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A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees

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  • Jason A. Grissom
  • Lael R. Keiser

Abstract

Studies 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. © 2011 by the Association for Public Policy Analysis and Management.

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  • Jason A. Grissom & Lael R. Keiser, 2011. "A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(3), pages 557-580, June.
    • Handle: RePEc:wly:jpamgt:v:30:y:2011:i:3:p:557-580
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    Cited by:

    1. 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.
    2. Cory Koedel & Jiaxi Li, 2016. "The Efficiency Implications Of Using Proportional Evaluations To Shape The Teaching Workforce," Contemporary Economic Policy, Western Economic Association International, vol. 34(1), pages 47-62, January.
    3. Aliza N. Husain & David A. Matsa & Amalia R. Miller, 2023. "Do Male Workers Prefer Male Leaders? An Analysis of Principals’ Effects on Teacher Retention," Journal of Human Resources, University of Wisconsin Press, vol. 58(5), pages 1480-1522.
    4. Michael R. Ford, 2022. "A Little Representation Goes a Long Way: Minority Teacher Representation and District Performance in a Highly Homogenous Context," Public Organization Review, Springer, vol. 22(3), pages 691-705, September.
    5. Jason A. Grissom & Susanna Loeb & Nathaniel Nakashima, 2013. "Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency," NBER Working Papers 19108, National Bureau of Economic Research, Inc.
    6. Jason A. Grissom & Susanna Loeb, 2017. "Assessing Principals’ Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments," Education Finance and Policy, MIT Press, vol. 12(3), pages 369-395, Summer.
    7. Claudia Palma-Vasquez & Diego Carrasco & Mónica Tapia-Ladino, 2022. "Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review," IJERPH, MDPI, vol. 19(4), pages 1-22, February.
    8. Maayan Davidovitz & Nissim Cohen, 2022. "Alone in the campaign: Distrust in regulators and the coping of front‐line workers," Regulation & Governance, John Wiley & Sons, vol. 16(4), pages 1005-1021, October.
    9. Steven Bednar & Dora Gicheva, 2019. "Workplace Support and Diversity in the Market for Public School Teachers," Education Finance and Policy, MIT Press, vol. 14(2), pages 272-297, Spring.

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