Public administration frequently focuses on values such as diversity, equity, and representation through academic theory, professional standards, and educational accreditation. Research has shown that diversity efforts in faculty hiring and pedagogy have positive impacts on student success. This study measured gender representation in graduate public administration ethics course syllabi through the lens of representative bureaucracy theory. The researcher found that both male and female gender is represented (passive), but opportunities for students to see reflections of gender diversity in faculty and authors of course material heavily favor males. Active representation theory is demonstrated with increases in female-authored materials by female professors, but overall reflection opportunities are majority male-authored. While the surface level visibility of gender via professors or written scholarship may not be a substantive sign of gender inclusion, lack of inclusion or limited opportunities may serve as a symptom of the larger problem of barriers to equity and inclusion in the public administration workforce.
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