This study examines the conditions under which minorities will face policy inequity within the educational system. It turns to the theory of representative bureaucracy as one possible explanation, and extends the literature by considering whether African-American students benefit from the presence of Latinos on teaching faculties and vice versa. This study also tests competing theories of how racial context influences minority educational policy outcomes. Copyright (c) 2009 by the Southwestern Social Science Association.
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Article provided by The Southwestern Social Science Association in its journal Social Science Quarterly.