A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees
AbstractStudies of race representation in public organizations illustrate the importance of bureaucrat race in determining client-level outcomes. Building “upward” from this research, this study examines how supervisor race impacts outcomes for street‐level bureaucrats using data from a nationally representative sample of public schools. Employing multiple estimation methods, we find that, consistent with the predictions of representation theory, teachers report higher job satisfaction and turn over less often when supervised by an own‐race principal. We also find that race congruence impacts the tangible and intangible organizational benefits teachers receive, and, moreover, that race congruence impacts white and African American employees differently. Most troubling, we find evidence that black teachers earn substantially less in supplemental pay when they work for a white principal, even when compared to white teachers in the same school. (C) 2011 by the Association for Public Policy Analysis and Management.
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Bibliographic InfoArticle provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.
Volume (Year): 30 (2011)
Issue (Month): 3 (Summer)
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Web page: http://www3.interscience.wiley.com/journal/34787/home
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- Cory Koedel & Teerachat Techapaisarnjaroenkit, 2011. "Systematic Differences in How Mothers Assess Their Children and Implications for Developmental Research," Working Papers 1124, Department of Economics, University of Missouri, revised 29 Oct 2012.
- Cory Koedel & Jiaxi Li, 2014. "The Efficiency Implications of Using Proportional Evaluations to Shape the Teaching Workforce," Working Papers 1402, Department of Economics, University of Missouri.
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