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Preparing Working-Class Academics for Success

The journal of working-class studies, 2023-12, Vol.8 (2), p.69-80

Oldfield, Kenneth

2023

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Sandel, M.J. (2020) The Tyranny of Merit: What’s Become of the Common Good? Farrar, Straus, and Giroux

The journal of working-class studies, 2022-06, Vol.7 (1), p.57-60

Oldfield, Kenneth

2022

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Structural Nepotism: On the Reluctance of Law Schools to Include Social Class Origins among their Faculty Diversity Goals

Journal of legal education, 2020-12, Vol.69 (2), p.239-267

Oldfield, Kenneth

2020

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Democratization: More inclusivity in PhD admissions

Nature (London), 2014-08, Vol.512 (7512), p.28-28

Oldfield, Kenneth

2014

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More inclusivity in PhD admissions

Nature (London), 2014-08, Vol.512 (7512), p.28-28

Oldfield, Kenneth

2014

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The Social Aspects of Hand Washing in American Restaurants: An Administrative Approach to Reducing Public and Private Health Care Costs

Administration & society, 2017-05, Vol.49 (5), p.753-771

Oldfield, Kenneth

2017

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Hillbilly Elegy: Deconstructing J. D. Vance's Views on Government Intervention, Merit, Outlaws, and Slackers

Administrative theory & praxis, 2018-04, Vol.40 (2), p.159-172

Oldfield, Kenneth

2018

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Expanding Economic Democracy in American Higher Education: A two-step approach to hiring more teachers from poverty- and working-class backgrounds

Journal of higher education policy and management, 2007-07, Vol.29 (2), p.217-230

Oldfield, Kenneth

2007

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Socioeconomic origins of deans at America's elite medical schools: should these leading programs weigh deans' social class background information as a diversity criterion?

Academic medicine, 2010-12, Vol.85 (12), p.1850-1854

Oldfield, Kenneth

2010

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Resilience: Queer professors from the working class

2008

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Confined Space Entry and Emergency Response

1. Aufl., 2005

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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, 2010-01, Vol.41 (8), p.1016-1038

Oldfield, Kenneth

2010

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Oldfield Responds to Candler and Others Arguing Against His Proposal for Affirmative-Action Based on Socio-Economic Status in Public Administration Faculty Hires

Administration & society, 2011-04, Vol.43 (3), p.372-381

Oldfield, Kenneth

2011

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Kenneth Oldfield’s Response

Administration & society, 2011-03, Vol.43 (2), p.248-261

Oldfield, Kenneth

2011

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Still humble and hopeful: Two more recommendations on welcoming first-generation poor and working-class students to college

About campus, 2012-11, Vol.17 (5), p.2-13

Oldfield, Kenneth

2012

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Class Rooms

Journal of public affairs education : J-PAE., 2012-03, Vol.18 (1), p.29-49

Oldfield, Kenneth

2012

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From the Guest Editor—Public Administration Professors from the Working Class

Journal of public affairs education : J-PAE., 2012-03, Vol.18 (1), p.9-15

Oldfield, Kenneth

2012

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Are the Nation's Leading Political Science Programs Practicing the Egalitarian Values Espoused in American Democracy in an Age of Rising Inequality, And if Not, How Can They?

PS, political science & politics, 2008-07, Vol.41 (3), p.567-573

Oldfield, Kenneth

2008

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Using Critical Theory to Teach Public Administration Students About Social Class Inequalities

Administrative theory & praxis, 2010-09, Vol.32 (3), p.450-472

Oldfield, Kenneth

2010

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Reflections on Theory in Action: Using Critical Theory to Teach Public Administration Students About Social Class Inequalities

Administrative theory & praxis, 2010-09, Vol.32 (3), p.450-472

Oldfield, Kenneth

2010

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How to Deal with Some of the Practical Problems Associated with Writing a Dissertation

SSRN Electronic Journal

Oldfield, Kenneth

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Social Class and Public Administration: A Closed Question Opens

Administration & society, 2003-09, Vol.35 (4), p.438-461

Oldfield, Kenneth

2003

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

American review of public administration, 2006-06, Vol.36 (2), p.156-172

2006

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How Can We Democratize Higher Education If We Don't Count the Votes? An MPA Case Study

Journal of public affairs education : J-PAE., 2007-03, Vol.13 (1), p.133-146

Oldfield, Kenneth

2007

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How Can We Democratize Higher Education If We Don't Count the Votes? A Master of Public Administration Case Study

Journal of public affairs education : J-PAE., 2007-01, Vol.13 (1), p.133-146

Oldfield, Kenneth

2007

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Preparing Working-Class Academics for Success

Sandel, M.J. (2020) The Tyranny of Merit: What’s Become of the Common Good? Farrar, Straus, and Giroux

Structural Nepotism: On the Reluctance of Law Schools to Include Social Class Origins among their Faculty Diversity Goals

Democratization: More inclusivity in PhD admissions

More inclusivity in PhD admissions

The Social Aspects of Hand Washing in American Restaurants: An Administrative Approach to Reducing Public and Private Health Care Costs

Hillbilly Elegy: Deconstructing J. D. Vance's Views on Government Intervention, Merit, Outlaws, and Slackers

Expanding Economic Democracy in American Higher Education: A two-step approach to hiring more teachers from poverty- and working-class backgrounds

Socioeconomic origins of deans at America's elite medical schools: should these leading programs weigh deans' social class background information as a diversity criterion?

Resilience: Queer professors from the working class

Confined Space Entry and Emergency Response

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

Oldfield Responds to Candler and Others Arguing Against His Proposal for Affirmative-Action Based on Socio-Economic Status in Public Administration Faculty Hires

Kenneth Oldfield’s Response

Still humble and hopeful: Two more recommendations on welcoming first-generation poor and working-class students to college

Class Rooms

From the Guest Editor—Public Administration Professors from the Working Class

Are the Nation's Leading Political Science Programs Practicing the Egalitarian Values Espoused in American Democracy in an Age of Rising Inequality, And if Not, How Can They?

Using Critical Theory to Teach Public Administration Students About Social Class Inequalities

Reflections on Theory in Action: Using Critical Theory to Teach Public Administration Students About Social Class Inequalities

How to Deal with Some of the Practical Problems Associated with Writing a Dissertation

Social Class and Public Administration: A Closed Question Opens

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

How Can We Democratize Higher Education If We Don't Count the Votes? An MPA Case Study

How Can We Democratize Higher Education If We Don't Count the Votes? A Master of Public Administration Case Study

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