For more than forty years, giants in the field have argued that the study of policing can deepen our understanding of key concepts in the policy process literature. Despite this, there remains a noticeable gap in policy‐driven policing research. This article revisits that gap—not solely to integrate policing into policy process research, but to show how policing subsystems offer unique opportunities for researchers to test and refine core policy theories. To do so, we explore how several concepts central to contemporary theories of the policy process—issue networks, policy diffusion, interdependence, and critical theory—can be applied to policing. By comparing policing subsystems to more frequently studied domains (such as environmental arenas), we highlight how this research enables policy scholars to expand, refine, and/or challenge core concepts and themes.

The U.S. federal government often devolves administrative processes and decision making to state and local governments. Prior studies have found that the success of decentralization and implementation depends on several mediating factors at the subnational level, such as a state's political ideology or administrative capacity. This study focuses on one mechanism—the ability of states to leverage their information advantage about the local context vis-à-vis the federal government. We are interested in whether the information advantage of state-level firearm background checks decreased the rates of intimate partner violence (IPV) involving a firearm compared to states that relied on federally administered background checks. We take advantage of data from the period of state-mandated stay-at-home (SAH) orders during the COVID-19 pandemic, a temporal context with increased IPV rates. Using a Poisson fixed effects regression, we find that rates of IPV involving a firearm did not increase when the SAH orders were in effect. However, using decision-relevant information in state-administered background checks decreased the rates of IPV resulting in injury and murder-suicide, compared to states that relied on federal background checks.

Public administration scholarship seeks to understand ways to increase accountability within the policing profession. We employ an online conjoint experiment to disentangle the effects of both representation and body-worn cameras (BWC) on police accountability and legitimacy. In the experiment, we ask participants to rate the likelihood that a police use of force incident prompts an investigation when there is a BWC present and racial and gender representation matches between the officer and the civilian in the use of force incident. We find that Caucasian officers who use force are more likely to be investigated. Our findings also reveal that civilians believe male officers who use force should be investigated and there is no need for further investigation when a BWC is utilized during a use of force situation. The implications of this study show that civilians view BWCs as the most important tool in providing accurate and honest assessment of police-civilian encounters.

Public trust and civic predisposition are cornerstones of well-functioning democratic societies, and burdensome citizen-state encounters may undermine positive views of government, especially for racially minoritized clientele. Leveraging insights from policy feedback theory, we argue that administrative burden has the potential to undermine trust in government and civic predisposition through two mechanisms: (1) interpretive effects: burdensome experiences that induce negative emotional responses and (2) resource effects: experiences of losing access to public benefits. In our OLS regression analysis of survey data from applicants for a means-tested public benefit program in the US (n = 2,250), we find that clients who lost access to benefits were significantly less likely to trust government, and these findings were driven by racially minoritized clients rather than White clients. Our findings demonstrate that experiences of administrative burden that result in the loss of public benefits may result in racialized policy feedback, by disproportionately reducing trust in government and civic predisposition for racially minoritized clientele.

The increasing use of artificial intelligence (AI) in public service delivery presents important yet unanswered questions about citizens' views of AI. Are citizens' perceptions of decisions made by AI different from those made by bureaucrats? We answer this question by conducting a conjoint experiment. Our results show that individuals prefer minority bureaucrats over AI to make decisions. This is particularly true for racially minoritized citizens. However, when passive representation within the bureaucracy is unavailable, racially minoritized individuals do not have a clear-cut preference between AI and out-group bureaucrats. Our findings provide insight into the interaction between automation, representation, and equity.

Membership associations are membership owned; they serve their members but play a critical role in the society. This study examines association membership and volunteering behaviors to identify differences in how people of color experience these organizations. Results detect continued barriers to engagement by people of color in terms of volunteering opportunities, and less so for joining these associations. People of color tend to engage in more activities but dedicate less time to these engagements, creating unbalanced results; yet they find more satisfaction from these engagements compared to their White counterparts. Associations themselves must continue to identify and remove barriers to fair participation rooted in racism.

Background Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. Discussion and Implications This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.

