Document Type
Article
Publication Date
5-2025
Keywords
bureaucratic representation, equal employment opportunity, ethnic/racial representation, school district size, social equity
Abstract
Objective A representative public education workforce has substantive benefits for underserved groups. While research finds considerable differences in ethnic/racial representation among public bureaucrats, little research examines representation within the public education workforce. Methods We use US Equal Employment Opportunity Commission EEO-5 data to measure the levels of representation in public school district jobs among Blacks, Hispanics, and Whites (non-Hispanic). Results Based on the analysis of 4253 US districts for 2002 through 2014, we find Hispanic and Black underrepresentation among administrators, principals, assistant principals, and classroom teachers. Based on new-hire employees, we observe improvement in Black and Hispanic representation. District size is related to representation for all racial/ethnic groups for all occupations, with larger districts employing higher proportions of Blacks and Hispanics, on average, than small districts. Conclusion Overall, Black and Hispanic employees are underrepresented in the public education workforce. We discuss the implications and persistence of underrepresentation.
Citation
Taylor, M.A., Rucker, L., Hunt, V.H. and Kerr, B. (2025), Ethnic/Racial Representation in Leadership Positions in US School Districts, 2002–2014: Are School Districts Achieving Parity?. Social Science Quarterly, 106: e70036. https://doi.org/10.1111/ssqu.70036
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Comments
Web of Science
Wiley