2021/12/28 by Daniel P. Hawes
Social Sciences · #Education and experiences of immigrants and refugees
paper · doi:10.1177/00953997211063155
openalex publication_date 2021/12/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
The theory of representative bureaucracy posits that passive representation is associated with improvements in policy outcomes for represented groups. This research examines the institutional conditions under which representative bureaucracy is enhanced or limited. It posits that the benefits of representation will be enhanced when institutional supports are stronger and when clientele need is greatest. Using a unique longitudinal, multi-level dataset, this paper tests competing theoretical conditions (including resource constraints, and task difficulty) under which representative bureaucracy is enhanced or constrained. The analysis tracks student-level performance of 400,000 undocumented students in Texas public schools from 2003 to 2011 providing a powerful empirical test as well as practical policy implications for administrators. It finds that the effects of representation are strongest when resources are abundant and clientele need is greatest. This suggests representative may be even more valuable to organizations than previously thought.