In the century following emancipation, Blackamericans developed robust and effective schools despite limited resources. Unfortunately, their successes and contributions to the education system are often overlooked. This interdisciplinary theoretical paper draws on historiographies of segregated school systems, examining the struggles of Blackamerican educators within segregated education systems through the lenses of coloniality and institutional work. This examination reveals a distinct Blackamerican institutional schema rooted in community, guiding educators in navigating structural and systemic dynamics that shape educational opportunities and successfully challenge dominant white education standards. We discuss the coloniality of schooling, a structural framework, and a mindset that continues to undergird our contemporary education system and then draw attention to an alternative perspective. Our goal is to work toward more inclusive and equitable education systems by recognizing and acknowledging the protest and resistance of Blackamerican educators, their contributions to alternative epistemologies, and the mindsets that guided their actions.

This study analyzes a principal preparation course structured by Culturally Responsive School Leadership (CRSL) and critical educational leadership research. Introducing CRILS (Culturally Responsive Instructional Leadership Structured by critical self-reflection), the methodology aims to humanize school experiences for Black and racially minoritized students. Through qualitative inquiry, including interviews and analysis of racial autobiographies, the study found that critical self-reflection helped participants recognize biases and confront negative emotional responses. CRILS extends CRSL by incorporating lessons from pre-Brown practices and emphasizes reflective practices among all school-affiliated adults to foster student learning and guidance opportunities.

This article contextualises the crisis in Black education and the death of a 100-year-old Black educational system resulting from an unintended consequence of Brown: the excavation of thousands of highly educated and skilled Black educators. This theoretical article advances the literature on Brown using two critical race theory (CRT) tenets, the permanence of racism and interest convergence, to discursively trace the regression of Black education. This article illustrates the myriad ways interest convergence and the permanence of racism contribute to crises in Black educational systems and the death of a 100-year-old Black educational system. A limitation of CRT in education is the homogenous treatment of Black people despite their variations and conditions. Additionally, analysing connections between Brown, ESEA, and NCLB needs further examination. Finally, I advance that Black resistance to the permanence of racism in the US had global interest convergence implications and aligned with decolonial and independence movements.

Despite being touted as a game-changing technology, studies on the influence of body-worn cameras (BWCs) on policing outcomes have produced mixed results, with the underlying reasons for such findings unclear. Drawing on the sociology of culture and organizational theory, we argue that BWCs often have mixed impacts due to deeply ingrained, valued occupational assumptions and practices shaped by the structural and organizational context. These assumptions and practices, collectively known as the police métier, are not politically neutral and can lead to motivated decisions rather than accurate ones. We suggest that such motivated reasoning can be mitigated by changing the structural or organizational context, such as establishing a citizen oversight agency (COA), which could decrease racial disparities in policing outcomes. To test these arguments, we examined the impact of BWCs on racial disparities in two types of policing outcomes: police homicides of citizens and disorderly conduct arrests (DCAs). Our findings indicate that while the adoption of BWCs does not impact racial disparities in DCAs or police homicides of citizens, there is a significant decrease in racial disparity in DCAs when BWCs and COAs are used in conjunction. Additionally, while the racial disparity in police homicides of Blacks and Whites does not decrease when BWCs and COAs are used together, there is an overall decrease in police homicides across both racial groups. Overall, our study demonstrates that technology's impact on bureaucratic performance is influenced by occupational assumptions and practices, which can be altered by external accountability mechanisms such as COAs.

President Trump encouraged bad state actors within the administrative state to contribute to inequities for civilians. We highlight how Trump's actions and rhetoric led to increased individual, institutional, and systemic racism and violence. As a response to this increased violence and rhetoric, we discuss the role civilians (including professional athletes) played in engaging in protests and the 2020 election. Given that more individuals voted in that election cycle, we emphasize the importance for public administration to adapt, evolve, and engage with new actors concerned with administrative action or inaction.

