Public administration literature has been building more evidence about whistleblowing and gender, and whistleblowing and public service motivation. Yet, despite the well-developed theoretical argument of the socialization effect on public service motivation and gender, little effort has been undertaken to study their simultaneous relationships with whistleblowing. This study fills this gap suggesting that whistleblowing mechanisms for the public sector should allow no room for gender differences and should guarantee equal access to the procedure. A constant-variable-value vignette study conducted with 799 respondents from a large local government in Poland reveals strong gender effects, that overshadow previously supported positive association between public service motivation and corruption reporting. Namely, despite the confirmed positive association between PSM levels and whistleblowing intentions, highly public service motivated women are less inclined to report a misconduct of their supervisors than men. The socialization context relevant to the study location is discussed in the conclusion.

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.

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