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Representative Bureaucracy in German Public Schools Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 6-28-2017 Representative Bureaucracy in German Public Schools: An Assessment of the Mechanisms of Passive Representation Gretha Burchard Florida International University, [email protected] DOI: 10.25148/etd.FIDC001944 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, and the Public Administration Commons Recommended Citation Burchard, Gretha, "Representative Bureaucracy in German Public Schools: An Assessment of the Mechanisms of Passive Representation" (2017). FIU Electronic Theses and Dissertations. 3394. https://digitalcommons.fiu.edu/etd/3394 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida REPRESENTATIVE BUREAUCRACY IN GERMAN PUBLIC SCHOOLS: AN ASSESSMENT OF THE MECHANISMS OF PASSIVE REPRESENTATION A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in PUBLIC AFFAIRS by Gretha K. Burchard 2017 To: Dean John F. Stack, Jr. Steven J. Green School of International and Public Affairs This dissertation, written by Gretha K. Burchard, and entitled Representative Bureaucracy in German Public Schools: An Assessment of the Mechanisms of Passive Representation, having been approved in respect to style and intellectual content, is referred to you for judgment. We have read this dissertation and recommend that it be approved. ______________________________________ Asia Eaton ______________________________________ N. Emel Ganapati ______________________________________ Alexander Kroll ______________________________________ Meredith Newman ______________________________________ Mohamad Alkadry, Major Professor Date of Defense: June 28, 2017 The dissertation of Gretha K. Burchard is approved. _______________________________________ Dean John F. Stack, Jr. Steven J. Green School of International and Public Affairs _______________________________________ Andrés G. Gil Vice President for Research and Economic Development and Dean of the University Graduate School Florida International University, 2017 ii © Copyright 2017 by Gretha K. Burchard All rights reserved. iii DEDICATION To Aziz – my husband, soulmate, and best friend. Thank you for your endless patience, understanding, and support. And to our son, Jonathan. Your smile makes me enjoy every single day. iv ACKNOWLEDGMENTS This dissertation would not have been completed without the help of many people. I would like to express my sincere gratitude to my advisor and dissertation chair, Dr. Mohamad Alkadry, for his continuous support of my Ph.D. study and related research, for his patience, motivation, and knowledge. His guidance helped me in all the time working on this dissertation. I also wish to thank the other members of my committee for their unwavering support. Dr. N. Emel Ganapati has introduced me to the excitement of qualitative data collection in my first Ph.D. term and was particularly helpful in guiding me through the qualitative part of this dissertation. Dr. Alexander Kroll and Dr. Asia Eaton provided me with extensive feedback on the quantitative analysis. Finally, Dr. Meredith Newman has encouraged me to always keep in mind the relevance of my study for practice. Special thanks goes to Dr. Allan Rosenbaum for making me join the Ph.D. in Public Affairs Program at FIU. In the four years as his research assistant, I learned many things from him, both related to public administration and beyond. He and the other members of the Institute for Public Management and Community Service, Dr. Cristina Rodriguez, Jeisson Rodriguez, Viviana Quintero, and Carlota Valdez, had their doors always open for me. I would also like to thank the Ph.D. program directors, Dr. Sukumar Ganapati and Dr. Milena Neshkova, as well as the staff of the Public Administration department, for their continuous support. My heartfelt gratitude goes to my fellow students at FIU who have turned from colleagues to my family away from home. The countless hours of inspiring conversations in the Ph.D. room, the journeys to public administration conferences, and the fun we had v together have made my time at FIU unforgettable. Special thanks to Jeisson, Auzeen, and Sebawit who helped me extensively with administrative details when I was abroad. The University Graduate School at FIU has supported me financially toward completing this dissertation by providing me with the dissertation evidence acquisition fellowship (DEA) and the dissertation year fellowship (DYF). Also, the Coalition of Women in German has provided me with the Zantop Travel Award for data collection. I am grateful for the financial support. My deepest gratitude also goes to the 26 school teachers and 194 students from schools in Lower Saxony and Bremen in Germany who have agreed to take part in this study. Their participation did not only enable me to complete this dissertation, but also inspired me to further pursue the topic. A heartfelt thank you also goes to my friends Dr. Ildiko Barsony and Dr. Ilyana Albarran. Besides rehearsing with me and sharing their honest opinions on my dissertation and presentation, they and their families have shared their homes with me and my family and have always been there for us. I am forever grateful. Finally, I would like to thank my family. Special thanks go to my mother-in-law and my own mother for taking care of my son with all their love and passion at the final stage of the writing process. Without them, this dissertation would be far from being completed. Last but not least, my father, with his belief in the importance of good education, has always encouraged me to reach for more. vi ABSTRACT OF THE DISSERTATION REPRESENTATIVE BUREAUCRACY IN GERMAN PUBLIC SCHOOLS: AN ASSESSMENT OF THE MECHANISMS OF PASSIVE REPRESENTATION by Gretha K. Burchard Florida International University, 2017 Miami, Florida Professor Mohamad Alkadry, Major Professor According to representative bureaucracy theory, a bureaucracy that mirrors the population it serves—in terms of demographic composition—is more responsive to the interests of all groups in the population. Most research in this area has examined the link between passive representation (i.e., occurrences in which minority bureaucrats mirror the population) and active representation (i.e., occurrences in which minority bureaucrats actively pursue the interests of those they represent). Less attention has been directed toward the notion that different mechanisms can make representative bureaucracy have an effect. Focusing on the German public school sector, the aim of this study is to understand through which mechanisms teachers with migration backgrounds can have an impact on their students and how they become representatives. The German government has recently begun to support intensified recruitment of people with migration background into the teacher workforce. Assessing the mechanisms of representation is, thus, not only crucial for a better theoretical understanding of representative bureaucracy, but it can also provide policy guidance for future government efforts. vii The mechanisms include demand inducement, coproduction inducement, advocacy, shared values and empathic understanding, and peer influence. Substantive effects are operationalized as students’ grades, career expectations, and perceived classroom climate. Applying a sequential mixed-methods approach, OLS regressions based on data from 194 surveys collected at six German high schools measure the mediating effect of the mechanisms on the relationship between the representation of students and the three substantive effects. Furthermore, a comprehensive qualitative analysis of 26 in-depth interviews provides insight into teachers’ perceptions on their role as representatives. Overall, the findings indicate that for the occurrence of most mechanisms, a teacher’s personality is at least as crucial as a common migration background. A mediating effect of demand and coproduction inducement on the relationship between passive representation and substantive effects was found in the quantitative analysis. The qualitative analysis reveals the importance of empathic understanding and advocacy as mechanisms of representation and points to the potential of peer influence as influential mechanism of representation. Furthermore, the findings highlight the importance of matching backgrounds and a critical mass of teachers with migration background in the workforce to overcome racism. viii TABLE F CONTENTS CHAPTER PAGE I. INTRODUCTION TO THE STUDY.............................................................................. 1 1.1 Introduction .......................................................................................................... 1 1.2 Statement of the Research Problem ..................................................................... 2 1.3 Significance of the Study ..................................................................................... 3 1.4 Theoretical Framework ........................................................................................ 5 1.5 Research Questions and Hypotheses ...................................................................
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