Who Really Represents Me? The Case of Afro-Latinx Bureaucratic Representation in New York City Public Schools

Abstract

Abstract As demographic groups’ heterogeneity increases, questions emerge about how elected and unelected political representatives respond to such diversity. Representative bureaucracy scholarship suggests that representatives will rely on shared values and interests with clients of their demographic group to make decisions or implement policies that improve the group’s status. However, differences in immigration histories, demographic characteristics, language, and discrimination experiences within racial and ethnic groups are points of diversion that could affect representation. We explore the relationship between race and ethnicity to understand how within-group differences may disrupt the traditional assumptions of representation. Centering on the experiences of Afro-Latinx students, we ask, What effect do within-group differences have on bureaucrat-client representation?” Afro-Latinx students share a racial identity with Black education bureaucrats and an ethnic identity with Latinx education bureaucrats but may also differ from both groups in their language acquisition, culture, norms, and interests. We find that Black representatives offer Afro-Latinx students substantive representation, while Latinx representatives do not when we consider their racial identity. The research holds implications for understanding the boundaries of representation and may offer insight into the importance of disaggregating groups in representation studies.