Public Administration ReviewVolume 83, Issue 2 p. 229-240 EDITORIAL Beyond social equity: Talking social justice in public administration Camilla Stivers, Camilla Stivers Levin College of Urban Affairs, Cleveland State University, Cleveland, Ohio, USASearch for more papers by this authorSanjay K. Pandey, Sanjay K. Pandey Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorLeisha DeHart-Davis, Leisha DeHart-Davis School of Government, University of North Carolina, Chapel Hill, North Carolina, USASearch for more papers by this authorJeremy L. Hall, Corresponding Author Jeremy L. Hall [email protected] School of Public Administration, University of Central Florida, Orlando, Florida, USA Correspondence Jeremy L. Hall, University of Central Florida, Orlando, FL, USA. Email: [email protected]Search for more papers by this authorKathryn Newcomer, Kathryn Newcomer Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorShannon Portillo, Shannon Portillo School of Public Affairs, Arizona State University, Phoenix, Arizona, USASearch for more papers by this authorMeghna Sabharwal, Meghna Sabharwal Public and Nonprofit Management Program, University of Texas at Dallas, Richardson, Texas, USASearch for more papers by this authorEiko Strader, Eiko Strader Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorJames Wright II, James Wright II Askew School of Public Administration and Policy, Florida State University, Tallahassee, Florida, USASearch for more papers by this author Camilla Stivers, Camilla Stivers Levin College of Urban Affairs, Cleveland State University, Cleveland, Ohio, USASearch for more papers by this authorSanjay K. Pandey, Sanjay K. Pandey Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorLeisha DeHart-Davis, Leisha DeHart-Davis School of Government, University of North Carolina, Chapel Hill, North Carolina, USASearch for more papers by this authorJeremy L. Hall, Corresponding Author Jeremy L. Hall [email protected] School of Public Administration, University of Central Florida, Orlando, Florida, USA Correspondence Jeremy L. Hall, University of Central Florida, Orlando, FL, USA. Email: [email protected]Search for more papers by this authorKathryn Newcomer, Kathryn Newcomer Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorShannon Portillo, Shannon Portillo School of Public Affairs, Arizona State University, Phoenix, Arizona, USASearch for more papers by this authorMeghna Sabharwal, Meghna Sabharwal Public and Nonprofit Management Program, University of Texas at Dallas, Richardson, Texas, USASearch for more papers by this authorEiko Strader, Eiko Strader Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington, DC, USASearch for more papers by this authorJames Wright II, James Wright II Askew School of Public Administration and Policy, Florida State University, Tallahassee, Florida, USASearch for more papers by this author First published: 26 February 2023 https://doi.org/10.1111/puar.13620Citations: 2 *Editor-in-Chief's Note: PAR Editorials seek to raise the salience of important public administration themes. Social justice is one of the defining themes of our times and in this editorial statement, we clarify some basic issues and offer a vision for future scholarship and practice. This statement is co-authored with notable public administration scholars, many affiliated with the Consortium of Race and Gender Scholars (CORGES). I am especially grateful to Cam Stivers, Sanjay Pandey, and Leisha DeHart-Davis for their leadership in crafting this editorial statement. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Addams, Jane. 1905. "Problems of Municipal Administration." American Journal of Sociology 10(1): 425–44. Adler, Jonathan H. 2021. "A Rearguard Defense of the Administrative State." Regulation 44(2): 65–7. Alexander, Jennifer. 1997. "Avoiding the Issue: Racism and Administrative Responsibility in Public Administration." American Review of Public Administration 24(4): 343–61. Amirkhanyan, Anna A., Kenneth J. Meier, Miyeon Song, Fei W. Roberts, Joohyung Park, Dominik Vogel, Nicola Bellé, Angel Luis Molina, and Thorbjørn Sejr Guul. 2023. "Liberté, Égalité, Crédibilité: An Experimental Study of Citizens' Perceptions of Government Responses to COVID-19 in Eight Countries." Public Administration Review 83: 401–18. https://doi.org/10.1111/puar.13588. Amsler, Lisa Blomgren. 2016. "Collaborative Governance: Integrating Management Politics & Law." Public Administration Review 76(5): 700–11. An, Brian Y., and Raphael W. Bostic. 2021. "What Determines where Public Investment Goes?" Public Administration Review 81(1): 64–80. Appleby, Paul H. 1947. "Toward Better Public Administration." Public Administration Review 7(2): 93–9. Assouline, Michaela, and Sharon Gilad. 2022. "The Intersectionality of Deservingness for State Support." Public Administration Review 82(3): 487–502. Battaglio, R. Paul, and Jeremy L. Hall. 2018. "Time's Up: Equity, Fairness, and Public Administration." Public Administration Review 78: 335–7. Bell, Elizabeth, Julian Christensen, Pamela Herd, and Donald Moynihan. 2023. "Health in Citizen-State Interactions: How Physical and Mental Health Problems Shape Experiences of Administrative Burden and Reduce Take-Up." Public Administration Review 83: 385–400. https://doi.org/10.1111/puar.13568. Bhati, Abhishek. 2023. "What Can Postcolonial Theory Contribute to the Study of Social Equity?" Public Administration Review 83: 203–9. Bies, Robert J. 2015. " Interactional Justice: Looking Backward, Looking Forward." In The Oxford Handbook of Justice in the Workplace 89–107, edited by Russell S. Cropanzano and Maureen L. Ambrose. Oxford, UK: Oxford University Press. Bies Robert, J., and S. Moag Joseph. 1986. "Interactional Communication Criteria of Fairness." Research in Organizational Behavior 9: 289–319. Bishu, Sebawit G., Mary E. Guy, and Nuri Heckler. 2019. "Seeing Gender and its Consequences." Journal of Public Affairs Education 25(2): 145–62. Bouvens, Mark, and S. Zouridis. 2002. "From Street-Level to System-Level Bureaucracies: How Information and Communication Technology Is Transforming Administrative Discretion and Constitutional Control." Public Administration Review 62(2): 174–84. Bukalova, Dominika, and Elizabeth Maland. 