A Pathway Toward Activating Social Equity in Public Administration Education

Photo by Emma Billings
Photo by Emma Billings
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Student Engagement Piece: 

This research examines how bottom-up, student-led experiential learning (BUSLEL) can promote social equity in public administration doctoral education, addressing a recognized gap between theoretical knowledge and the practical application of equity principles. The Energy and Environmental Justice Educational and Advocacy Program (EEJEAP) serves as a case study for this approach. EEJEAP helps low-income families in Douglas County, Kansas, access energy assistance. This case study provided an undergraduate research student (URA) with an opportunity to apply their knowledge of social equity and address real-world problems in their community. 

The initiative was developed and led by doctoral student Mohsen Fatemi, with significant involvement from a URA. This model emphasizes experiential learning, engaging a student in real-world problem-solving to bridge the theory-practice divide. Key components of this student engagement included: 

  • Mentorship and Collaboration: Fatemi mentored the URA in a collaborative environment that enhanced academic and professional growth, critical thinking, autonomy, and communication skills. Fatemi also highlighted the importance of his own positionality and reflexivity in shaping the research process.
  • Structured Training Program: A 16-week program was developed, providing educational materials on U.S. energy governance and policies, energy justice, energy efficiency, climate action plans, and qualitative research methods. Weekly meetings included discussions, brief reports, and reflections from the URA, which were posted on a Google Site as a resource for future student training.

Skill Development and Personal Growth:

  • For the doctoral student: Participation in EEJEAP provided hands-on experience in proposal writing, securing funding, project management, and leadership. It also sharpened strategic presentation skills, expanded professional networks, enabled the application of research in academic work, facilitated pedagogical development through mentoring, and provided early exposure to the impact of public service. This experience was crucial for developing resilience and practical skills for future academic roles, potentially mitigating faculty burnout.
  • For the URA: The URA gained valuable research opportunities and financial support, hands-on experience in qualitative research, and developed community outreach and engagement skills. The experience fostered strategic thinking, adaptability, and an understanding of the operational realities of public service, despite initial challenges with community buy-in and flier distribution.

Key Takeaways

The project encountered challenges, including difficulties in securing initial funding, complex grant transfer processes, and struggles in identifying diverse student applicants and community interviewees. These obstacles became valuable lessons in flexibility, creative problem-solving, and adaptability. The author highlights that such challenges underscore the need for stronger institutional frameworks to support student-led initiatives, as traditional educational frameworks often marginalize them. 

The study advocates for institutionalizing BUSLEL as a core component of doctoral education, emphasizing the need for robust institutional support, including financial resources, mentorship, and streamlined administrative processes, to ensure its success and sustainability.

Energy and Environmental Justice Educational and Advocacy Program: 

The EEJEAP was developed to address urgent energy justice issues in Douglas County, Kansas, particularly the administrative burdens faced by low-income households seeking energy assistance. The program aimed to translate social equity principles from theory into practical application by engaging students in real-world challenges. 

The specific work undertaken through the EEJEAP included: 

  • Addressing Energy Burden: The program focused on the fact that 25% of U.S. households experience a high energy burden (spending over 6% of income on energy bills), with 67% of low-income households facing this challenge, and racial minorities disproportionately impacted. In Douglas County, Kansas, approximately 26% of households face high energy costs, and over 70% of low-income households experience severe energy burdens, accounting for an average of 13% of their income.
  • Researching Administrative Burdens: The primary research objective was to investigate the administrative burdens faced by low-income households in Douglas County when accessing energy assistance programs, such as LIHEAP and WAP.
  • Qualitative Research Methodology: After an initial attempt to distribute flyers in vulnerable neighborhoods proved unsuccessful, the research team reoriented its approach. They employed a purposive sampling strategy, focusing on local nonprofit organizations that provide assistance to low-income residents in Douglas County, Kansas. Semi-structured interviews were conducted with individuals in managerial roles at these organizations. The interview guide focused on experiences with energy bills, housing, energy assistance programs, and administrative complexities. Interview transcripts were manually coded thematically, with consistency ensured through interactive sessions and feedback, and shared with participants for review.

Key Findings on Administrative Burdens in Douglas County:

Interviews revealed that administrative practices intensify energy burdens and obstruct access to essential resources. Applicants often encounter a "paperwork problem," where local programs provide quicker support than bureaucratic statewide systems, such as KERA. A persistent digital divide further complicates access, especially for elderly, rural, and low-income residents who struggle with online application systems due to limited technological resources. Geographic barriers also play a role: physical distance from service providers, inadequate public transportation, and understaffed local programs leave many without the help they need. Language barriers compound these challenges, as most program materials are available only in English, with minimal translation services for non-English speakers. The psychological toll is equally significant. Stigma surrounding the need for low-income assistance and distrust of institutional systems often lead to frustration and resignation, deterring individuals from applying even when aid is available. These obstacles align with broader research on administrative burdens and are likely to affect access to other critical public services, including housing, food assistance, and healthcare.

Community and Policy Contribution:

EEJEAP provided tangible benefits to the local community and could serve as a model with considerable potential for promoting social equity in public administration education. The findings directly contributed to the City of Lawrence’s renewable energy and affordable housing efforts, as well as Douglas County’s Climate Action and Adaptation Plan. The program also fostered broader discussions on energy justice in the State of Kansas. The administrative burden findings are being applied locally through targeted communication with relevant entities, demonstrating a long-term benefit of BUSLEL.

Author:

S. Mohsen Fatemi, Ph. D. Candidate, School of Public Affairs and Administration, University of Kansas, mohsenfatemi@ku.edu 

Learn More:

This paper was published in Journal of Public Affairs Education. https://doi.org/10.1080/15236803.2025.2461905 

Institute for Policy & Social Research, University of Kansas, ipsr.ku.edu 

Support From:

Sierra Club, https://www.sierraclub.org/