Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPAA Conference)
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Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPAA Conference)

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The following presentation explores diversity within master of public administration programs found at minority serving institutions and the many opportunities and challenges that exist.

The following presentation explores diversity within master of public administration programs found at minority serving institutions and the many opportunities and challenges that exist.

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Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPAA Conference) Diversity in MPA Programs at Minority Serving Institutions (2013 Annual NASPAA Conference) Presentation Transcript

  • Survey Demographics • Year of National Survey of MPA Programs in Minority Serving Institutions —Summer 2013 • Non Random Sample Size—46 • Response Rate—63% • Public Institutions—86% • Private Institutions—14% • NASPAA Accredited Schools—66% • Non-NASPAA Accredited Schools—34% Note: Numbers reflect rounding
  • Diversity is an Ethical and Pragmatic Requirement of the Program
  • Diversity can Help Define and Achieve some of the Goals and Objectives of the program
  • It is Important to Incorporate Diversity into Curriculum Offerings
  • Diverse Faculty and Adjuncts can Enrich Students’ Experiences in Classrooms
  • We should Recognize, Value, and Market Diversity to Attract more Students to the Program
  • The Affirmative Action Law is Adequate to Promote Diversity in the Program
  • Activities and Events Aimed at Promoting Diversity is a Waste of Time and Money in the program
  • A Plan for Diversity Should Exist Only at Institutional Level and Not Necessarily at Program Level
  • Faculty Diversity Should Play No Role in Accreditation and Maintenance of Accredited Status in a MPA Program
  • Lack of Funding and Other Resources Serve as Obstacles in Recruitment and Retention of Diverse Students in the Program
  • Limited Funding and a Pool of Diverse Candidates Serve as Obstacles in Hiring and Retention of Diverse Faculty in the Program
  • Majority vs. Minority Institutions in Diversity • US Supreme Court in Grutter v. Bollinger (2003) recognized the importance of diversity as a core value in hiring faculty and developing students • Focus has traditionally been on diversification of historically Anglo institutions in the promotion of diversity. • Majority Institutions have institutional barriers to hiring graduates from HBCUs • Increasingly, pressure has been brought on minority serving institutions to diversify both faculty and student populations. • Lack of faculty opportunities at Majority institutions create increased pressure at Minority Institutions
  • NASPAA Regulations on Diversity • Faculty diversity is a core value of NASPAA as evidenced through its regulatory framework: o Section 3.2 of NASPAA standards requires the program to promote diversity and a climate of inclusiveness through its recruitment and retention of faculty members. o Section 4.4 of the NASPAA accreditation process requires that all programs will promote diversity and a climate of inclusiveness through its recruitment, admissions practices, and student support services.
  • Diversity Dilemma for Minority Serving Institutions • Minority Serving Institutions produce the bulk of minority graduates • Many minority graduates have seen pronounced barriers to hiring at Tier 1 and Tier 2 research institutions • HBCUs and to a lesser extent Hispanic Serving Institutions remain the most viable employment options for minority graduates. • Result has been some difficulty in diversifying HBCU faculty
  • Possible approaches to increasing diversity • Develop agreements between majority and minority institutions for faculty exchange process. • Better utilize visiting faculty status to diversify hiring options • Approach diversity at a systemic level rather than at an individual institution. • Develop NASPAA hiring “banks” for prospective faculty hiring.
  • Thank You!