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

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Cheryl Simrell King Integrate class into the curriculum. Of course, class is a construct that belongs in any coursework on diversity and cultural competency. Working with students on the invisible knapsacks of both race and class is a powerful experience that situates class and oppression within systems of invisible privilege and demonstrate our complicity in perpetuating these arrangements. One way to integrate class into the PA curriculum is to do so directly, and The Center for Working-Class studies at Youngstown State University offers both sound advice for teaching about this topic and an extensive reading list on various socioeconomic subjects. (http://cwcs.ysu.edu/teaching/teachingclass/readings). The Class Action website mentioned earlier also provides good materials for classroom use. Kenji Yoshino’s book, Covering: The Hidden Assault on Our Human Rights (2006), is especially effective in uncovering the things we cover, if you will, unpacks civil rights, and details the social implications of doing so. Janet Galligani Casey’s (2003) article entitled “Diversity, Discourse, and the Working- Class Student” is a powerful piece that addresses the rhetoric of diversity and how working-class students are not served in contemporary discourse because the discussion glosses over disadvantages, thereby perpetuating the academy’s inherent middle-/upper-class ideology. Discourse defined from such an ideology dominates in most situations, not just the academy. Therefore it’s not enough just to include class as another diversity variable. We also must deconstruct and unpack the mainstream assumptions that make class an invisible construct. Therefore, instructors should do more than simply integrate class consciousness mechanisms into the public administration curriculum. We also need to inspire students to revise and remake the dominant discourses that privilege certain categories over others and thereby ensure the continuation of middle-/upper-class, normative frameworks. We can indirectly incorporate class into the curriculum by assigning texts and readings that use socioeconomic issues as a central analytic or organizing framework. The other papers in this symposium do an excellent job of identifying relevant texts and other materials, and I refer readers to these good works on the topic. Disempower “covering.” Make the mainstream more inclusive. Inspire students to do the same in their work. In Transformational Public Administration (2005), Lisa Zanetti and I situated the American Dream as a nightmare, one we all need to awaken from. Outing class in the United States is an important step in our awakening. To do so, the first step is to situate class theoretically, ideologically, and intellectually. Instructors also need to live the realities of these class differences so we can be more open to others’ experiences. Living the realities means working to bring more students of working-class origins into our PhD programs, so we can have more professors with working-class origins teaching and doing research in the field. We should also analyze our student populations to see if programs are serving a significant portion of students with working-class origins. If so, it may mean that departments think about departmental strategies 64 Journal of Public Affairs Education
What’s a Girl Like You toward serving these students, instead of relying on individual professors to do so in their classrooms and in student advising. In conclusion, we should out, or uncover, class by building new social models that do not require covering, all the while teaching students about covering and how it limits rights and opportunities. Class allows the opportunity to talk about how covering is both a civil rights and a social/relational issue. Because everyone covers in some way, we all can empathize with implied or perceived blaming that often happens in multiculturalism and diversity work (Yoshino, 2006). Ironically, recognizing the things that keep us apart can bring us together. Yoshino’s book can be used in just about any public administration course. Instructors can use it to discuss covering in terms of civil rights, human resources, or citizen relationships. One more story: On a recent trip, as I was waiting for my plane to depart, a small family, clearly of working-class origins, passed by the waiting area. Besides their class markers of clothing, hair, and baggage, the people in this family were talking extremely loudly, as if they had no concept of “inside voices.” I watched people in the waiting area meet each other’s eyes and smirk, raise eyebrows, and pass other signs of class collusion. This furtive communication conveyed a silent recognition of the “otherness” of the passing family and an admission of class judgment. Whether folks would name it or not, they were judging based on class differences. This happens every day, in every walk of life. We are much less aware of our practices of class judgments/prejudices than we are of our judgments/ prejudices based on race, sex/gender, sexual orientation, and age. Recognizing classism, as it happens in everyday life, is a good place to start our awareness work. The field of public administration, because of its members’ obligations to serve everyone, is a good place to begin moving toward raising this class awareness. FOOTNOTES 1 In 2009, the top 20% of the population, those making more than $100,000 a year, took in nearly 50% of all income generated in the United States; the 44 million people living below the poverty line received only 3.4%. The 14.5-to-1 ratio was an increase from 13.6–1 in 2008 and nearly double a low of 7.69–1 in 1968 (www.wsws.org/articles/2010/sep2010/cens-s29.shtml). 2 Today, students who are the first of their family to go to college are called “first-generation students” and are served by federal programs such as TRIO. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and those with disabilities to progress through the academic pipeline from middle school to postbaccalaureate programs (www2.ed.gov/about/offices/list/ope/trio/index.html). REFERENCES Baker, H. S. (1989). If rocky goes to college: Dilemmas of working-class college students. Adolescent Psychiatry, 16, 70–91. Journal of Public Affairs Education 65
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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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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I think communication is one of the
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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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