科研之友
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摘要
Scholars have suggested that the benefits of representative bureaucracy arise from bureaucrats acting in the interests of clients who share their characteristics, increased diversity encouraging even nonminority bureaucrats work to further the interests of minority clients, and/or the actions of clients that are more responsive to bureaucrats that share their characteristics. Despite decades of research, the literature has been unable to empirically disentangle these mechanisms, primarily because the vast majority of studies examine only organization-level data, and, at the aggregate level, they all produce identical findings. In contrast, this study makes use of data that allows us to observe the behavior of individual clients and bureaucrats, as well as the aggregate characteristics of the organizations in which they interact. Specifically, we make use of student-level data to predict differences in the probability that an elementary student is referred to gifted services by race. Our results suggest that black students are more likely to be referred to gifted services when taught by a black teacher but that increased presence of black teachers in the school other than the classroom teacher has little effect. We find some evidence that the classroom teacher effect is partially driven by teachers' more positive views of own-race students. Our results do not suggest, however, that the positive impact of teacher-student race congruence on gifted assignment can be explained by differences in student test score performance or increased parental interaction with the teacher.
- 出版日期2016-10
