Social Class and Socioeconomic Status: Relevance and Inclusion in MPA/MPP Programs
Links to Fileshttp://www.naspaa.org/JPAEMessenger/index_2011spring.asp
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Type of WorkText
Citation of Original PublicationWyatt-Nichol, H., Brown, S.A., Haynes, W. E. (2011). Social class and socioeconomic status: Relevance and inclusion in MPA/MPP Programs. Journal of Public Affairs Education, 17(2): 187-208.
SubjectsSocial class, socioeconomic status, higher education, first generation students, MPA Programs, NASPAA
Social equity has been challenged in recent years through increasing income inequality. The widening gap between the rich and the poor contributes to economic segregation among regions and neighborhoods and has a direct impact on public service delivery. This article examines declining mobility, economic segregation, and education to demonstrate the relevance of social class and socioeconomic status to the field of public administration. The potential for positive change lies in the willingness of scholars to advance social equity through representation, research, and pedagogy.