and Á Assessment and authority interact within the context of learning in a formal classroom.Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.

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Organizational Culture, Social Equity, and Diversity: Teaching Public Administration Education in the Postmodern Era

Cited by 75 publications

References 7 publications

A post‐modern cultural competency framework for public administration and public service delivery

A post‐modern cultural competency framework for public administration and public service delivery

The Effect of Race‐Based Admissions in Public Universities: Debunking the Myths about Hopwood and Proposition 209

Identifying transcendence in educating for public service: reflections on qualifying to teach as a pedagogic example

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