WINTER 2012 - National Association of Schools of Public Affairs and ...

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Nadia Rubaii University Doors; (5) United We Stand; Divided We Fall; and (6) The Whole Is Greater than the Sum of the Parts—will be my mantras for the coming year. They will guide me in my actions and decisions, and I hope that in so doing, I will be able to help lead NASPAA in a way that will serve the membership and public service more broadly. There is just one more item of business I want to address as we look ahead to next year—our conference in Austin, Texas, in 2012. I am very pleased to announce that Jack Meek has agreed to chair the conference committee. And for helping us craft the theme for the conference, I want to thank Kurt Thurmaier. The theme of the 2012 conference will be “Horizons in Public Affairs: Visions and Strategies.” Within this general theme, there will be three broad tracks: (1) Affirming the Place of Public Affairs & Administration; (2) Understanding Changing Markets & Engaging Stakeholders; and (3) Dialogues on the Status of the Profession. The conference will be designed to have several key features, most notably: greater participation by practitioners; more international participants— from member programs outside the United States and from sister associations from around the world—throughout the conference and not only on panels with an explicit international focus; and a series of intergenerational conversations that bring together emerging scholars with our seasoned experts. Additionally, some presenters will be invited to prepare provocative position papers that will be distributed in advance of the conference to stimulate discussion. Nothing is done on a small scale in Texas. So I expect that the conference will be big—with big ideas and big accomplishments and presented in a big Texas style. I have great confidence in our conference hosts at the LBJ School at the University of Texas—and particularly Dean Bob Hutchings and our longtime NASPAA colleague Ken Matwizack. I thank them for being our hosts next year, and I know that they will impress us with the reception venues and the keynote speakers. Thank you again for entrusting me with this great honor. Nadia Rubaii is associate professor and immediate past chair of the Department of Public Administration in the College of Community and Public Affairs at Binghamton University. She has worked extensively with the International City/ County Management Association on issues of local immigrant integration and national immigration policy reform. Dr. Rubaii, who chaired COPRA for 2 years, served a previous term on the Executive Council, chaired the Education and Training Task Force for Standards Implementation, and for several years chaired the Diversity Committee and the Small Programs Committee, now serves as the president of NASPAA. 8 Journal of Public Affairs Education
FROM THE GUEST EDITOR FROM THE GUEST EDITOR—PUBLIC ADMINISTRATION PROFESSORS FROM THE WORKING CLASS Americans of higher socioeconomic status live longer (Riegelman, 2010), are more likely to vote (Lijphart, 1997), have better dental health (Huntington, Krall, Garcia, & Spiro, 1999; Milgrom et al., 1998), and smoke less (Legacy, n.d.). The considerable effects of social class are particularly evident in determining educational outcomes. Children born of higher socioeconomic families are more likely to finish high school, attend and complete college, finish an advanced degree, become faculty members, and be academic administrators (see, e.g., Boatsman & Antony, 1995; Bowen, Kurzweil, & Tobin, 2005; deLone, 1979; Dews & Law, 1995; Gerald & Haycock, 2006; Kahlenberg, 1996; Lipset & Ladd, 1979; Lubrano, 2005; Mikulak, 1990; Oldfield, 2010a, b; Oldfield & Conant, 2001; Ryan & Sackrey, 1984; Shepard, McMillan, & Tate, 1998; Stetar & Finkelstein, 1997). Kniffin (2007) offers an extensive review of the literature showing how social class background strongly affects one’s chances of completing the PhD and becoming a university professor. Even then, job candidates from wealthier class origins are more likely to attend and find employment at higherstatus colleges and universities (Mullen, 2010; Schmidt, 2010). Rather than evening the odds for success by offering people of humble origins a chance to rise above their circumstances, the evidence suggests America’s formal learning system generally reinforces existing social class arrangements and the ideology that sustains them. The striking upward redistribution of wealth and income (Bussa, 2010; Domhoff, 2011; Noah, 2010; Norton & Ariely, 2011; Phillips, 2002) occurring over the last several years can only intensify these disparities in educational opportunities and outcomes. Hart and Risley’s (1995) analysis of parenting practices among lower-, middle-, and upper-class families presents a meticulous accounting of the significant advantages derived from being born of higher socioeconomic circumstances, benefits that greatly elevate one’s odds of success in formal education in particular and life in general. These advantages include, among others, vocabulary skills, sense of worth, self-assurance, poise, and higher standardized test scores. Speaking about class differences in language acquisition, a key ingredient for success in life and formal learning, Bloom succinctly characterizes Hart and Risley’s empirical findings as follows: We have long known that children differ greatly in when they begin to learn language and how fast they learn once they begin. The children in this study did indeed differ. Some began to learn words with a learning trajectory that took off like a small rocket. But other children, who may even have begun to say words at about the same age, were much Journal of Public Affairs Education 9
Page 1 and 2: JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Page 5 and 6: FROM THE EDITOR In the symposium in
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Page 9 and 10: Leading by Example: Modeling Global
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Page 19 and 20: on other fronts, certainly it can h
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Page 35 and 36: Class Rooms Kenneth Oldfield Univer
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Analysts also determined the number
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Topical categories. As shown in Tab
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negative impact on ARP downloads (
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Knowledge and Skills for Policy Mak
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Stories from Local Public Managers
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and writing the proposal for the co
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Another echoes: Stories from Local
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I think communication is one of the
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Creating Quality Online Course Desi
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it was achieved. The assessment of
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Fulbright Program for Foreign Stude
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Review of Moral Controversies in Am
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application of those foundations to
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Journal of Public Affairs Education
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Information for Contributors The Jo
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