Structure and Discretion: Missing Links in Representative Bureaucracy

Meier, Kenneth J.; Bohte, John

doi:10.1093/oxfordjournals.jpart.a003511

Cited by 211 publications

(209 citation statements)

References 31 publications

(15 reference statements)

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“…The representation ratio summarizes the degree of inequity in an institution by calculating the proportion of students, faculty, and academic leaders of the same race or ethnicity (Cayer and Sigelman, 1980;Meier and Bohte, 2001). Representation ratios for individual racial or ethnic groups were computed by dividing the percentage of faculty or academic leaders from a certain race or ethnicity by the percentage of students from the same background in two-year colleges.…”

Section: Methodsmentioning

confidence: 99%

Diversity in the two‐year college academic workforce

Jackson

Phelps

2004

New Drctns Community Coll

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Over the past decade the nation's two-year colleges have witnessed major shifts in diversity among students, faculty, and academic leaders (Astin, 1993;Bryant, 2001). Given the increasing and multifaceted role that diversity plays in two-year colleges, this chapter explores whether trends in hiring, retaining, and promoting people of color in the two-year academic workforce are keeping pace with trends in student enrollment. Using data from the 1993 and 1999 National Study of Postsecondary Faculty as well as the Integrated Postsecondary Education Data System, this chapter compares the proportional representation for people of color in faculty and academic leadership positions to students of color, and addresses the implications for policy and practice in two-year colleges. Because these data sets do not distinguish between two-year colleges and community colleges, all postsecondary institutions in this chapter will be referred to as two-year colleges.

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Section: Methodsmentioning

confidence: 99%

Diversity in the two‐year college academic workforce

Jackson

Phelps

2004

New Drctns Community Coll

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“…Again, we have learned much from this research. For instance, evidence suggests the benefits of representative bureaucracy and diversity management are, at least in part, contingent upon whether workers have sufficient resources and discretion in their jobs (Ivancevich and Gilbert 2000;Meier and Bohte 2001;Sowa and Selden 2003). However, there also exists conflicting evidence about whether representative bureaucracy and diversity management strategies actually bring about equitable work environments for employees (see, e.g., Naff and Kellough 2003).…”

Section: Introductionmentioning

confidence: 99%

Vive la Différence? The Impact of Diversity on the Turnover Intention of Public Employees and Performance of Public Agencies

Langbein

Stazyk

2013

International Public Management Journal

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This article addresses previous shortcomings in diversity management scholarship by testing an expanded diversity model borrowed from the work of Page (2007). Page's model assumes diversity can be measured as both a mean and a variance, and that it consists of cognitive, identity, and preference characteristics. We link Page's conceptualization of diversity to both individual-level outcomes and organizational performance. Results indicate cognitive, preference, and identity diversity have either no or small, mixed effects on employee turnover intentions and agency performance; instead, findings suggest employee voice and organizational size and structure matter more than diversity in our sample. We conclude with a discussion of the theoretical ramifications of our findings.

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“…Street-level bureaucrats are de facto policymakers that can block reforms, alter rules, and establish creative solutions to everyday dilemmas (Lipsky, 2010;Maynard-Moody, Musheno, & Palumbo, 1990). Discretion is neither positive nor negative; according to its use in context, it can have beneficial or detrimental effects (Evans & Harris, 2004;Goodin, 1986;Meier & Bothe, 2001). Actual outcomes are related to the intersection between top-down directives, their interpretation in local arenas, professional cultures, individual standpoints, professional skills, resources, workplace conditions, practices, and leadership (Spillane et al, 2009).…”

Section: Reconceptualizing Educational Professionals As Street-level mentioning

confidence: 99%

Creating Accessibility to Education: The Role of School Staff's Discretionary Practices

Barberis

Buchowicz

2015

European Education

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This article explores the role of school staff in the accessibility of education with a focus on professional discretion and its relation with institutions and contexts. Drawing on the street-level bureaucracy approach it looks into different types of discretionary practices and asks how their legitimacy influences their success. The analysis is based on different types of data and exemplary trajectories are used as illustration. Results show that discretion can be used to both increase and reduce accessibility: proactivity is elicited when societal goals are shared, but means are considered inadequate and when control over the process is high. Negative reactivity is associated with overworking and silo professional cultures.

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Structure and Discretion: Missing Links in Representative Bureaucracy

Cited by 211 publications

References 31 publications

Diversity in the two‐year college academic workforce

Diversity in the two‐year college academic workforce

Vive la Différence? The Impact of Diversity on the Turnover Intention of Public Employees and Performance of Public Agencies

Creating Accessibility to Education: The Role of School Staff's Discretionary Practices

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