Racial Representation and Socialization in Bureaucratic Organizational Structures

• Author: Jihye Jung,John C. Ronquillo
• Published date: 01 April 2021
• Date: 01 April 2021
• DOI: http://doi.org/10.1177/0275074020970183
• Subject Matter: Articles

https://doi.org/10.1177/0275074020970183

American Review of Public Administration

2021, Vol. 51(3) 213 –226

© The Author(s) 2020

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DOI: 10.1177/0275074020970183

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Article

Introduction

Much of the prevalent work on race and representation in the

field of public administration has centered upon the theory of

representative bureaucracy. One area where the representa-

tiveness issue is becoming increasingly prevalent is in public

schools. Many urban schools across the country have endeav-

ored to recruit and retain minority teachers to better mirror

their student populations (Gottlieb, 2015). Educators and

researchers believe that having teachers whose racial compo-

sition reflects the student body can positively affect students

and schools (Gottlieb, 2015), as detailed in the theory of rep-

resentative bureaucracy.

Representative bureaucracy indicates that individuals

with similar characteristics, such as race, gender, and socio-

economic status, are likely to hold similar values and beliefs

about the role of government (Kingsley, 1944). When the

individuals who work in a bureaucracy mirror the demo-

graphic characteristics of those they represent, shared val-

ues or beliefs promote benefits for the represented group,

leading from passive to active representation (Bradbury &

Kellough, 2008; Krislov, 1974). Studies find that minority

bureaucrats are more likely to promote social equity, because

their shared backgrounds with clients of color facilitate

effective communication and will help ensure that interests

of all groups are considered in decision-making processes

(Bradbury & Kellough, 2011; Hindera, 1993; Lim, 2006).

Similarly, representativeness results in more culturally sensi-

tive teaching in school settings (Lim, 2006). Thus, minority

bureaucrats can help organizations better understand clients’

needs and improve service quality. Studies of the impact of

racial and ethnic representation in school settings have

shown the following representational effects of teachers on

minority students’ achievements: (a) a higher number of

minority students in gifted programs, (b) a lower number of

minority students in special education programs, (c) fewer

harsh disciplinary penalties, and (d) higher scores on state

exams (Grissom et al., 2015).

Despite the substantial impact of teacher representation

on minority student performance, little is known about

how organizational socialization of teachers affects this

970183ARPXXX10.1177/0275074020970183The American Review of Public AdministrationJung and Ronquillo

research-article2020

1University of Colorado Denver, USA

Corresponding Author:

Jihye Jung, School of Public Affairs and Administration, Rutgers

University–Newark, 111 Washington Street, Newark, NJ 07102, USA.

Email: jihyejung20@gmail.com

Racial Representation and

Socialization in Bureaucratic

Organizational Structures

Jihye Jung1 and John C. Ronquillo1

Abstract

Organizational scholars employing the theory of representative bureaucracy in their research have found that when public school

teacher demographics mirror those of their students, teachers positively affect student performance. Little is known, however,

about how organizational socialization affects positive representational effects on student outcomes. Teachers, however, are

socialized differently into the organizational structure, largely through organizational social norms based on various professional

aspects. This article analyzes the impact of professional socialization on representativeness by teachers’ credentials, employment

status, and education levels. Using Los Angeles Unified School District (LAUSD) elementary school data during the 2012–2014

school years, results show that representational effects differ depending on dimensions of student outcomes, and socialization

moderating effects vary on the relationship between teacher representation and performance outcomes. Socialization positively

moderates the teacher’s representational effect on student outcomes in terms of teachers with advanced degrees, full

credentials, and tenure, which depend on the type of school. Charter schools exhibit the positive socialization effect of tenure

status, whereas traditional schools show the positive effect of advanced degrees and full credentials. This research enhances our

knowledge of the different socialization aspects and how they differ between charter and traditional schools as well as its impact

on representation in highly diverse urban elementary schools, contributing to both theory and practice.

Keywords

representative bureaucracy, socialization, urban schools