Date of Award
Master of Public Administration (MPA)
Dr. Cynthia E. Lynch
Dr. Aziza Zemrani
Dr. William Turk
The purpose of this thesis is to examine the extent to which National Association of Schools of Public Affairs and Administration (NASPAA) accredited Public Administration terminal professional degree programs address cultural competency in their curriculum, the amount of institutional diversity of these programs, and the relations among these quantities. The sample includes 74 university self-study reports. Cultural competency is the dependent variable of this study and syllabi/abstracts of courses taught constitute the major explanatory variable. Descriptive analysis reveals that 15.4% of the total courses in the sample address elements of cultural competency. The use of frequency statistics further reveal that only two-thirds of programs in the sample are assuring an adequate amount or more of cultural competency education for all students. These results are discussed with regard to how MPA programs might strengthen cultural competency education to better provide students with the cultural competencies needed in a multicultural workforce.
University of Texas-Pan American