A Framework for Integrating Cultural Competency into the Curriculum of Public Administration Programs

Abstract

As the United States increasingly becomes more globalized, diverse, and socially complex, public administration professionals will need to be prepared to lead and manage to meet the changing demands. In order to meet these needs, academic programs responsible for training public service professionals, will need to adopt curricula to promote cultural competency. While other fields have made progress toward promoting cultural competency in curricula, public administration programs have been slow to respond. A multifaceted approach is needed to guide public administration programs toward understanding the purpose of cultural competency education and developing curricula that are responsive to the needs of diverse populations. Drawing from models in healthrelated academic programs, this article introduces the diversity and inclusiveness framework (DIF), with six interdependent components: addressing the program’s mission, identifying core competencies, developing diversity and inclusiveness plans, requiring faculty and staff training, implementing curricular and co-curricular components, and assessing students’ perception of diversity.

Keywords:

• Cultural competency
• NASPAA standards
• NASPAA accreditation
• diversity

Additional information

Notes on contributors

Vanessa Lopez-Littleton

Vanessa Lopez-Littleton is a lecturer in the School of Public Administration at the University of Central Florida. Her research focuses on cultural competency, social equity, and the social determinants of health.

Brandi Blessett

Brandi Blessett is an assistant professor in the Department of Public Policy and Administration at Rutgers University–Camden. Her research focuses on cultural competency, administrative responsibility, social equity, and disenfranchisement.