000			01480nam a2200181Ia 4500
008			181130s2018 xx 000 0 und d
100			_aRoch, Christine H. et al
245			_aStudents' and parents' perceptions of disciplinary policy: _bdoes symbolic representation matter?
260			_c2018
300			_ap.329-345.
504			_dMay
520			_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.
650			_aBureaucracy
650			_aRepresentative bureaucracy
650			_aSchool discipline
773			_aAmerican Review of Public Administration
906			_aBureaucracy
999			_c506841 _d506841