Gender in negotiation: Preparing public administrators for the 21st century workplace

Abstract

This exploratory study questions whether Master of Public Administration programs prepare future public administrators to how gender plays out in negotiations that occur in organizations. Negotiated Order and Second-Generation Bias perspectives provide the theoretical basis to understand that negotiations in organizations may privilege masculine practices. In light of this gender leaning, the classroom is a necessary incubator for understanding gender differences in negotiation. Curricula and survey response data retrieved from NASPAA accredited MPA programs suggest that gender in negotiation is not being addressed in the MPA classroom. Public managers must negotiate for scarce organizational resources including salary, promotion, and other workplace capital. Recognizing that gender in negotiation remains hidden under the shadow of second-generation bias is the first step to the success of future public administrators. We must begin to educate our future public managers with a distinctive negotiation skillset as they navigate the 21st century workplace.