2023. "Mind the Gap: Strategies from California on Navigating Access to Public Hearings." Public Administration Review 83: 435–41. https://doi.org/10.1111/puar.13581. Burnier, Delysa. 2021. "Hiding in Plain Sight: Recovering Public Administration's Lost Legacy of Social Justice." Administrative Theory & Praxis 43(4): 395–411. Butz, Adam M., and Tia Sheree Gaynor. 2022. "Intersectionality and Social Welfare." Public Administration Review 82(3): 433–45. https://doi.org/10.1111/puar.13468. Campbell, Jesse W., Sanjay K. Pandey, and Lars Arnesen. 2023. "The Ontology, Origin, and Impact of Divisive Public Sector Rules: A Meta-Narrative Review of the Red Tape and Administrative Burden Literatures." Public Administration Review 83: 296–315. https://doi.org/10.1111/puar.13527. Candler, G. G., A. Azevêdo, and R. O. Albernaz. 2010. "Towards Global Scholarship in Public Affairs." Public Administration 88(3): 836–50. Cheng, Y. D., Pandey, S., and Hall, J. 2022. Introduction to the virtual issue: Advaning public policy research through the lens of Public Administration. Retrieved January 31, 2023 from: https://onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1540-6210.advancing-public-policy-research Chevron USA v. Natural Resources Defense Council. 1984. 467 U.S. 837. Cohen, Nissim, Tanja Klenk, Maayan Davidovitz, and Sarah Cardaun. 2023. "Varieties of Welfare Markets from a Street-Level Perspective: Comparing Long-Term Care Services in Germany and Israel." Public Administration Review 83: 419–28. https://doi.org/10.1111/puar.13549. Colquitt, Jason A. 2001. "On the Dimensionality of Organizational Justice: A Construct Validation of a Measure." Journal of Applied Psychology 86(3): 386–400. Connolly, William E. 1993. The Terms of Political Discourse, 3rd ed. Princeton N.J: Princeton University Press. Cooper, Terry. 2004. "Big Questions in Administrative Ethics." Public Administration Review 64(4): 395–407. Davis, Allan J. 1984. Spearheads for Reform: The Social Settlement and the Progressive Movement, 1890–1914, 2nd ed. New Brunswick, N.J.: Rutgers University Press. Denzin, Norman K. 2010. "Moments, Mixed Methods, and Paradigm Dialogs." Qualitative Inquiry 16(6): 419–27. Exmeyer, Patrick C., and Jeremy L. Hall. 2023. "High Time for a Higher-Level Look at High-Technology: Plotting a Course for Managing Government Information in an Age of Governance." Public Administration Review 83: 429–34. https://doi.org/10.1111/puar.13513. Fox, Ashley, Wenhui Feng, and Megan Reynolds. 2023. "The Effect of Administrative Burden on State Safety-Net Participation: Evidence from Food Assistance, Cash Assistance, and Medicaid." Public Administration Review 83: 367–84. https://doi.org/10.1111/puar.13497. Frederickson, H. George. 1980. New Public Administration. Tuscaloosa, Al: University of Alabama Press. Frederickson, H. George. 1990. "Public Administration and Social Equity." Public Administration Review 50(2): 228–37. Hans H. Gerth, and C. Wright Mills, eds. 1946. From Max Weber: Essays in Sociology. New York: Oxford University Press. Gilmour, John B. 2012. "The Indiana Toll Road Lease as an Intergenerational Cash Transfer." Public Administration Review 72(6): 856–64. Goldberg v. Kelly. 1970. 397 U.S. 254. Gooden, Susan. 2014. Race and Social Equity: A Nervous Area of Government. Armonk New York: M.E. Sharpe. Gooden, Susan. 2015. "Public Administration Review's Social Equity Footprint." Public Administration Review 75(3): 371–81. Greenberg, Jerald. 1993. "Justice and Organizational Citizenship: A Commentary on the State of the Science." Employee Responsibilities and Rights Journal 6: 249–56. Greve, Bent. 2020. Austerity Retrenchment and the Welfare State: Truth or Fiction? Northampton: Edward Elgar Publishing. Grimmelikhuijsen, Stephan. 2023. "Explaining why the Computer Says No: Algorithmic Transparency Affects the Perceived Trustworthiness of Automated Decision-Making." Public Administration Review 83: 241–62. https://doi.org/10.1111/puar.13483. Guy, Mary E., and Sean A. McCandless. 2012. "Social Equity: Its Legacy, its Promise." Public Administration Review 72(S1): S5–S13. Hall, Jeremy L. 2022. "In Search of Social Equity in Public Administration: Race, Gender, and some "Class"-Ey New Ideas." Public Administration Review 82(3): 381–5. Hall, Jeremy L. 2022b. "Public Administration for a New Season: Reflecting on Neglected Rural Concerns." Public Administration Review 82: 613–8. Hart, David K. 1974. "Social Equity, Justice, and the Equitable Administrator." Public Administration Review 34(1): 3–11. Hegtvedt, Karen A. 2005. "Doing Justice to the Group: Examining the Roles of the Group in Justice Research." Annual Review of Sociology 31: 25–45. Hendren, Kathryn, Kathryn Newcomer, Sanjay K. Pandey, Margaret Smith, and Nicole Sumner. 2022. "How Qualitative Research Methods Can Be Leveraged to Strengthen Mixed Methods Research in Public Policy and Public Administration?" Public Administration Review 1–18. https://doi.org/10.1111/puar.13528 Hoang, Trang, Jiwon Suh, and Meghna Sabharwal. 2022. "Beyond a Numbers Game? Impact of Diversity and Inclusion on the Perception of Organizational Justice." Public Administration Review 82(3): 537–55. Homans, George C. "Social behavior as exchange." American journal of sociology 63, no. 6 (1958): 597–606 Jackson, William T., Milena I. Neshkova, and Kenneth J. Meier. 2023. "Justice in Black and Brown: The Impact of Political Control and Representative Bureaucracy on Street Level Outcomes." Public Administration Review 83: 333–52. https://doi.org/10.1111/puar.13600. Jiang, Zhongnan, Leisha DeHart-Davis, and Erin L. Borry. 2022. "Managerial Practice and Diversity Climate: The Roles of Workplace Voice, Centralization, and Teamwork." Public Administration Review 82(3): 459–72. Jost, John T., and Aaron C. Kay. 2010. " Social Justice: History, Theory, and Research." In Handbook of Social Psychology, edited by S. T. Fiske, D. T. Gilbert, and G. Lindzey, 1122–65. Hoboken, NJ: John Wiley & Sons. Kornbluh, Felicia Ann, and Gwendolyn Mink. 2019. Ensuring Poverty: Welfare Reform in Feminist Perspective. Philadelphia: University of Pennsylvania Press. Lee, Yong S. 2004. "The Judicial Theory of a Reasonable Public Servant." Public Administration Review 64(4): 425–37. Marshall, Thomas H. 1950. Citizenship and Social Class and Other Essays. Cambridge, UK: Cambridge University Press. McCandless, Sean, and Brandi Blessett. 