Representative Bureaucracy: Representation of American Indian Teachers and Their Impact on American Indian Student Access and Performance

Within the representative bureaucracy literature, there are a variety of individual or professional incentives that may discourage movement from passive to active representation. This study presents two of these incentives by explaining the potential effects of professional socialization and individual career ambition. Using 3 years of survey and performance data from public schools, this research explores how professional socialization and ambitions of career advancement may promote specific behaviors that potentially support or discourage effective representation. The results indicate that professional socialization actually promotes representation by African American and Latino bureaucrats. The impact of Latino representation across values of professional socialization is also significantly different from that of White managers. The results also demonstrate varying effects for bureaucratic career ambition, as the effect of Latino administrators on student performance is minimized for administrators with higher levels of ambition. For African American administrators, the opposite is true as Black administrators with high levels of ambition are related to increasingly positive student performance. These results add to our understanding of representative bureaucracy by exploring how different values will interact with a minority bureaucrat’s decision to represent the interests of minority clients.

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Playing the Indian Princess?: Sarah Winnemucca's Newspaper Career and Performance of American Indian Identities

Studies in American Indian Literatures ◽

10.1353/ail.2011.0009 ◽

2011 ◽

Vol 23 (1) ◽

pp. 1-37

Author(s):

Carolyn Sorisio

Keyword(s):

American Indian ◽

And Performance ◽

Indian Princess

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A Phenomenological Investigation into Cultural Factors Which May or May Not Contribute to Degree Completion Among American Indian Students in One Community College

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v4i1.142 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Michael Wright ◽

Twyla Miranda ◽

Celia Wilson ◽

Lisa Dryden

Keyword(s):

College Students ◽

Community College ◽

College Student ◽

American Indian ◽

Degree Completion ◽

Cultural Factors ◽

Indian Student ◽

American Indian Students ◽

Faculty And Staff ◽

Indian Students

This study investigated cultural factors’ contribution to degree completion among American Indian college students. Surveys were sent to 238 currently enrolled and 87 formerly enrolled American Indian students during March 2013. From the survey respondents, a group of ten, all currently enrolled American Indian students, agreed to one-on-one interview sessions with the researcher. Dialoguing sessions were recorded and transcribed; answers were analysed and subjected to close examination through metasynthesis leading to the discovery of themes. Verification of dialogue and transcriptions through triangulation was obtained. The results indicated there were no reported cultural factors that contributed to the retention or attrition of the American Indian college student. For administrators, faculty and staff, the findings affirm practices used to welcome students of various cultures may be effective in preventing attrition of the American Indian student and that cultural factors may not play a role in retention or attrition.

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