Journal article
Racial Diversity, Representative Bureaucracy, and Equity in Multiracial School Districts
Social Science Quarterly, Vol.90(2), pp.326-344
06/2009
DOI: 10.1111/j.1540-6237.2009.00620.x
Abstract
Objective. This study examines the conditions under which minorities will face policy inequity within the educational system. It turns to the theory of representative bureaucracy as one possible explanation, and extends the literature by considering whether African‐American students benefit from the presence of Latinos on teaching faculties and vice versa. This study also tests competing theories of how racial context influences minority educational policy outcomes. Methods. This study combines original survey data with data gathered by the U.S. Census to predict levels of academic grouping in U.S. school districts as reported by the Office of Civil Rights. Results. Minority teachers lower levels of discrimination among all minority students, not just co‐ethnics. Moreover, minority teachers do so consistently and with a substantive impact that occasionally rivals that of co‐ethnic teachers. The findings also suggest that greater levels of racial/ethnic diversity within a district are associated with lower levels of discrimination. Conclusion. Theories of race relations must move beyond black‐Anglo or Latino‐Anglo relations to consider how multiple racial/ethnic groups interact, and how such interactions affect the lives of minority groups differently.
Details
- Title: Subtitle
- Racial Diversity, Representative Bureaucracy, and Equity in Multiracial School Districts
- Creators
- Rene R Rocha - University of Iowa, Political ScienceDaniel P Hawes
- Resource Type
- Journal article
- Publication Details
- Social Science Quarterly, Vol.90(2), pp.326-344
- DOI
- 10.1111/j.1540-6237.2009.00620.x
- ISSN
- 0038-4941
- eISSN
- 1540-6237
- Publisher
- Blackwell Publishing Inc; Malden, USA
- Number of pages
- 19
- Language
- English
- Date published
- 06/2009
- Academic Unit
- Public Policy Center (Archive); Interdisciplinary Programs; Political Science
- Record Identifier
- 9983916599302771
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