Suchergebnisse

Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of Figures -- List of Tables -- Acknowledgments -- Preface -- 1 Social Equity and Public Administration -- 2 Marriage Equality: A Fundamental Right -- 3 Foster Care, Adoption, and Assisted Reproductive Technology -- 4 LGBTQ Employment Protections -- 5 LGBT Rights and the U.S. Military Service -- 6 Public Accommodations, Title IX, and Government ID -- 7 Next Steps -- Glossary -- Appendix: List of Federal Statutes Protecting Sex Discrimination -- Index.

"Despite hundreds of federal laws and U.S. Supreme Court decisions prohibiting discrimination based on sex and race, American women and people of color continue to face pervasive individual and structural discrimination. Women often lack equal pay for equal work, affordable childcare, and paid family medical leave. Following the overturning of Roe vs. Wade, safe, legal abortion has become inaccessible in approximately half the country, disproportionately impacting poor women. Women and people of color are underrepresented in elected offices at the federal and state level, and the voting rights of people of color continue to be eroded. Employing a public administration framework, Social Equity in a Post-Roe America documents the scope and breadth of inequality in the United States, linking social equity to sex, race, and the rule of law. This insightful and provocative new book examines U.S. Supreme Court decisions and federal statutes across four public policy domains that increasingly influence US democracy and impact the lives of American women. These policy domains consist of political representation, which includes citizenship and voting rights, contraception, abortion, and employment. Social Equity in a Post-Roe America offers policy recommendations to increase equitable access and equal opportunity for women and people of color. It is required reading for all students of public administration, public policy, and political science, as well as for engaged citizens"--

Does affirmative action in federal human resources management (HRM) matter? Responding to the Supreme Court's decision in Adarand v. Pena (1995), the Clinton administration instructed federal agencies not to use racial, ethnic, or gender-based affirmative action classifications in their HRM programs without explicit approval from the Department of Justice. The Court's decisions in Grutter v. Bollinger (2003) and Gratz v. Bollinger (2003) suggest that it may now be constitutionally feasible to strengthen affirmative action in federal HRM. However, analysis of the impact of the Clinton administration's policy change leads to the conclusion that constitutional flexibility to establish racial, ethnic, and gender goals and timetables to promote federal workforce diversity simply may not make much difference, except possibly for the smallest minority groups.

Global economic shifts are forcing universities to become more competitive and operationally efficient. As a result, universities emphasize access, affordability, and achievement. More specifically, U.S. universities have responded by emphasizing course assessment, retention rates, and graduation rates. Both university administrators and faculty members recognize that student cognitive styles are an important dimension in retention and graduation rates. Equally important, the Network of Schools of Public Policy, Affairs, and Administration requires graduate programs to meet universal core competencies and assess student learning outcomes. Within the context of U.S. higher education trends and new accreditation standards, we examine the demographic characteristics and cognitive styles of 130 Master of Public Administration (MPA) students currently enrolled at the University of Baltimore, which is one of the largest accredited MPA programs in the United States. Student cognitive styles are measured using a point in time Group Embedded Figures Test instrument. Key findings reveal that a stronger concentration in quantitative skills is essential in bolstering core competencies and student marketability in the global economy. Recommendations for course design and pedagogical modifications are discussed.