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

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Kenneth Oldfield ———. (2009 [2007]). Humble and hopeful: Welcoming first-generation poor and working-class students to college. In T. H. Housel & V. Harvey (Eds.), The invisibility factor: Administrators and faculty reach out to first-generation college students (pp. 59–74). Boca Raton, FL: Brown Walker Press. ———. (2010a). Our cutting edge isn’t cutting it: Why public administration should be the first discipline to implement a social class-based affirmative action plan for hiring professors. Administration & Society, 41(8), 1016–1038. ———. (2010b). Social class-based affirmative action in high places: Democratizing dean selection at America’s elite law schools. Journal of the Legal Profession, 34, 307–328. ———. (2010c). Socioeconomic origins of deans at America’s elite medical schools: Why these leading programs should weigh social class background information as a diversity criterion. Academic Medicine, 85, 1850–1854. ———. (2010d). Using critical theory to teach public administration students about social class inequalities. Administrative Theory & Praxis, 32(3), 450–472. Retrieved from http://findarticles. com/p/articles/mi_7440/is_201009/ai_n57239152/ ———. (2011a). Oldfield responds to critiques by Stever and Stivers of his January 2010 DSF titled “Why public administration should be the first discipline to implement a social class-based affirmative action plan for hiring professors.” Administration & Society, 43(1), 124–137. ———. (2011b). Oldfield responds to Candler and others arguing against his proposal for affirmativeaction based on socio-economic status in public administration faculty hires. Administration & Society, 43(3), 372–381. Oldfield, K., Candler, G., & Johnson III, R. G. (2006). Social class, sexual orientation, and toward proactive social equity scholarship. American Review of Public Administration, 36(2), 156–172. Oldfield, K., & Conant, R. F. (2001). Professors, social class, and affirmative action: A pilot study. Journal of Public Affairs Education, 7(3), 171–185. Oldfield, K., & Johnson III, R. G. (2009). Resilience. Inside Higher Education. Retrieved from www. insidehighered.com/news/2009/04/30/resilience Oldfield, K., & Johnson III, R. G. (Eds). (2008). Resilience: Queer professors from the working class. Albany, NY: SUNY–Albany Press. Paulson, A. (2009, September 23). Admissions scandal brings down University of Illinois president. The Christian Science Monitor. Retrieved from www.csmonitor.com/USA/2009/0923/p02s25-usgn.html Ryan, J., & Sackrey, C. (Eds). (1984). Strangers in paradise: Academics from the working class. Boston: South End Press. Ryan, W. (1971). Blaming the victim. New York: Pantheon Books. Sacks, P. (2007). Tearing down the gates: Confronting the class divide in American education. Berkeley: University of California Press. Sanders, R. (2008, December 8). EEGS show brain differences between poor and rich kids. UC Berkley News. Retrieved from http://berkeley.edu/news/media/releases/2008/12/02_cortex.shtml 48 Journal of Public Affairs Education
Shaw, G. B. (1928). The intelligent woman’s guide to socialism and capitalism. London: Constable & Co. Steinbeck, J. (1939). The grapes of wrath. New York: Viking Press–James Lloyd. Steinberg, J. (2000, November 27). Working-class origins unite educators group. The New York Times. Retrieved from www.nytimes.com/2000/11/27/us/working-class-origins-unite-educators-group.html Stever, J. A. (2010). Cutting edge or reversion? Administration & Society, 42(1), 123–127. Stivers, C. (2010). Class: An elephantine problem. Administration & Society, 42(1), 119–122. Veblen, T. (1994 [1899]). The theory of the leisure class. New York: Penguin Twentieth-Century Classics. Whitney, W. T. (2002). Becoming a physician: Class counts. Nature, Society, and Thought, 15(3), 261–274. Wildavsky, A. B. (1964). The politics of the budgetary process. Boston: Little, Brown. Wyatt-Nichol, H., & Antwi-Boasiako, K. B. (2008). Diversity across the curriculum: Perceptions and practices. Journal of Public Affairs Education, 14(1), 79–90. Wyatt-Nichol, H., Brown, S., & Haynes, W. (2011). Social class and socioeconomic status: Relevance and inclusion in MPA–MPP programs. Journal of Public Affairs Education, 17(2), 187–208. X, M. (1965). The autobiography of Malcolm X (With the assistance of Alex Haley). New York: Grove Press. Class Rooms Kenneth Oldfield is emeritus professor of public administration at the University of Illinois–Springfield. He has published articles on various topics including property tax administration, Graduate Record Examination predictive validity, the Office of Economic Opportunity, personnel selection and orientation, community college funding disparities, tax increment financing, graduate internships, socioeconomic-based affirmative action for students, professors and administrators from the working class, and the philosophy of science. Oldfield and Richard G. Johnson III coedited Resilience: Queer Professors from the Working Class (SUNY Press, 2008). Journal of Public Affairs Education 49
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
Page 3 and 4: Journal of Public Affairs Education
Page 5 and 6: FROM THE EDITOR In the symposium in
Page 7 and 8: NASPAA Presidential Address Annual
Page 9 and 10: Leading by Example: Modeling Global
Page 15 and 16: FROM THE GUEST EDITOR FROM THE GUES
Page 17 and 18: FROM THE GUEST EDITOR A SYMPOSIUM I
Page 19 and 20: on other fronts, certainly it can h
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Page 23 and 24: A View from the 50th Street Gate on
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Page 35 and 36: Class Rooms Kenneth Oldfield Univer
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Page 39 and 40: Class Rooms GRADUATE SCHOOL I was u
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Page 43 and 44: Class Rooms The Great Leveler, too
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Page 47 and 48: ook (Oldfield & Johnson, 2009). The
Page 49 and 50: Didactic Changes Class Rooms Pedago
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Page 53: hooks, b. (2000). Where we stand: C
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Page 79 and 80: Blue-Collar Teaching lifelong dream
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Page 83 and 84: Blue-Collar Teaching One may argue
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Page 91 and 92: Oldfield, K. (2010). Socioeconomic
Page 93 and 94: Moving Forward by Looking Back Gary
Page 95 and 96: Moving Forward My father married my
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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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