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Abstract
This article describes how the authors use the theoretical construct of intersectionality and concepts relating to stereotyping in treatments of diversity and social equity in the public affairs classroom. The authors’ approach reflects their efforts in civil rights advocacy, which inform their teaching. Larger framing questions, of some pertinence to the interpretation and determination of public policy and programs, emerge. The authors’ focus is on intersectionality, stereotyping, and miscategorization as these pertain to African American men in particular, with some consideration of the possibilities for assertive self-categorization within this population as a means for attaining greater self-efficacy and agency. Additionally, the authors bring the important constructs of critical race theory and public ethics into the discussion, reflecting their use of these constructs in the classroom. The article concludes with recommendations for public affairs faculty, regardless of background or area of specialization, who wish to address these subjects in their classrooms.
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Notes on contributors
Richard Greggory Johnson
Richard Greggory Johnson III is associate professor of public policy in the Department of Economics, Law, and International Business at the University of San Francisco School of Management. He is widely published in the social equity subfield of public policy and administration. Johnson is a member of the Phi Beta Kappa Society.
Mario Antonio Rivera
Mario Antonio Rivera is Regents’ Professor in the School of Public Administration at the University of New Mexico. A long-time civil rights advocate, he is widely published in the areas of diversity and social equity, public ethics, and program and policy evaluation, in both national and international contexts.