2022. "Dismantling Racism and White Supremacy in Public Service Institutions and Society: Contextualizing the Discussion and Introducing the Symposium." Administrative Theory & Praxis 44(2): 91–104. Moloney, Kim, Pablo Sanabria-Pulido, and Mehmet A. Demircioglu. 2023. "Interrogating Hegemonic Embraces: Representative Bureaucracy, Methodological Whiteness, and Non-West Exclusions." Public Administration Review 83(1): 195–202. Morgan, I., and P. Davies. 2012. From Sit-Ins to SNCC: The Student Civil Rights Movement in the 1960s. Tallahassee, FL: University Press of Florida. Mughan, Siân, and Akheil Singla. 2023. "Does Revenue-Motivated Policing Alter Who Receives Traffic Citations? Evidence from Driver Race and Income in Indiana." Public Administration Review 83: 353–66. https://doi.org/10.1111/puar.13595. Murtadha, K., and D. M. Watts. 2005. "Linking the Struggle for Education and Social Justice: Historical Perspectives of African American Leadership in Schools." Educational Administration Quarterly 41(4): 591–608. Oldfield, Kenneth. 2003. "Social Class and Public Administration: A Closed Question Opens." Administration & Society 35(4): 438–61. Ospina, Sonia M., Marc Esteve, and Seulki Lee. 2018. "Assessing Qualitative Studies in Public Administration Research." Public Administration Review 78(4): 593–605. Pandey, Sanjay K., Domonic Bearfield, and Jeremy L. Hall. 2022. "A New Era and New Concepts in the Study of Race in Public Administration." Public Administration Review 82(2): 205–9. Pandey, Sanjay K., Yuan (Daniel) Cheng, and Jeremy L. Hall. 2022. "Epistemic Decolonization of Public Policy Pedagogy and Scholarship." Public Administration Review 82(6): 977–85. Pandey, Sanjay K., Kathryn Newcomer, Leisha De Hart Davis, Jasmine Mc Ginnis Johnson, and Norma M. Riccucci. 2022. "Reckoning with Race and Gender in Public Administration and Public Policy: A Substantive Social Equity Turn." Public Administration Review 82(3): 386–95. Pandey, Sanjay K., Amy E. Smith, Sheela Pandey, and Olanike A. Ojelabi. 2023. "Reimagining Race and Gender in Public Administration and Public Policy: Insights from an Interdisciplinary Systematic Review." Public Administration Review 83(1): 14–34. Pierce, Richard J., Jr. 2022. Is Chevron Deference Still Alive? Downloaded 12/30/2022. https://scholarship.law.upenn.edu/regreview-opinion/36 Piketty, Thomas. 2020. Capitalism and Ideology (trans. Arthur Goldhammer). Cambridge, MA: Belknap Press of Harvard University. Piotrowski, Suzanne J., and David H. Rosenbloom. 2002. "Non-Mission-Based Values in Results-Oriented Public Management: The Case of Freedom of Information." Public Administration Review 62(6): 643–57. Polanyi, Michael. 1980. The Great Transformation: The Political and Economic Origins of our Time. Boston: Beacon Press. Portillo, Shannon, Nicole Humphrey, and Domonic A. Bearfield. 2022. "Representative Bureaucracy Theory and the Implicit Embrace of Whiteness and Masculinity." Public Administration Review 82(3): 594–7. Portillo, Shannon, Nicole Humphrey, and Domonic A. Bearfield. 2022b. Myth of Bureaucratic Neutrality; an Examination of Merit and Representation. Abingdon: Routledge. L. N. Rangarajan, ed. 1992. The Arthashastra. Delhi, India: Penguin Books India. Riis, Jacob. 1971 [1890]. How the Other Half Lives: Studies among the Tenements of New York. New York: Dover Publications Reprint. Rubin, Edward L. 1984. "Due Process and the Administrative State." California Law Review 72: 1044. Ruijer, Erna, Gregory Porumbescu, Rebecca Porter, and Suzanne Piotrowski. 2023. "Social Equity in the Data Era: A Systematic Literature Review of Data-Driven Public Service Research." Public Administration Review 83: 316–32. https://doi.org/10.1111/puar.13585. Schmidthuber, Lisa, Jurgen Willems, and Bernhard Krabina. 2023. "Trust in Public Performance Information: The Effect of Data Accessibility and Data Source." Public Administration Review 83: 279–95. https://doi.org/10.1111/puar.13603. Selten, Friso, Marcel Robeer, and Stephan Grimmelikhuijsen. 2023. "'Just like I Thought': Street-Level Bureaucrats Trust AI Recommendations if they Confirm their Professional Judgment." Public Administration Review 83: 263–78. https://doi.org/10.1111/puar.13602. Shaver, Sheila. 2018. Handbook on Gender and Social Policy. Northampton MA: Edward Elgar Publishing. Thibaut, John W., and Laurens Walker. 1975. Procedural Justice: A Psychological Analysis. Hillsdale, NJ: L. Erlbaum Associates. Truth, Sojourner, Maria W. Stewart, Sarah Parker Remond, Edmonia Goodelle Highgate, Jennie Carter, Fanny Jackson Coppin, Anna J. Cooper, and Josephine St Pierre Ruffin. 2020. Ain't I a Woman? UK: Penguin Books. Tyler, Tom R. 1989. "The Psychology of Procedural Justice: A Test of the Group-Value Model." Journal of Personality and Social Psychology 57(5): 830–8. Tyler, Tom R. 1990. Justice, self-interest, and the legitimacy of legal and political authority. In Mansbridge Jane J. (Ed.), Beyond self-interest (pp. 171–179). Chicago, IL: University of Chicago Press. von Hayek, Friedrich A. 1976. Law Legislation and Liberty a New Statement of Liberal Principles of Justice and Political Economy. Chicago: University of Chicago Press. Wacquant, Loic. 2010. "Class, Race and Hyperincarceration in Revanchist America." Daedalus 139(3): 74–90. Walster, Elaine, and G. William Walster. 1975. Equity and Social Justice. Journal of Social Issues 31(3): 21–43. West, William F. 2004. "Formal Procedures, Informal Processes, Accountability, and Responsiveness in Bureaucratic Policy-Making." Public Administration Review 64(1): 66–80. White, Richard. 2017. A Republic for which it Stands: The United States during Reconstruction and the Gilded Age, 1865–1896. New York: Oxford University Press. White, Orion F., and Bruce L. Gates. 1974. "Statistical Theory and Equity in the Delivery of Social Services." Public Administration Review 34(1): 43–51. Wright, James E., and Cullen C. Merritt. 2020. "Social Equity and COVID-19: The Case of African Americans." Public Administration Review 80(5): 820–6. Citing Literature Volume83, Issue2March/April 2023Pages 229-240 ReferencesRelatedInformation

