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Minority Political Incorporation and Policy Outcomes in U.S. School Districts.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Minority Political Incorporation and Policy Outcomes in U.S. School Districts./
作者:	Leon, Ana L.
面頁冊數:	1 online resource (222 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Political science. -
電子資源:	click for full text (PQDT)
ISBN:	9780355542660

Minority Political Incorporation and Policy Outcomes in U.S. School Districts.
Leon, Ana L.

Minority Political Incorporation and Policy Outcomes in U.S. School Districts. - 1 online resource (222 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2017.

Includes bibliographical references

This study examines if gains in ethnic political representation and incorporation on local school boards result in policy responsiveness, as well as improved student achievement in a way that benefits minorities. By applying the political incorporation framework developed by Browning, Marshall, and Tabb (1984) to the education policy arena, gains in political equality are observed to assess whether ethnic minority students in school districts benefit. Using a mixed methods nested case analysis approach, I studied the relationship between descriptive representation and policy responsiveness in a Large N Analysis (LNA) that included a sample of 169 school districts throughout the U.S. The results of the LNA guided me through the next part of the research, during which three school districts were selected for Small N Analysis (SNA): Bridgeport, CT, New Britain, CT, and Springfield, MA. The SNA goes beyond descriptive representation by taking a closer look at what occurs when minority officials: 1) hold influential positions in governing coalitions, 2) are receptive to the needs of their coethnics, and 3) can affect policy changes benefiting minority students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355542660Subjects--Topical Terms:

558774
Political science.
Index Terms--Genre/Form:

554714
Electronic books.

Minority Political Incorporation and Policy Outcomes in U.S. School Districts.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Susan E. Clarke.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2017.
504 $a Includes bibliographical references
520 $a This study examines if gains in ethnic political representation and incorporation on local school boards result in policy responsiveness, as well as improved student achievement in a way that benefits minorities. By applying the political incorporation framework developed by Browning, Marshall, and Tabb (1984) to the education policy arena, gains in political equality are observed to assess whether ethnic minority students in school districts benefit. Using a mixed methods nested case analysis approach, I studied the relationship between descriptive representation and policy responsiveness in a Large N Analysis (LNA) that included a sample of 169 school districts throughout the U.S. The results of the LNA guided me through the next part of the research, during which three school districts were selected for Small N Analysis (SNA): Bridgeport, CT, New Britain, CT, and Springfield, MA. The SNA goes beyond descriptive representation by taking a closer look at what occurs when minority officials: 1) hold influential positions in governing coalitions, 2) are receptive to the needs of their coethnics, and 3) can affect policy changes benefiting minority students.
520 $a The current study finds that while minorities have made some strides, they remain underrepresented---even in school districts where minorities make up at least half of the population. The primary focus was placed on the relationship between descriptive representation and bureaucratic representation, along with student achievement (measured by the graduation gap/rates) for minorities. The LNA results are mixed: descriptive representation is positively related to the hiring of minority teachers while being negatively associated with narrowing the achievement gap of overall minorities and Blacks.
520 $a The SNA indicates that representation is not sufficient and that, even when minority groups achieve close to full representation on the school board, they still lack influence when not represented in other positions of power. The results also indicate minority-majority districts face challenges in addressing subgroup differences related to academic achievement. Indeed, improving overall student achievement relative to surrounding communities may be a higher priority than addressing subgroup differences. Finally, the study finds that there are many factors other than representation hindering or facilitating a district's efforts to improve student performance.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a University of Colorado at Boulder. $b Political Science. $3 1189728
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619725 $z click for full text (PQDT)