A Framework For Integrating Cultural Competency Into The Curriculum Of Public Administration Programs

Keywords

Cultural competency; diversity; NASPAA accreditation; NASPAA standards

Abstract

As the United States increasingly becomes more globalized, diverse, and socially complex, public administration professionals will need to be prepared to lead and manage to meet the changing demands. In order to meet these needs, academic programs responsible for training public service professionals, will need to adopt curricula to promote cultural competency. While other fields have made progress toward promoting cultural competency in curricula, public administration programs have been slow to respond. A multifaceted approach is needed to guide public administration programs toward understanding the purpose of cultural competency education and developing curricula that are responsive to the needs of diverse populations. Drawing from models in healthrelated academic programs, this article introduces the diversity and inclusiveness framework (DIF), with six interdependent components: addressing the program’s mission, identifying core competencies, developing diversity and inclusiveness plans, requiring faculty and staff training, implementing curricular and co-curricular components, and assessing students’ perception of diversity.

Publication Date

12-1-2015

Publication Title

Journal of Public Affairs Education

Volume

21

Issue

4

Number of Pages

557-574

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/15236803.2015.12002220

Socpus ID

85057219254 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85057219254

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