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

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FROM THE GUEST EDITOR notified me of these circumstances near the closing date for final submissions. At this late stage, I knew I could not risk losing another person from the mix lest I fail to achieve the critical mass needed to sustain this symposium. After puzzling over my predicament for an afternoon, I mentioned my dilemma to my wife, a long-serving public sector employee with considerable senior managerial experience. Without hesitating, she responded, “You’re emeritus. Your family was working class. You have time. Why don’t you submit a paper?” After uttering a Homer Simpson “D’oh!” I started my paper. This circuitous route accounts for the symposium’s final configuration of contributors. CONCLUSION Sinclair’s (1906) The Jungle, Orwell’s (1949) 1984, and Picasso’s Guernica (1937) convey ideas that numbers alone could never capture. The empirical research cited earlier in this introduction quantitatively depicts what it means to grow up in homes with far fewer social, financial, and cultural assets than commonly available to children raised in middle- and upper-class households (Bourdieu, 1986). These five symposium papers animate the numerical characterizations others have offered about the strong connection between socioeconomic background and educational opportunities, outcomes, and socialization. All public administration professors bring acquired assumptions, “baggage” as one anonymous referee called them, to our interpretations of the world. Our baggage can involve, for example, our views about race, gender, religion, nationality, military service, and academic major. Staying relevant requires us to remain ever vigilant of the suppositions that shape our approach to the discipline. In the present context, this means questioning the consequences of social class inequalities, especially their effect on educational outcomes. We must appreciate whose interests our assumptions help and whose they hinder. Even merit, the supposed gold standard of objectivity, often has its inherent beneficiaries (Miller and McNamee, 1998; Oldfield, 2011). Still, today when 20% of American households own 85% of its privately controlled wealth (Domhoff, 2011; citing Wolff), questioning the legitimacy and effects of inherited advantages remains a fringe consideration in public administration. While we are increasingly open to exploring how our ideas about race, gender, or physical disabilities can affect the way we study and practice public administration, we refuse to give class its due. Without this redirection, we can never address the earlier noted charge that “the lack of social class information in the public affairs classroom [is]…creating a generation of public administrators with no depth of understanding [of] how social class creates barriers and obstacles for individuals and families that are working class or poor.” Over the years and to their credit, public affairs educators have significantly altered how they address various social equity concerns. If this can happen 12 Journal of Public Affairs Education
on other fronts, certainly it can happen for social class inequalities. The personal accounts, policy recommendations, and pedagogic suggestions offered throughout this symposium are presented in hopes of spurring greater empathy for the limiting effects of social class inequalities in general and socioeconomic origins in particular, thereby impelling all readers toward the “fundamental ideological change” that Miller and McNamee (1998, p. 211) insist is a prerequisite for achieving our social equity and diversity ideals. REFERENCES Boatsman, K. C., & Antony, J. (1995, April). Faculty equity: Class origin, race, and gender in the American professoriate. Paper presented at the annual conference of the American Educational Research Association, San Francisco, CA. Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood. Bowen, W. G., Kurzweil, M. A., & Tobin, E. M., in collaboration with Pichler, S. C. (2005). Equity and excellence in American higher education. Charlottesville: University of Virginia Press. Bussa, J. A. (2010). Have the poor gotten poorer? The American experience from 1987 to 2007. Journal of Poverty, 14(2), 183–196. deLone, R. H. (1979). Small futures: Children, inequality, and the limits of liberal reform. New York: Harcourt Brace Jovanovich. Dews, C. L. B., & Law, C. L. (1995). This fine place so far from home: Voices of academics from the working class. Philadelphia: Temple University Press. Domhoff, G. W. (2011). Wealth, income, and power. Retrieved from http://sociology.ucsc.edu/ whorulesamerica/power/wealth.html Gerald, D., & Haycock, K. (2006). Engines of inequality: Diminishing equity in the nation’s premier public universities. Washington, DC: The Education Trust. Retrieved from www.edtrust.org/sites/ edtrust.org/files/publications/files/EnginesofInequality.pdf Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Paul H. Brookes. Huntington, N. L., Krall, E. A., Garcia, R. I., & Spiro III, A. (1999). SES and oral health status in an elderly population. Annals of the New York Academy of Sciences, 896, 451–454. Johnson III, R. G. (2011). From the guest editor—Social equity as a tool for social change. Journal of Public Affairs Education, 17(2), 163–166. Kahlenberg, R. D. (1996). The remedy. New York: Basic Books. FROM THE GUEST EDITOR Kniffin, K. M. (2007). Accessibility to the PhD and professorate for first-generation college graduates: Review and implications for students, faculty, and campus policies. American Academic, 3, 39–79. Journal of Public Affairs Education 13
Page 1 and 2: JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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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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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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