This article critically examines the constraints associated with mainstream ethnographic research, including methodologies, analyses, epistemologies, and logic, herein referred to as the White gaze, a reinforcement of White supremacy. The focus is on how the White gaze infringes upon Black epistemologies and BIPOC epistemologies more broadly. The study highlights the pioneering work of Du Bois' "The Philadelphia Negro" a notable ethnographic study that transcends the limitations of the White gaze. It emphasizes the importance of incorporating concepts, perspectives, and language that stem from intimacy and rapport, allowing for a comprehensive representation of the diversity and nuances within Black communities. Furthermore, the article addresses the detrimental impact of mainstream research on Black communities resulting from the White gaze. It exposes the historical absence, denial, and discrediting of decades worth of BIPOC-centric research and resources to advance their communities' well-being. Drawing on various scholarly sources (Fenwick, 2022; Foster, 1994; Horsford, 2021; Morris, 2015; Smith, 1999; Stanfield & Dennis, 1993; Walker, 2013; Wright, 2019; Zuberi & Bonilla-Silva, 2008), it highlights the systemic barriers hindering the dissemination and recognition of BIPOC knowledge. This article highlights the omnipresence of the White gaze in academic research-specifically, its effect on educational research and practices shaping school culture-that prevents, for example, Black epistemologies from informing research on Black students. And lastly, offers implications for educational research and practice.

