000			01791nam a22001577a 4500
999			_c519808 _d519808
008			220509b ||||| |||| 00| 0 eng d
100			_aHawes, Daniel P. _933075
245			_aSymbolic representation, cooperation, and undocumented immigrants: The role of representation in improving assessments of cooperative behaviors in education
260			_aAmerican Review of Public Administration
300			_a51(8), Nov, 2021: p.605-618
520			_aThis article explores how symbolic representation can increase behaviors associated with cooperation among immigrants in an educational setting. It posits that, due to a lack of trust and efficacy in public institutions, undocumented immigrants are less likely to engage in activities that are conducive to cooperation and compliance. However, this relationship is conditional on the presence of passive representation. In settings where immigrant interests are represented, even passively, immigrants are more likely to engage in cooperative behaviors. Using data from Texas school districts, the analysis finds some support that passive representation can enhance symbolic representation among this population. It finds that assessments of immigrants’ cooperative behaviors are likely to decrease as the size of the undocumented student population increases. However, this is only the case in schools with low levels of representation. This supports the expectation that symbolic representation can enhance assessments of cooperative behaviors among undocumented immigrants. – Reproduced
650			_aRepresentative bureaucracy, Symbolic representation, Immigration, Education, Cooperation, Coproduction, Undocumented students _931019
773			_aAmerican Review of Public Administration
906			_aMIGRATION
942			_cAR