Journal of Public Affairs Education

Despite efforts to increase diversity in NASPAA-accredited MPA programs, men continue to hold most faculty positions, even though women represent the majority of the MPA student body and earn doctoral degrees at similar rates to men. Previous research suggests this imbalance may stem from unequal workloads, perceptions of institutional climate, and personal responsibilities. To investigate these issues, this study compiled a novel dataset examining gender differences among public administration faculty, focusing on factors that influence job satisfaction and retention for women. Findings reveal significant gender disparities in both personal and professional responsibilities. However, workplace environment factors, such as perceived support from colleagues and administrators, along with a sense of professional efficacy, are the primary drivers of job satisfaction and retention among women faculty. The authors recommend fostering a supportive workplace culture, recognizing women’s contributions, and implementing gender equity policies to address the “leaky pipeline” in public administration faculty representation.

Imposter Phenomenon (IP) is feelings of inadequacy and inauthenticity in settings where achievement is emphasized and valued. This exploratory study employs a survey to investigate the prevalence and underlying factors of IP among Master of Public Administration (MPA) students at seven US universities with varying institutional characteristics. The results show that over 1 in 10 MPA students report experiencing IP and feeling excluded by their peers and faculty. Our findings show that feelings of belongingness are negatively associated with experiences of IP. These findings contribute to the growing scholarship that emphasizes the role of oppressive systems in feelings of belonging and inadequacy. This article offers insight to better support MPA students in navigating their studies in the context of oppressive social systems. By understanding IP’s dynamics and the role of belonging in the context of PA education, this study hopes to foster a more inclusive academic environment.

As calls increase to give public affairs doctoral students more agency in their learning, we report on the effects of implementing professional development, self-reflection, and original research into a first-year, first-semester introductory doctoral seminar. Using Scott et al’s framework, we purposively integrated elements of socialization and self-reflection into the course materials and assignments. Via collaborative autoethnography, we argue that reflexivity and deliberation in real-time yields: personal connection to the materials and each other; kinetic energy and information retention; the blending of academic rigor with an ethic of care. The conclusion offers a framework based on our findings to assist other professors in developing courses with built-in reflection and professional development to work toward equity in the classroom.

This paper explores the concept of e-resilience in educational systems, particularly in Public Affairs Education, in response to the COVID-19 pandemic. We investigate the drivers and challenges faced by actors from an educational system perspective, which is conceptualized by adjusting Bronfenbrenners’ ecological model using dimensions of Technology, Human, and Intersections and levels Macro, Meso and Micro, during this global shock. Utilizing a multiple case study approach across Argentina, Nigeria, South Africa, the Netherlands, and the United States, we examine e-resilience through 36 group interviews involving 41 students, staff, administration, and program directors. Our findings reveal that challenges within the technological system impact overall system performance, while human-level challenges disrupt learning and pose greater obstacles for the system. Despite these challenges, each context exhibits various drivers, providing insights for building more robust educational systems. By better understanding the dynamics of e-resilience within each educational system context, we can enhance educational systems in the face of unprecedented shocks.

This is a teaching case focused on implicit biases intended to spark meaningful discussions about challenges we face in decision-making. The case narrative centers on a young woman, Elsa, who observes a situation she believes is suspicious: a young Black man escorting two White children to his car. In Part A, Elsa debates whether to call the police and considers whether her unease is a result of her own implicit bias. Students step into Elsa’s role to evaluate her choices. Part B reveals Elsa’s decision and explores the consequences. Students delve into the broader implications of reporting suspicious activity as well as the consequences of not reporting, learning that decisions are often more multifaceted and nuanced beneath the surface. The case also provides numerous pathways for instructors to explore related topics, such as social equity in public administration and the discretion exercised by law enforcement officers.