000			01543pab a2200193 454500
008			180718b2017 xxu||||| |||| 00| 0 eng d
100			_aRoch, Christine H.
245			_aRepresentative bureaucracy and school discipline: the influence of schools' racial contexts
260			_c2017
300			_ap.58-78.
362			_aJan
520			_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.
650			_aRacial segregation
650			_aSchools
650			_aBureaucracy
700			_aEdwards, Jason
773			_aAmerican Review of Public Administration
909			_a114222
999			_c114216 _d114216