We evaluate the determinants of officer support for their agency participating in the 1033 Program: a program that facilitates the flow of military hardware to local law enforcement agencies. In doing so, we provide insight into why officers demand such equipment, which, in turn, may partially explain patterns of program participation and equipment usage. We utilize a series of random forest models to examine survey data collected from officers in a large police department, finding that being White and exhibiting animus toward minority communities are highly predictive of officer support across models. Our findings validate long‐held public concerns regarding the distributional patterns and consequences of 1033 transfers: concerns that have led to a number of proposed policy changes at the state and federal levels meant to restrict program usage (e.g., EO‐13688, HR‐1694, MO HB‐330). Policy makers should consider how out‐group animus may drive distributional patterns and usage when considering policy reform.

This paper critically analyzes gap discourses in student learning, starting from the achievement gap, education debt, and opportunity gaps, applying the lens of coloniality, racial-capitalism, and modernity (CRCM). Gap discourses are the prevalent rationale behind educational policies and school reforms globally. Specifically in the United States, achievement gap discourses contribute substantially to the educational framework that minoritized students (students of color) are inherently - intellectually and academically - behind White students. This paper will show the pervasive power of achievement gap discourses and their influence on school policy, practices, and norms. Additionally, we highlight how some of the most formidable achievement gap critiques fail to grasp the power of gap discourses. In some cases, these critiques end up reifying White supremacy ideologies. We propose a decoloniality framework or a layered and multi-disciplinary response to help re-think the entire gap discourses informed by White supremacy.

