NASPAA

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Walking the Talk Public Administration
Organizations and Social Equity

• NASPAAS Perspective on Social Equity
• American Society for Public Administration
• District IV Conference
• October 1-3, 2009

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Ethel Williams

• School of Public Administration
• University of Nebraska at Omaha

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Background and overview

• NASPAA

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NASPAA

• NASPAA is the National Association of Schools of
  Public Affairs and Administration. It is an
  institutional membership organization which
  exists to promote excellence in public service
  education.  The membership includes U.S.
  university programs in public affairs, public
  policy, public administration and nonprofit
  management.

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NASPAA

• NASPAA, founded in 1970 and incorporated in 1977,
  serves as a national and international resource
  for education and training for public service.
  Its institutional membership includes more than
  260 U.S. and Non- U.S. university programs in
  public affairs, public policy, public
  administration, and public management.
• http//www.naspaa.org/about_naspaa/about/overview.
  asp

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NASPAA

• Membership in the Association is open to academic
  programs within accredited institutions of higher
  education. These programs must have separately
  identified curricula leading to a professional
  graduate or undergraduate degree in public
  affairs, administration or policy, and have a
  substantial commitment to the purpose of NASPAA.
• http//www.naspaa.org/about_naspaa/about/overview.
  asp

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The talk

• NASPAA

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NASPAA

• The following statements and policies concerning
  social equity provide an overview of the
  provisions and articulations of social equity,
  diversity, and equal treatment.

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NASPAA

• Current NASPAA Standards for Professional Masters
  Degree Programs in Public Affairs, Policy, and
  Administration
• NASPAA Standards 2009 Proposed Accreditation
  Standards (7/10/09)
• NASPAA Diversity Guideline
• NASPAA Urban Management Education Guidelines
• 2003 NASPAA Strategic Directions
• NASPAA Member Code of Good Practice
• Teaching Resources (Journal of Public Affairs
  Education)

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NASPAA

• Current NASPAA Standards for Professional Masters
  Degree Programs in Public Affairs, Policy, and
  Administration
• Standard 4.21 Common Curriculum Components
• Diversity Across the Curriculum. Program
  activities must prepare students to work in and
  contribute to diverse workplaces and communities.
  Consequently, courses, curriculum materials, and
  other program activities should expose students
  to differences relating to social identity
  categories such as race, ethnicity, gender,
  class, nationality, religion, sexual orientation,
  disability, age, and veterans status.

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NASPAA

•  Standard 5.5 Faculty Diversity
• There should be evidence that specific plans are
  being implemented to assure the diversity of the
  composition of the faculty with respect to the
  representation of minorities, women, and persons
  with disabilities. Programs and plans to insure
  faculty diversity shall generally reflect
  NASPAA's Diversity Guidelines.
•  
• Standard 6.1 Admission Goals and Standards
• Admission goals, policy and standards, including
  academic prerequisites, should be clearly and
  publicly stated, specifying any differences for
  pre-service, in-service or other categories of
  students, and reflecting specific concern for the
  representation of minorities, women, and persons
  with disabilities. Programs and plans designed to
  insure student diversity shall generally reflect
  NASPAA's Diversity Guidelines.

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NASPAA

• NASPAA Standards 2009 Proposed Accreditation
  Standards (7/10/09) To be voted on at the NASPAA
  Annual Business meeting on Friday, October 16,
  2009
• Standard 3.2 Faculty Diversity
• The program will promote diversity and a climate
  of inclusiveness through its recruitment and
  retention of faculty members.
• The programs faculty, as a group, should include
  a variety of perspectives and experiences (e.g.,
  gender, ethnicity, race, disabilities) to
  invigorate discourse with each other and with
  students and to prepare students for the
  professional workplace.

