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As the United States increasingly becomes more globalized, diverse, and socially complex, public administration professionals will need to be prepared to lead and manage to meet the changing demands. In order to meet these needs, academic programs responsible for training public service professionals, will need to adopt curricula to promote cultural competency. While other fields have made progress toward promoting cultural competency in curricula, public administration programs have been slow to respond. A multifaceted approach is needed to guide public administration programs toward understanding the purpose of cultural competency education and developing curricula that are responsive to the needs of diverse populations. Drawing from models in health-related academic programs, this article introduces the diversity and inclusiveness framework (DIF), with six interdependent components: addressing the program's mission, identifying core competencies, developing diversity and inclusiveness plans, requiring faculty and staff training, implementing curricular and co-curricular components, and assessing students' perception of diversity.

This article argues that the integration of race-conscious dialogues in public administration programs will promote racial and social justice, as well as improve service delivery for a wide array of constituents. Scholars have acknowledged the challenges associated with incorporating racial justice into public sector practices. However, if racial divisions are to subside, academic and professional training programs need to purposefully include discussions of race, racism, and racial equity. This article concludes with a discussion of way to incorporate an antiracist pedagogy in public administration curriculum. This strategy can begin preparing future administrators to thoughtfully engage in difficult dialogues around topics of race and racism.

This article presents a counternarrative to traditional approaches to pedagogy in the public administration (PA) classroom. With the increasing diversity and complexity of American society, the field of PA must carefully navigate historical and contemporary issues fueling discourse and discontent. These issues include police violence, entrenched disparities, and institutional racism. The article posits that issues around race, racism, and oppression are salient concerns for current and future public administrators. As such, the shedding of traditional hegemonic approaches to pedagogy, so common in PA programs, is paramount to promoting social equity. Critical dialogue is presented as an important counternarrative to assist in broadening perspectives when engaging in difficult conversations.

The annual National Conference on Health Disparities (NCHD) was launched in 2000. It unites health professionals, researchers, community leaders, and government officials, and is a catalyzing force in developing policies, research interventions, and programs that address prevention, social determinants, health disparities, and health equity. The NCHD Student Research Forum (SRF) was established in 2011 at the Medical University of South Carolina to build high-quality biomedical research presentation capacity in primarily underrepresented undergraduate and graduate/professional students. This paper describes the unique research training and professional development aspects of the NCHD SRF. These include guidance in abstract development, a webinar on presentation techniques and methods, a vibrant student-centric conference, and professional development workshops on finding a mentor and locating scholarship/fellowship funding, networking, and strategies for handling ethical issues in research with mentors. Between 2011 and 2018, 400 undergraduate and graduate/professional students participated in the NCHD SRF. Most students were women (80.5%). Approximately half were African American or black (52.3%), 18.0% were white, and 21.3% were of Hispanic/Latinx ethnicity. The NCHD SRF is unique in several ways. First, it provides detailed instructions on developing a scientific abstract, including content area examples. Second, it establishes a mandatory pre-conference training webinar demonstrating how to prepare a scientific poster. Third, it works with the research mentors, faculty advisors, department chairs, and deans to help identify potential sources of travel funding for students with accepted abstracts. These features make the NCHD SRF different from many other conferences focused on students’ scientific presentations.