Coming to Class: Pedagogy and the Social Class of Teachers

Shepard, Alan; McMillan, John; Tate, Gary

doi:10.2307/358977

Cited by 15 publications

(3 citation statements)

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“…The participation of workingclass and minority faculty in higher education assures that the university reflects the diversity of viewpoints found in the society at large. (p. 102; see also Shepard, McMillan, & Tate, 1998) Quoting Finer, Kelsall (1955) made the same argument in justifying representative bureaucracy, pointing to the likelihood of both better administration and better policy if the bureaucracy's "composition included the memory of misery, hunger, squalor, bureaucratic oppression, and economic insecurity " (p. 192).…”

Section: Discussionmentioning

confidence: 99%

Social Class, Sexual Orientation, and Toward Proactive Social Equity Scholarship

Oldfield

Candler

Johnson

2006

The American Review of Public Administration

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An analysis of data from the premier public administration journals in Australia, Brazil, Canada, and the United States shows academic public administration has taken both a narrow and a conservative approach to four social equity issues, including gender, race, sexual orientation, and social class. The findings show these periodicals (a) seldom and sometimes never publish articles on the four themes; (b) confine nearly all their social equity writings to race and gender; sexual orientation and social class receive little or no attention; and (c) only publish such papers long after the matter has become fashionable in most other social circles. The article concludes by suggesting ways American public administration can develop a more intellectually diverse, proactive professoriat, thereby allowing for publishing more-and more timely-articles about emerging social equity topics.

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Section: Discussionmentioning

confidence: 99%

Social Class, Sexual Orientation, and Toward Proactive Social Equity Scholarship

Oldfield

Candler

Johnson

2006

The American Review of Public Administration

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“…Along with the just-cited quantitative studies, still other researchers have assembled an impressive body of qualitative literature showing how socioeconomic backgrounds differentiate WCAs from their higher born colleagues. A sampling of these works includes Strangers in Paradise (Ryan & Sackrey, 1984), This Fine Place So Far From Home (Dews & Law, 1995), Coming to Class: Pedagogy and the Social Class of Teachers (Shepard, McMillan, & Tate, 1998), Reclaiming Class (Adair & Dahlberg, 2003), and Resilience: Queer Professors From the Working Class (Oldfield & Johnson, 2008). The two themes running through these texts are how the authors recall (a) the countless socioeconomic status-based hardships and prejudices they faced before, during, and after college and (b) how their social-class origins still influence their thoughts and actions as researchers, educators, and colleagues.…”

Section: Socioeconomic Origins Of University Facultymentioning

confidence: 99%

Our Cutting Edge Isn’t Cutting It

Oldfield

2009

Administration & Society

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During the past several years, various writers and commentators have argued that as part of their affirmative action efforts, universities should enroll more students of working-class origins because socioeconomic integration ensures greater social equity, democracy, and intellectual diversity. The present study shows that the justifications applied to student diversity pertain equally well to professors. This discussion proposes that if public administration were first to use socioeconomic status–based affirmative in faculty hiring, it would prove the discipline’s willingness to meet its self-imposed obligation to be cutting edge, a promise studies have shown it has yet to fulfill.

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“…Focusing more specifically on books on faculty from working-class social origins, most are in the form of edited volumes of personal essays on various subgroups and roles: white workingclass male faculty in the social sciences (Ryan & Sackrey, 1995), a diverse group of workingclass women faculty in the humanities (Tokarczyk & Fay, 1993), LGBTQ faculty (Oldfield & Johnson, 2008), instructional roles (Shepard, McMillan, & Tate, 1998;Rosen, 2013), and women faculty relationships with their parents (Welsch, 2005), among several others.…”

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confidence: 99%

What’s Worth Knowing? Research and Instructional Impacts of Books on Working-Class Academics

Putten¹

2021

JWCS

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What are the research impacts and instructional impacts of books of essays on the perspectives of faculty from working-class backgrounds? To what extent are these books used in undergraduate or graduate courses? Previous research on the content of these edited volumes has been limited to manual constant comparative analyses that described book content. This study employed data analysis methods in the emerging field of altmetric sciences to investigate the impacts of books of personal essays about faculty from working-class backgrounds (N=11). Book-level and chapter-level analyses were conducted to measure research impact using the Altmetric Explorer online tool and instructional impact using the Open Syllabus Project Explorer online tool. Data analysis results on research impacts for books on working-class academics produced extremely low impact levels. Few books (N=4) generated patterns of attention and these patterns were limited in scope. Data analysis results on instructional impacts identified that each of the 11 books generated a Teaching Score, but all scores were minimal and indicated low impact levels. The results suggest that scholarship on faculty from working-class social origins is not being widely included in undergraduate or graduate course syllabi. Further, a large proportion of the book-level scholarship in the subject area of ‘faculty diversity’ has been limited to the constructs of race and gender. Issues involving faculty social origins have been largely omitted from curricula in this area and raises the important question: What is worth knowing?

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Coming to Class: Pedagogy and the Social Class of Teachers

Cited by 15 publications

References 0 publications

Social Class, Sexual Orientation, and Toward Proactive Social Equity Scholarship

Social Class, Sexual Orientation, and Toward Proactive Social Equity Scholarship

Our Cutting Edge Isn’t Cutting It

What’s Worth Knowing? Research and Instructional Impacts of Books on Working-Class Academics

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