Gender representation in MPA ethics courses

Evans, Michelle D.

doi:10.1080/15236803.2018.1426427

Cited by 12 publications

(6 citation statements)

References 36 publications

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“…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).…”

Section: Education and Career Public Servicementioning

confidence: 99%

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

Simon

Moltz

2023

Administration & Society

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Representative bureaucracy has been a prominent construct in U.S. governance literature for more than three quarters of a century. Passive representation is an important first step toward active representation. Using a repeated cross-sectional design, we find that immigrant status and accompanying multigenerational effects impact the likelihood of employment in the public sector. The barrier of immigrant status and multigenerational effects are likely compounded by the educational achievement barrier associated with growing professionalism in the public sector.

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Section: Education and Career Public Servicementioning

confidence: 99%

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

Simon

Moltz

2023

Administration & Society

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“…The genesis of the Diversity Inclusion Model lay with Evans’ (2015) qualitative study that used feminist pedagogy and diversity theories to examine how women and gender were incorporated within Master of Public Administration (MPA) ethics course syllabi. The study used inductive and deductive interpretative approaches that combined core themes in feminist theories, feminist pedagogy, and diversity literature with the analysis of inclusive practices in the course syllabi.…”

Section: The Diversity Inclusion Model: Gendermentioning

confidence: 99%

“…However, a far more flexible tool for incorporating visibility and reflection opportunities for multiple genders is through the inclusion of assigned reading materials. Recent studies have found an underrepresentation of female authors being assigned in course syllabi (Evans, 2018; Hatch, 2018), and isolated or marginalized within textbooks (Atchison, 2017). These findings are concerning, particularly given the emphasis on public service values of inclusion and diversity within public administration.…”

Section: The Diversity Inclusion Model: Gendermentioning

confidence: 99%

“…For space reasons, syllabi often include the complete citation only for required textbooks and then abbreviated listings for additional readings within course schedules. Research has shown that female authors are more likely to be encountered in supplemental journal article readings than in textbooks (Evans, 2018). Therefore, another method of increasing the visibility of female authors in syllabi is to change the syllabus citation norm to include the full citation (including first names) for all additional course readings along with the required textbooks.…”

Section: The Diversity Inclusion Model: Gendermentioning

confidence: 99%

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Building inclusive PA classrooms: The Diversity Inclusion Model

Evans

Knepper

2020

Teaching Public Administration

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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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“…Faculty should take care to cite women's scholarship and add it to their course syllabi. This builds citation counts and visibility and redresses injustice and equity by curating diverse and inclusive voices (Evans 2018; Hatch 2018; McCandless 2019). Women faculty should use new ways to show the impact of scholarship such as Google Scholar, Academia.edu, ResearchGate, and the like.…”

Section: Recommendations For the Academymentioning

confidence: 99%

The Slippery Slope: Struggling for Equity in the Academy in the Era of #MeToo

Knepper

Scutelnicu

Tekula

2020

Public Administration Review

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The complexity of the sexual harassment language of the #MeToo movement creates discontinuities that may muddy intended communications. Yet understanding this language provides a fuller picture of the experiences that women face. Gender harassment has persisted in the workplace despite long-standing antidiscrimination policies, perhaps because of a universal failure to recognize all forms of it-some of which are more pervasive and common than sexual abuse. This article considers the ability of the academy to affect sexual harassment in public administration. It discusses the implications of gender harassment, the least recognized form of sexual harassment, and makes recommendations for overcoming gender barriers in the academy and in practice. Evidence-based guidance for advancing women in the academy may create more equitable and just spaces for teaching and learning. Public administration classrooms and scholarship represent critical opportunities to recognize patterns of organizational practice and systematically redress gender harassment in the workplace.

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Gender representation in MPA ethics courses

Cited by 12 publications

References 36 publications

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

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

Building inclusive PA classrooms: The Diversity Inclusion Model

The Slippery Slope: Struggling for Equity in the Academy in the Era of #MeToo

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