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NASPAA

• Standard 4.4 Student Diversity
•  
• The program will promote diversity and a climate
  of inclusiveness through its recruitment,
  admissions practices, and student support
  services.
•  
• The recruitment and service processes should be
  transparent, accountable, ethical, equitable,
  diverse, and participatory. A program should
  encourage diversity in its student body to help
  prepare students for the workplace of the 21st
  Century.
• http//www.naspaa.org/accreditation/standard2009/d
  ocs/NS200920Final207.10.2009.pdf

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NASPAA

• NASPAA Diversity Guideline
• Approved by NASPAA Executive Council April 12,
  1992 Chicago, Illinois April 11, 1992 Baltimore,
  Maryland Revised April 15, 1993. Revised by COPRA
  October 10, 2005
• This document contains the guiding principles for
  the standards. It provides explanations for the
  language in the standards and examples to prevent
  confusion.
• http//www.naspaa.org/accreditation/seeking/refere
  nce/guidelines.aspdiversity

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NASPAA

• NASPAA Urban Management Education Guidelines
• Created by ICMA/NASPAA Task Force on Local
  Government Management Education (1992)
• 17. Racial and Ethnic Diversity
• An increase in both the number of women and
  minority students preparing for managerial
  careers in local government and local government
  program faculty who are women or members of
  minority groups is essential to increase the
  number of women and minority persons in local
  government management and to develop greater
  sensitivity among those trained for management to
  the needs, concerns, attitudes, and values of the
  broad range of persons directly served by local
  government programs. These groups also need
  effective representation in the policy-making
  processes of local government. To achieve this
  end, local government programs must make an
  active effort to involve women and minority
  persons as members of their faculties and as
  speakers, intern supervisors, professional
  mentors, and educational resource persons.
• http//www.naspaa.org/principals/resources/urban.a
  sp

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NASPAA

• 2003 NASPAA Strategic Directions
• Endorsed by Executive Council, October 2003
• Strengthen attention to diversity in the
  accreditation process within member schools.
• Diversity remains a core priority for NASPAA and
  its member institutions

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NASPAA

• Strategic Directions
• Maintain visibility of NASPAA as an advocate not
  only for increased diversity in hiring and
  retaining faculty but also for increased
  diversity within member schools masters degree
  programs
• Increase efforts to expand recruitment and
  graduation of students of color and women within
  PA/PP doctoral programs
• Promote increased accountability in these
  programs. Develop and disseminate models and best
  practices from member schools, plus from other
  professional schools and related disciplines that
  inform public affairs doctoral education
• Establish mentoring and matching programs within
  member institutions
• Develop information on variability of diversity
  relative to program location and geographic
  location
• Survey and assess doctoral program resources in
  member schools
• Explore moving from guidelines to standards with
  regard to MPA/MPP program diversity efforts and
  performance.
• http//www.naspaa.org/principals/strategic_plannin
  g/future_directions2004.asp

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NASPAA

• NASPAA Member Code of Good Practice
• Adopted by the NASPAA Executive Council, October
  2005
• Programs holding membership with NASPAA adhere to
  NASPAAs Member Code of Good Practice by which
  they agree to be bound by the following
  provisions
•  Pursues diversity in student body, faculty, and
  curriculum

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NASPAA

• Teaching Resources on NASPAAs website (Journal
  of Public Affairs Education)

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Walking The talk

• NASPAA

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NASPAA

• NASPAA structures
• Diversity Committee
• Chair Blue Wooldridge, Virginia Commonwealth
  UniversitySteven E. Aufrecht, University of
  AlaskaKyle Farmbry, Rutgers University,
  NewarkNorma Riccucci, Rutgers University,
  NewarkNadia Rubaii-Barrett, Binghamton
  UniversityVidu Soni, Central Michigan University
• Social Equity and Public Affairs Education
  Committee
• Chair B.J. Reed, University of Nebraska at Omaha
• Nadia Rubaii-Barrett, Binghamton
  UniversityJames H. Svara, Arizona State
  UniversityHenry B. Thomas, University of North
  FloridaBlue Wooldridge, Virginia Commonwealth
  University
• http//www.naspaa.org/principals/committees/commit
  tees.aspdiversity

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NASPAA

• NASPAA structures
• NASPAA Executive Council
• 18 members
• 6 female
• 4 African American (2 female)
• 1 Asian descent
• NASPAA Staff
• 6 members
• 5 female
• 1 Asian descent
• 1 African American