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AbstractWe use a case‐study approach to examine the obstacles and opportunities for public administrators who seek to uphold the civil and human rights of residents in the United States during the twenty‐first century. In particular, our analysis of two cases—one historical and the other contemporary—reveals what occurs at the juncture of administrative evil and administrative racism, where politicians, policymakers, and those who implement policies engage in intentional and functional acts that harm marginalized populations. These actions, which discriminate against and oppress people and communities of color, are antithetical to the core ideals of American democracy and the central tenet of contemporary public administration: social equity. We conclude by offering practical and pedagogical prescriptions to strengthen social equity for all members of the American public in the hope of achieving Martin Luther King's dream of a Beloved Community.

This study examines whether the presence of Latino police officers reduces the racial disparity in traffic stops in divisions in which they work. Specifically, the link between passive and active representation for ethnicity in the context of racial profiling is tested. This context allows one to examine this link within an organization that relies heavily on socialization. It is found that the presence of Latino police officers increases the racial disparity within the division in which they work. This finding seems to suggest that the pressure to "represent blue" weighs heavily on Latino officers and may affect their professional attitudes and behaviors.

Are there conditions under which minority bureaucrats are less likely to provide active representation? The authors address this question by testing the link between passive and active representation for race in a police department and in the particular instance of racial profiling. Literature from three areas—racial profiling, representative bureaucracy, and police socialization—is brought together. The findings support the hypothesis that organizational socialization can hinder the link between passive and active representation. Furthermore, the authors find that the presence of black police officers is related to an increase in racial profiling in the division. This finding was unexpected and raises several important questions regarding active representation and race.

AbstractMany representative bureaucracy studies examine outcomes in the context of passive and active representation, but relatively few have investigated the effects of passive representation on outcomes for the organization as a whole. To address this gap, we analyze data from a national law enforcement survey in the United States on formal citizen complaints regarding allegations of excessive use of physical force. This measure aligns with a three‐dimensional accountability framework consisting of information, discussion, and consequences. The analysis finds that greater representation in lower‐level leadership is positively associated with a higher percentage of sustained citizen allegations of use of force, while representation in upper leadership generates mixed findings. The results contribute to the literature by highlighting the differential effects of representation in multiple leadership positions and by providing implications for overall organizational accountability.

I can't breathe ... a haunting phrase moaned at the intersection of past and present, serving as an audible supplement to the visual evidence to yet another collision of race and policing. This phrase reflects the current state of police-community relations in the United States. But, what lies on the other side of now? This Element examines this salient question in the context of excessive use of force and through the lenses of race, policing and public governance. We draw upon extant research and scholarship on representative bureaucracy, public engagement in the co-creation of public polices and the co-production of public services, and the emerging findings from studies in network science, coupled with insights from elite interviews, to offer implications for future research, the profession of policing, the public policymaking process, public management, and post-secondary institutions.

La sécurité sur les campus est une question importante et à laquelle les établissements d'enseignement sont de plus en plus confrontés aux États-Unis. On sait cependant peu de choses sur les initiatives en cours et les difficultés rencontrées dans la coproduction de la sécurité sur les campus. Le présent article vise à enrichir la littérature sur la coproduction en examinant la manière dont la relation entre le professionnel et l'utilisateur des services est perçue par les étudiants et les agents de police sur le campus dans le contexte de la sécurité sur ces sites. Nos observations indiquent que les facteurs démographiques et contextuels déterminent la manière dont les usagers et les professionnels perçoivent leur relation et que ces différences de perception se font sentir sur les initiatives de coprestation des services. Remarques à l'intention des praticiens Dans le présent article, nous décrivons le point de vue du personnel de police de l'université et des étudiants en ce qui concerne la coproduction de la sécurité sur le campus d'une université de recherche aux États-Unis. Les données glanées dans les recherches indiquent que si les agents de police et les étudiants ont une vision divergente des uns et des autres et de leur rôle dans la coproduction, ils sont d'accord pour dire que le fait d'offrir aux agents de police et aux étudiants des occasions de se rencontrer et de dialoguer en dehors de situations formelles liées au maintien de l'ordre serait tout bénéfice pour la sécurité publique. Cette observation confirme l'intérêt de stratégies de participation bien développées, ainsi que l'intérêt potentiel de tirer parti des « moments propices à l'apprentissage » pendant lesquels les agents de police et les étudiants peuvent apprendre à se connaître.

Campus safety and security is a salient issue and an area of increasing concern facing educational institutions in the United States. Yet little is known regarding ongoing efforts and resulting difficulties to co-produce campus safety and security. This article contributes to the literature on co-production by examining student and campus police officer perceptions of the professional–service user relationship in the context of campus safety and security. Findings suggest that demographic and contextual factors shape user and professional perceptions of their relationship in different ways, and that these perceptual differences affect efforts to co-deliver services. Points for practitioners This article describes the views of university police personnel and students regarding the co-production of safety and security on a research university campus in the United States. Data gleaned from the research illustrates that while police officers and students may have differing views of one another and their roles in co-production, they agree that public safety would be served by opportunities for police and students to meet one another and have personal interaction outside of formal, law enforcement-driven situations. This suggests the value of well-developed engagement strategies, as well as the potential benefit of harnessing 'teachable moments' during which police and the student population can learn about one another.

This article presents a "Call to Action" Social Equity Manifesto developed at the Minnowbrook at 50 conference. The Social Equity Manifesto identifies several critical areas of emphasis that can help move toward the achievement of social equity in the research, teaching, and practice of public administration. Regarding research, we discuss the presence of social equity manuscripts in PAR, JPART, and ATP. Interestingly, the coverage of class inequality is low across all three journals. However, a clear research strength is the plurality of methodological and theoretical approaches. In terms of teaching, all of the NASPAA social equity award winning public affairs programs in the United States offer multiple courses that provide intentional coverage of social equity. With respect to practice in the United States, inequities exist across multiple policy areas. Programs and policies ranging from nondiscrimination to diversity management are discussed. In essence, exposing students to social equity perspectives within the context of public administration curricula can make PA graduates more responsive to the needs of all people.