Lorenda A. Naylor

Staying Connected: MPA Student Perceptions of Transactional Presence

Abstract Online education has increased exponentially in the past five years and is now considered part of mainstream higher education. It has significantly changed bricks and mortar institutions, but has the change been effective? One of the most common concerns regarding online education is the physical separation between teachers and students (Robertson, Grant, & Jackson, 2005; Moore, 1997). In order to bridge the physical distance of online education, Shin (2003, 2002) argues that universities should enhance transactional presence. However, little is known about transactional presence and online public administration courses. This study examines Master’s of Public Administration (MPA) student perceptions of transactional presence with two groups: faculty and peers. Findings support previous research of no significant difference between teaching mediums in regards to student perceptions. Contrary to previous studies, neither ethnicity nor gender appear to play a prominent role in whether students are satisfied with the contact they have with peers or with faculty.

Liberty and Equality: In Defense of Same-Sex Marriage

Marriage equality has gained international attention in public discourse. Laws that prohibit same-sex marriage may be categorized as both paternalistic and moralistic. This article addresses ethical and legal considerations surrounding the right of same-sex couples to marry. Three subject areas are analyzed: equality, individual liberty, and morality. The implications of the analysis reveal that prohibition of same-sex marriage is not justified based upon the criteria necessary for paternalistic and moralistic policies.

Providing Solutions to LGBT Homeless Youth: Lessons From Baltimore’s Youth Empowered Society

In the United States, nearly 1.7 million youth under the age of 18 run away from home and often end up homeless each year. Reports estimate that between 20% and 40% of the runaway and homeless youth population identifies as lesbian, gay, bisexual, or transgender (LGBT) (Durso & Gates, 2012; Kaiser Family Foundation, 2014). This suggests that as many as 80,000 LGBT youth are homeless for over a week each year (National Alliance to End Homelessness, 2012). In addition, LGBT youth are more likely to suffer from poverty, substance abuse, violence, mental illness, and attempted suicide as a result of harassment and discrimination (Cray, Miller, & Durso, 2013; Kaiser Family Foundation, 2014; Swan, 2014). Grounded in social equity theory (Frederickson, 2010) and intersectionality (Crenshaw, 1991), this article argues that additional legal protections are necessary in order to ensure the constitutional rights of LGBT youth. A case study of the Youth Empowered Society (YES) in Baltimore City is provided as an example of a service-delivery model for this vulnerable population. Best practices are identified and anti-discrimination policies are recommended.

Rethinking Connection: Master of Public Administration Student Perceptions of Transactional Presence

Abstract In order to decrease the physical distance found in online education, it is important to ensure transactional presence (Moore, 1997; Shin, 2003, 2002). Moreover, the Network of Schools of Public Policy, Affairs, and Administration has required preconditions of online courses that include student interactions with faculty and peers. This cross-sectional study assesses Master of Public Administration student perceptions of transactional presence with two core groups: peers and faculty. Findings indicate that neither race (p = .794) nor gender (p = .196) play a significant role in student satisfaction with peers or faculty members, and that overall satisfaction in contact with peers and professors is influenced by the frequency of contact, but the effect is only marginally significant. Our findings suggest that the flexibility inherent in the online format may be paramount to students’ decision to engage in online learning.

U.S. Public Administration Programs: Increasing Academic Achievement by Identifying and Utilizing Student Learning Styles.

Global economic shifts are forcing universities to become more competitive and operationally efficient. As a result, universities emphasize access, affordability, and achievement. More specifically, U.S. universities have responded by emphasizing course assessment, retention rates, and graduation rates. Both university administrators and faculty members recognize that student cognitive styles are an important dimension in retention and graduation rates. Equally important, the Network of Schools of Public Policy, Affairs, and Administration requires graduate programs to meet universal core competencies and assess student learning outcomes. Within the context of U.S. higher education trends and new accreditation standards, we examine the demographic characteristics and cognitive styles of 130 Master of Public Administration (MPA) students currently enrolled at the University of Baltimore, which is one of the largest accredited MPA programs in the United States. Student cognitive styles are measured using a point in time Group Embedded Figures Test instrument. Key findings reveal that a stronger concentration in quantitative skills is essential in bolstering core competencies and student marketability in the global economy. Recommendations for course design and pedagogical modifications are discussed.

Inequality: Underrepresentation of African American males in U.S. higher education.

Abstract Although the percentage of Blacks earning college degrees has nearly doubled over the past 20 years, Blacks earn only 10% of college degrees, 12% of graduate degrees, and 7% of doctoral degrees (U. S. Census Bureau, 2013). Furthermore, Blacks are more likely to attend lower-quality institutions and less likely to graduate (Mettler, 2014). This translates into possibly fewer Black men completing degrees in public affairs education and seeking public service. If we are to secure a representative bureaucracy (Krislov, 2013; Naff, 2001) in which both public administrators and college faculty mirror the nation’s demographics, then we must ensure that Black males have equal access to an affordable, quality college education resulting in degree completion. In this article, we examine disparities in higher education along three procedural areas: (a) access, (b) affordability, and (c) attainment. We provide substantive policy recommendations toward ensuring both access and degree attainment for all individuals regardless of race or income.

Counting an Invisible Class of Citizens: The LGBT Population and the U.S. Census

Due to past discrimination, recent U.S. Supreme Court cases and federal legislation have expanded the legal rights of LGBT citizens in marriage equality (Obergefell v. Hodges, 576_US 2015; U.S. v. Windsor, 570 U.S. 2013), sexual privacy (Lawrence v. Texas, 539 U.S. 558, 2003), military service (repeal of Don’t Ask Don’t Tell Act of 1993), and hate crime protection (The Matthew Shephard and James Byrd, Jr. Hate Crimes Prevention Act of 2009). These policy milestones laid the foundation for securing additional rights. However, in 2017 the U.S. Census Bureau announced it would not collect LGBT demographic data, specifically sexual orientation and gender identity, in the upcoming 2020 Census (Thompson, 2017) representing a major setback to LGBT citizens who viewed it as creating an invisible class of citizens. Gleaning from the framework of social equity (Frederickson, 2010; Johnson, & Svara, 2011) and intersectionality (Crenshaw, 1989a), this manuscript evaluates the U.S. Census Bureau’s decision to omit LGBT demographic data. Using the agencys data as the standard, empirical evidence supports the inclusion of LGBT demographic variables in the census. Policy recommendations are provided to ensure LGBT citizens are included in the census and assimilated into mainstream America.