Black Representation in Urban School Districts: From School Board To Office To Classroom

Stewart, Joseph; England, Robert E.; Meier, Kenneth J.

doi:10.1177/106591298904200207

Cited by 26 publications

(20 citation statements)

References 32 publications

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“…However, racial diversity on the school board was not significantly associated with racial diversity among teachers. Stewart, England, and Meier (1989) observe that this combination of findings is not surprising, given that school boards can support efforts to recruit or promote black administrators, while at the same time respecting the norm that they should not be involved in hiring teaching staff (1989,(299)(300). 4 Similar studies on Latino representation and educational outcomes suggest, but generally do not directly test, that the connection between descriptive representation on school boards and substantive educational outcomes is largely indirect.…”

Section: Previous Literaturementioning

confidence: 82%

“…Using data from urban school districts in the 1970s, Meier and England (1984) found that a higher number of African Americans on a school board was associated with a variety of positive educational outcomes, including higher retention and lower suspension rates for African-American students, a higher number of African Americans in gifted classes, and a lower number of African Americans in special education classes. Using a survey of a national sample of large school districts, Stewart, England, and Meier (1989) found that the proportion of members of the school board who were African-American was significantly associated with the proportion of school administrators who were African-American, even after taking into account the proportion of African Americans in the district population. Likewise, racial composition of school administrative staff was related to the racial composition of teaching staff.…”

Section: Previous Literaturementioning

confidence: 98%

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Latino Representation and Education: Pathways to Latino Student Performance

Ross

Rouse

Bratton

2010

State Politics Policy Q.

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The rapid growth of the Latino population in the U.S. over the past 15 years has led to a significant increase in levels of primary and secondary school enrollment rates of Latino children. Research on Latino education has demonstrated the institutional and contextual challenges faced by this increasingly significant group, but studies that link Latino representation and Latino educational performance have neglected to sort out the direct and indirect effects of representation on student achievement. The central assumption in these studies outlines a causal chain running from Latino political representation (school boards), to Latino bureaucratic representation (administrators and teachers), to Latino student performance. This study tests these theoretical assumptions by employing a path analytic model using data from 1,040 Texas school districts for the years 1997-2001 to tease out the direct and indirect effects of Latino representation on Latino student achievement. We find robust evidence of the impact of Latino political representation on Latino educational attainment in Texas, operating via a direct effect on the number of Latino administrators and teachers and an indirect effect on Latino student performance. Additionally, our results demonstrate that descriptive representation becomes substantive representation in the area of education policy for Latinos and that this relationship remains strong over time. These findings underscore the importance of school board elections and school district hiring practices on Latino student performance.

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Section: Previous Literaturementioning

confidence: 82%

Section: Previous Literaturementioning

confidence: 98%

Latino Representation and Education: Pathways to Latino Student Performance

Ross

Rouse

Bratton

2010

State Politics Policy Q.

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“…However, the research on appointed boards is not conclusive. In a study of school boards across the United States, Stewart, England, and Meier (1989) found that blacks were actually underrepresented in appointed systems.…”

Section: Case Study: Newark New Jerseymentioning

confidence: 98%

The Effects of Centralized Government Authority on Black and Latino Political Empowerment

Morel

2016

Political Research Quarterly

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Studies on centralization and its effect on political empowerment among racial minorities suggest that decentralized arrangements are optimal for increasing empowerment. However, this article argues that the "decentralization-asoptimal" perspective ignores the complicated history that racial minorities have had with government. To assess the effects of centralized government on political empowerment among racial minorities, this article examines how state takeovers of local school districts have affected black and Latino descriptive representation on local school boards. Using an original dataset of state takeovers of local school districts from 1989 to 2013, as well as case study analysis of Newark, New Jersey, this article shows that centralization affects communities differently according to the level of political empowerment they have at the time of centralization.

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“…And are there any differences by race, gender, and office level? Although quite a number of large-scale studies conducted for subnational levels of office have found that population density or share in a jurisdiction is significantly and positively related to the proportion of elected officials in the jurisdiction (e.g., Alozie 1992; Berman and Salant 1998;Leal, Martinez-Ebers, and Meier 2004;MacManus 1996;Marschall and Ruhil 2006;Robinson and England 1981;Stewart, England, and Meier 1989;Trounstine and Valdini 2008), each study usually deals with only one or two minority groups and for a certain level of office. Few present data that contain more than one level of office and consider the interactive effect of race and gender on electoral fate.…”

Section: Race Gender and Descriptive Representation By Women And Mementioning

confidence: 98%

Reassessing Descriptive Representation by Women and Men of Color

Lien

2014

Urban Affairs Review

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This research uses the concept of intersectionality to help improve understanding of the relationship between race and gender as it pertains to the jurisdictional context of elective offices held by Blacks, Latinos, Asian-Americans, and American-Indians at the subnational level. Utilizing an enhanced version of a comprehensive data set associated with the Gender and Multicultural Leadership Project, we document more substantial evidence of ethnoracial descriptive representation in state and local offices than previously known as well as important variations by race, gender, level/ type of office, and their intersections. To help disentangle the paradoxical position of political women of color, we discuss with three scenarios implications of jurisdictional context on building electoral coalitions across race or gender by women of color.

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Black Representation in Urban School Districts: From School Board To Office To Classroom

Cited by 26 publications

References 32 publications

Latino Representation and Education: Pathways to Latino Student Performance

Latino Representation and Education: Pathways to Latino Student Performance

The Effects of Centralized Government Authority on Black and Latino Political Empowerment

Reassessing Descriptive Representation by Women and Men of Color

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