01599nam a2200193Ia 4500008004100000100002900041245010100070260000900171300001500180504000800195520094600203650001601149650003101165650002201196773004501218906001601263999001901279952010701298181130s2018    xx            000 0 und d  aRoch, Christine H. et al  aStudents' and parents' perceptions of disciplinary policy:bdoes symbolic representation matter?  c2018  ap.329-345.  dMay  aThis article examines the effects of symbolic representation and strict disciplinary policy on how students and their parents perceive school discipline. We use data from the 2011-2012 New York City School Survey, combined with data on disciplinary actions from the Office of Civil Rights. Our results suggest that strict disciplinary actions send negative messages to students and their parents about school discipline. We find that as more strict disciplinary actions are administered within a school, students are less likely to perceive discipline as fair or legitimate. The negative effects of disciplinary actions, however, tend to be smaller in schools for which there is a closer racial match between students and teachers and, consequently, a greater likelihood of symbolic representation. We also find that passive representation influences parents� attitudes toward school discipline in their children�s schools. - Reproduced.  aBureaucracy  aRepresentative bureaucracy  aSchool discipline  aAmerican Review of Public Administration  aBureaucracy  c506841d506841  00104070aIIPAbIIPAd2018-12-07h48(4), May, 2018: p.329-345.pAR118636r2018-12-07w2018-12-07yAR