Abstract
First-generation college students face challenges and barriers to succeed in college, which are also present in graduate school. Using the framework of Master of Public Administration (MPA) programs accredited by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA), this study investigates how those programs take into consideration the needs of first-generation graduate students (FGSS) and whether somehow the curriculum and program structure incorporates servingness into their governance framework. The structures of MPA programs are analyzed using the theories of racialized organizations, gendered organizations, and community cultural wealth to determine whether the needs of FGSS are incorporated in the NASPAA standards. The qualitative methodology of semistructured interviews and document analysis produces findings that show MPA programs are committed to student success and developing the transactional, hard skills of public administration but do not always consider the needs of first-generation students when creating curriculum or culturally relevant pedagogy. MPA programs mostly rely on agent-based actions of faculty to incorporate the public service values of diversity, equity, and inclusion on an ad hoc basis. Incorporating the needs of FGSS fosters a sense of belonging and benefits all students by creating a culture of inclusion. A framework of servingness transforms MPA programs from enrolling students with diverse identities to one of inclusiveness and belonging. Diversity in the public workforce is crucial for the efficiency, effectiveness, and social equity of policies and programs.