Multicultural MPA Curriculum:Are We Preparing Culturally Competent Public Administrators?

Abstract

This article addresses the level of formal diversity training that masters of public administration (MPA) students receive in their coursework. By examining the top twenty public affairs programs as ranked by U.S. News and World Report, this article examines the extent to which students of public affairs are adequately trained in their future work as public servants. Are students required to take courses involving diversity or cultural competency? Are such courses offered only as electives? When diversity areas are addressed, what areas within diversity (e.g, race/ethnicity, gender, disability, sexual orientation, class, age, religion) receive the most attention? These data suggest that fewer than half of the top-ranked schools cover diversity or cultural competency in their MPA curricula. When the curricula do address these issues, they typically cover race, ethnicity, and gender but give very little attention to other areas such as sexual orientation, age, religion, and disability. This article concludes by offering recommendations on how to better incorporate diversity and cultural competency training into MPA curriculum.

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