Journal of Social Equity and Public Administration

Threats to Democracy: A Danger to Social Justice for All

José Luis Irizarry

North Carolina Central University

https://orcid.org/0000-0002-8649-1415

RaJade M. Berry-James

Virginia Commonwealth University

Duchess D. Humphrey

University of North Texas & Texas A&M University

https://orcid.org/0000-0002-0978-7466

Rachel Emas

George Washington University

https://orcid.org/0000-0002-5683-9599

Bruce D. McDonald III

Old Dominion University

https://orcid.org/0000-0001-8963-8606

James Nordin

Sonoma State University & Golden Gate University

https://orcid.org/0009-0007-8864-0086

Michael Lee

University of Nebraska Omaha

https://orcid.org/0009-0000-9608-7590

Lindsey L. Evans

Virginia Commonwealth University

https://orcid.org/0000-0001-7762-3474

Anthony M. Starke, Jr.

Virginia Commonwealth University

Jay M. Grosflam

California State University, Long Beach

https://orcid.org/0009-0004-7347-9427

DOI: https://doi.org/10.24926/jsepa.v3i2.6796

Keywords: Democratic Backsliding, Social Justice, Civic Engagement, Democratic Resilience, Collective Action

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Abstract

This essay argues that threats to democracy—both global and domestic—pose an existential risk to the advancement of social justice. It explores how democratic backsliding undermines efforts to achieve social justice for all, examining anti-democratic practices such as misinformation, voter suppression, institutional dismantling, and the politicization of public service. Highlighting the interdependence between democratic institutions and social equity in public governance, the authors propose a multilevel response framework to foster democratic resilience through civic engagement, institutional accountability, and collective action. In this essay, members of the Board of the Section on Democracy and Social Justice (DSJ) of the American Society for Public Administration (ASPA) introduce a call to action for public servants, scholars, and civil society to reaffirm their commitment to democracy as essential for meaningful and enduring social justice.

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Author Biographies

José Luis Irizarry, North Carolina Central University

José Luis Irizarry (he/him) (jirizar2@nccu.edu) is a tenure-track assistant professor of public administration and director of the nonprofit management certificate at North Carolina Central University. His research focuses on public and nonprofit values, pedagogy, social equity, mindfulness, and civic engagement.

RaJade M. Berry-James, Virginia Commonwealth University

RaJade M. Berry-James (she/her) (berryjamesr@vcu.edu) is a professor of public administration and the senior associate dean of faculty and academic affairs at Virginia Commonwealth University’s L. Douglas Wilder School of Government and Public Affairs. She is an elected Fellow of the National Academy of Public Administration, past chair of the Standing Panel on Social Equity in Governance, and immediate past president of NASPAA.

Duchess D. Humphrey, University of North Texas & Texas A&M University

Duchess D. Humphrey (she/her) (DuchessHumphrey@gmail.com) holds a PhD in Public Administration from the University of North Texas. She teaches public administration and nonprofit courses at the University of North Texas and has served as a subject matter expert at Texas A&M University’s Bush School. Teaching interests include policy and program evaluation, nonprofit board management, cultural competency in public organizations, and intersectoral partnerships.

Rachel Emas, George Washington University

Rachel Emas (she/her) (RachelEmas@gwu.edu) is an associate teaching professor and director of the MA in Environmental and Sustainability Policy at the Trachtenberg School at George Washington University. Her research revolves around sustainability policies, especially around sustainable and equitable urban food systems. Rachel also studies public service pedagogy and inclusive teaching practices.

Bruce D. McDonald III, Old Dominion University

Bruce McDonald III (he/his) (bmcdonal@odu.edu) is a professor of public budgeting and finance and director of the School of Public Service at Old Dominion University. He also serves as the editor-in-chief of Public Administration and the co-editor-in-chief of Public Finance Journal.

James Nordin, Sonoma State University & Golden Gate University

James Nordin (he/him) (JNordin1945@gmail.com) is a retired federal public servant with more than 30 years’ experience, who teaches in the MPA programs at Sonoma State University and Golden Gate University. He created, established, and endowed ASPA’s Gloria Hobson Nordin Social Equity Award.

Michael Lee, University of Nebraska Omaha

Michael Lee (he/his) (mlee50@unomaha.edu) is a doctoral candidate in the School of Public Administration at the University of Nebraska Omaha and a 2025 ASPA Founders’ Fellow. His research is in the areas of public transportation policy, public budgeting and financial management, social equity, nonprofit resiliency, and AI in government finance.

Lindsey L. Evans, Virginia Commonwealth University

Lindsey L. Evans (she/her) (EvansLL@vcu.edu) is an assistant professor of public administration and policy at the L. Douglas Wilder School of Government and Public Affairs at Virginia Commonwealth University. Her research focuses on public and nonprofit management, policy analysis, and program evaluation through a social equity lens.

Anthony M. Starke, Jr., Virginia Commonwealth University

Anthony M. Starke, Jr. (he/him) (starkeam@vcu.edu) is an assistant professor at the L. Douglas Wilder School of Government and Public Affairs at Virginia Commonwealth University. Dr. Starke holds dual Bachelor of Science degrees from Old Dominion University, MPA and Graduate Certificate in Nonprofit Management from VCU, and a PhD in Public Administration from the University of Nebraska.

Jay M. Grosflam, California State University, Long Beach

Jay M. Grosflam (he/him) (Jay.Grosflam@csulb.edu) is an experienced analyst and educator with a doctorate in Educational Leadership and extensive international experience. With over a decade in higher education and public service, he brings expertise in assessment, data analysis, and culturally responsive teaching across the United States, China, and Eastern Europe.

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