01660pab a2200205 454500008004000000100002400040245009600064260000900160300001300169362000800182520101300190650002301203650001201226650001601238700002001254773004501274909001101319999001901330952010501349180718b2017   xxu||||| |||| 00| 0 eng d  aRoch, Christine H.   aRepresentative bureaucracy and school discipline: the influence of schools' racial contexts  c2017  ap.58-78.  aJan  aThis article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations-group contact theory and group threat theory-to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities. - Reproduced.  aRacial segregation  aSchools  aBureaucracy  aEdwards, Jason   aAmerican Review of Public Administration  a114222  c114216d114216  00104070aIIPAbIIPAd2018-07-19hVolume no: 47, Issue no: 1pAR114682r2018-07-19w2018-07-19yAR