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PART I Enhancing the Quality of Education and Training for the Public Sector
analyze what another person does and the resulting consequences. As a result, we
learn without having to experience the phenomenon firsthand” (Steers and Black,
1994, p. 105). Vicarious self-efficacy calls for organizational diversity in order to
promote the development of all groups of individuals. If a specific SIA has a diverse
student/population, it is especially important that it tries to mirror that diversity
in its staff and faculty. According to Bandura (1971) less influential sources of
information for increasing expectations of self-efficacy are verbal persuasion and
emotional arousal.
Integrating these insights into hiring practices is important since many Schools
and Institutes of Administration operate in an environment of increasing diversity
of residents and of workers. Such diversity includes race/ethnicity, gender, age,
family status, sexual orientation, religious beliefs, learning styles, work-related
values, organizational roles, levels of literacy, levels of physical and psychological
ability, and diversity in compensation (Wooldridge, 1996).
These situations suggest the need for Schools and Institutes of Administration to
develop curricula that would enhance their participants’ Cultural/Diversity Competence
and Social Equity Skills. Skills in the area of Cultural Competence are reflected:
in the process by which individuals and systems respond respectfully and ef-
fectively to people of all cultures, languages, classes, races, ethnic backgrounds,
religions, and other diversity factors in a manner that recognizes, affirms, and
values the worth of individuals, families, and communities and protects and
preserves the dignity of each” (National Association of Social Workers “Stan-
dards for Cultural Competence in Social Work Practice, 2001).
Another definition describes this concept as: “the attribute of a(n)…. orga-
nization that describes the set of congruent behaviors, attitudes, skills, policies
and procedures that enable its caregivers to work effectively and efficiently in
cross/multicultural situations at all of its organizational levels” (Siegel, Haugland
and Chambers, 2002).
Social Equity has been defined and described as: “the fair, just and equitable
management of all institutions serving the public directly or by contract, and the
fair and equitable distribution of public services, and implementation of public
policy, and the commitment to promote fairness, justice, and equity in the for-
mation of public policy” (National Academy of Public Administration, Standing
Panel on Social Equity).
And “Social Equity is fairness in the delivery of public services; it is egalitarian-
ism in action – the principle that each citizen, regardless of economic resources or
personal traits, deserves and has a right to be given equal treatment by the political
system,”(Shafritz and Russell, 2003, p. 395).
Several US accrediting associations have developed standards regarding “Cul-
tural/Diversity and Social Justice Competencies” for schools and institutions
preparing professionals in their fields. For example the Committee on Accredita-
tion, of the American Psychological Association (APA) requires that programs
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High Performing Schools and Institutes of Administration: The Role …
should always engage in actions that indicate respect for and understanding of
cultural and individual diversity. Throughout its documents, the phrase “cultural
and individual diversity” refers to diversity with regard to personal and demo-
graphic characteristics. These include, but are not limited to, age, color, disabilities,
ethnicity, gender, language, national origin, race, religion, sexual orientation, and
social economic status. Respect for and understanding of cultural and individual
diversity is reflected in the program’s policies for the recruitment, retention, and
development of faculty and students, and in its curriculum and field placements.
The program has nondiscriminatory policies and operating conditions, and it avoids
any actions that would restrict program access or completion on grounds that are
irrelevant to success in graduate training or the profession.
Under Domain D: Cultural and Individual Differences and Diversity, the APA
requires that:
The program has and implements a thoughtful and coherent plan to provide
students with relevant knowledge and experiences about the role of cultural and
individual diversity in psychological phenomena as they relate to the science
and practice of professional psychology. The avenues of which these goals are
achieved are to be developed by the program.
These goals are reflected in the Council on Social Work Education accreditation
standards. For example,Under Educational Policy: 1. Purposes of the Social Work
Profession 1.2 Achievement of Purposes:
Prepare social workers to practice without discrimination with respect, and
with knowledge and skills related to clients’ age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, national origin, race, religion,
sex, and sexual orientation. Preparing social workers to alleviate poverty, op-
pression, and other forms of social injustice.
Perhaps a Standard of Excellence in this regard for Schools and Institutes of
Administration would be similar to one recently proposed to the National Asso-
ciation of Schools of Public Affairs and Administration’s (NASPAA) Standard’s
Committee (as modified from the Planning Accreditation Board):
The program’s goals shall reflect the program’s intent to achieve and maintain
diversity in its student body and faculty and to incorporate into its curricu-
lum the knowledge and skills needed to serve a diverse society. Consideration
shall be given to a broad definition of diversity including race, ethnicity, sex,
disability, sexual orientation, economic status, and other factors pertinent to
the program’s mission. The program’s goals shall include the development of
competencies that lead to the understanding of the forms and mechanisms of
oppression and discrimination and the ability to apply strategies of advocacy
and social change that advance social and economic justice. The program shall
describe how these goals relate to its mission and to the mission of public af-
fairs education in general.
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