This article analyzes links between the origins of higher education institutions and the university faculty development movements. University faculty development programs surged during the peak of Cold War geopolitics. Thus, we trace the genealogy of higher education institutions to the surge in faculty development programs, specifically relative to histories and ideologies informing and shaping higher education institutions and faculty development programs. Subsequently, the contemporary issues BIPOC faculty members face relative to faculty development programs deriving from developmental psychology and non-academic faculty, clinicians, and university administrators are analyzed. This critical examination of the origins of faculty development concludes with a few suggested opportunities for repurposing faculty development toward decoloniality in higher education.

In 2020, police brutality against Black Americans catalyzed Black Lives Matter (BLM) protests across all 50 states. Though BLM protests continue to permeate society, few scholars explore how these protests change Americans' perceptions of the police. To investigate this phenomenon more meticulously, we administered an online survey experiment—oversampling Black American participants—to measure how protest culture, specifically BLM protests, influences civilians' perceptions of the police. Our survey found that (1) Black American participants have a lower evaluation of police performance, but a higher evaluation of the BLM Movement than White American participants; (2) the presence of a general protest negatively impacts peoples' perception of safety, police trustworthiness, and police performance; and (3) a BLM protest casts a stronger effect on White American participants than on Black American participants. Using Critical Race Theory and QuantCrit these findings suggest that the visibility of BLM protests changes both Black and White perceptions of the police to varying degrees.

JSEPA offers an innovative format for discussing social justice issues, practices, and experiences. This discussion explains social justice, its place in public administration, and the format for authors to use when submitting manuscripts to the Promoting Social Justice section of the journal.