The Impact of Demographic Representation on Absences and Suspensions

Representative bureaucracy theory is central to public administration scholarship due to the likely relationship between the demographic composition of the public workforce and both the actual and perceived performance of public organizations. Primary school classrooms provide an ideal context in which to test the predictions of representative bureaucracy theory at the micro (student) level. Specifically, as parents have at least some agency over primary school students’ daily attendance, absences partially reflect parental assessments of their child's school, classroom, and teacher. Ensuring students attend school each day represents an effort at coproduction on the part of parents. The representativeness of the teacher workforce, and specifically that of the student's classroom teacher, is therefore likely to influence student absenteeism. Similarly, student suspensions reflect students’ relationships with their teacher, students’ comfort level in the classroom, and teachers’ discretion in the referral of misbehavior. These academically and socially important outcomes provide convenient, objective measures of behaviors that are likely influenced by street‐level representation. Using longitudinal student‐level administrative data from North Carolina, we use a two‐way (student and classroom) fixed effects strategy to identify the impact of student–teacher demographic mismatch on primary school students’ absences and suspensions. We find that representation among street‐level bureaucrats significantly decreases both absenteeism and suspensions and that these effects can be given a causal interpretation. This pushes literature forward by establishing the importance of demographic representation in shaping productive relationships between individual bureaucrats and clients.     

Integrating Technical Analysis With Deliberation in Regional Watershed Management Planning: Applying the National Research Council Approach

This paper suggests that applications of watershed management planning would benefit from a theoretical consideration of the policymaking process. A conceptual schema from the field of risk analysis proposes that policymaking be conceived of as a combination of two types of activities: analysis and deliberation. We argue that these concepts are relevant to watershed management planning and we illustrate how a process successfully might integrate both kinds of activities into an iterative, participatory process that is informed competently with relevant knowledge and that promotes learning.     

The Muslim Settlement of Late Ottoman and Mandatory Palestine: Comparison with Jewish Settlement Patterns

In the late Ottoman and Mandatory periods, Palestine's rural landscape underwent a great transformation. This study examines how the Muslim population expanded beyond its traditional inhabitation in the highlands and settled the fluid inventory of marginal lands in the coastal plains and unpopulated valleys of Palestine. In settling these marginal landscapes their settlement dovetailed with Jewish settlement patterns. While most studies have emphasized the competitive aspect of this process, examining Zionist and Arab national claims, this research points to a different aspect of this new settlement—mainly how much the Jewish and Muslim settlement patterns mirrored one another and how they were part of similar physical processes and complemented one another. Relying on censuses, aerial photographs, and period maps, as well as other archival sources, this is the first systematic research to examine the full extent of new Muslim settlements in Palestine in the late Ottoman and Mandatory periods, and to draw parallels between this phenomenon and the settlement endeavors of the Zionists.     

Trance and psychopathology

Vincent Crapanzano and Vivian Garrison, eds. Case Studies in Spirit Possession. New York: John Wiley & Sons, 1977. xvi + 457pp. Figures, tables, notes, references, and index.     

Four Perspectives on Public Participation Process in Environmental Assessment and Decision Making: Combined Results from 10 Case Studies

Knowing how people think about public participation processes and knowing what people want from these processes is essential to crafting a legitimate and effective process and delivering a program that is widely viewed as meaningful and successful. This article reports on research to investigate the nature of diversity among participants' perceptions of what is the most appropriate public participation process for environmental assessment and decision making in 10 different cases. Results show that there are clearly distinct perspectives on what an appropriate public participation process should be. We identified four perspectives: Science‐Centered Stakeholder Consultation, Egalitarian Deliberation, Efficient Cooperation, and Informed Collaboration. The literature on public participation tends to presume that there are clear and universal criteria on how to “do” public participation correctly or that context is the critical factor. This study has revealed that even within a specific assessment or decision‐making effort, there may be different perspectives about what is viewed as appropriate, which poses a challenge for both theorists and practitioners. Among the active participants in these 10 case studies, we found limited agreement and strong differences of opinions for what is a good process. Points of consensus across these cases are that good processes reach out to all stakeholders, share information openly and readily, engage people in meaningful interaction, and attempt to satisfy multiple interest positions. Differences appeared about how strongly to emphasize science and information, how much leadership and direction the process needs, what is the proper behavior of participants, how to tackle issues of power and trust, and what are the outcome‐related goals of the process. These results challenge researchers and practitioners to consider the diversity of participant needs in addition to the broad context when conceptualizing or carrying out participatory processes.