Quiet Voices: Misalignment of the Three Cs in Public Administration Curriculum
Journal of Public Affairs Education
Scholars preach congruence between the three Cs (concepts, context, and content) of public administration in order to keep the field relevant. The current context of public administration is embodied by diversity of thought. One such type of diversity is descriptive and symbolic representation of women. This research examines the initial socialization of many public administrators to the field by performing a content analysis of the syllabi of highly ranked MPA programs and evaluating what percentage of assigned authors are female and how the curriculum addresses gender diversity. On average, women write less than 20% of required readings and only 5% of courses have specific units on gender diversity. This suggests the content and concepts taught in the MPA classroom do not match the context of the field. The article provides strategies for instructors desiring to increase the alignment of the three Cs in their curriculum.
Hatch, Megan, "Quiet Voices: Misalignment of the Three Cs in Public Administration Curriculum" (2018). All Maxine Goodman Levin School of Urban Affairs Publications. 0 1 2 3 1541.
Megan E. Hatch (2018) Quiet voices: Misalignment of the three Cs in public administration curriculum, Journal of Public Affairs Education, 24:2, 152-172, DOI: 10.1080/15236803.2018.1429814