ABSTRACT
This chapter examines institutional mechanisms for promoting gender equity in programs that educate for the public service. Particular attention is given to standards of accreditation and quality assurance and the extent to which they promote gender equity among students and faculty, and in the curriculum. The chapter compares the accreditation standards of associations for public affairs that have an international (NASPAA and IASIA) or regional focus (EAPAA) with each other and with the accreditors of other professions to assess the extent to which they prioritize gender equity.
