“…Empirical evidence from public education suggests that teachers with the focal identity (e.g., minority, female) adhere to the principle of distributional equity, regardless of the specific characteristic of educational benefits (e.g., for non‐zero‐sum student achievement, see Keiser et al ; Meier, Wrinkle, and Polinard ; for zero‐sum educational resources, see Nicholson‐Crotty, Grissom, and Nicholson‐Crotty ). Women officeholders become more protective of policy choices benefiting women and minorities when the policy choices are at stake under cutback pressure (Park ). Taken together, these findings imply that the active advocacy of representative administrators for policy benefits of the focal group may decrease or cease beyond the equity point, attesting to minority or female bureaucrats’ efforts to compensate for preexisting inequities and redistribute resources in an equitable way (Meier ).…”