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Dolan, J. (2013). Toward a Representative Bureaucracy: Improving Health Care for Female Veterans. Conference Papers -- Southern Political Science Association, 1-29. Representative bureaucracy applied to veteran’s affairs will serve as a needed improvement towards female health care within armed service groups. Dolan states that a lack of female physicians available for female clientele results in a distinct difference regarding the quality of care female veterans receive. She argues that since an increase in female representation within the police resulted in higher arrest rates for rape and number of rapes reported, the same will occur towards the standard of health care delivered to female veterans. With combat gear specifically designed for men, women have unique physical side effects that they believe are not directly recognized by male physicians. Regardless of the progressivity of the armed service groups, misrepresentative bureaucracy leads to gendered results that adversely affect a class. Rocha, R. R., & Hawes, D. P. (2009). Racial Diversity, Representative Bureaucracy, and Equity in Multiracial School Districts. Social Science Quarterly, (2). 326. “Second-generation discrimination” is referred to as a biased grouping found in academic institutions where a large minority population is present. Students of particular ethnic groups are separated from one another in classroom settings even though schools are mandated to be fully integrated. Rocha uses an example from the 1970’s where African-American students made up 29% of the student population, but compromised 66% of the special needs class room in San Francisco. Separate programs, such as gifted and talented, are represented disproportionately and so are punishments carries out for students. Representative bureaucracy within educational institutions increases minority student academic and social performance. Sowa, J. E.,& Selden, S. C. (2003). Administrative Discretion and Active Representation: An Expansion of the Theory of Representative Bureaucracy. Public Administration Review, (6). 700. Bureaucratic agencies maintain power and have a responsive public if they staff administrative agencies that emulate the demographic that they serve. While some scholars may argue that passive representation has symbolic importance, scholars of representative bureaucracy maintain a belief that an equitable outcome is maintained through administrators who use discretion when implementing public programs. Sowa maintains that representative bureaucracy higher up on the chain does little to benefit the overall implementation of programs. For example, studies found that African-American and Latino principles did little to affect minority student performance in contrast to the effect that minority teachers had on their students. Discretion is a needed condition when recognizing the competence of representative bureaucracy and has a direct impact in administrative agencies. Sharp, E. B., Haider¬Markel, D. P., Bright, C., & Sylvester, S. (2014). Staying in Class: Race, Representation and Student Punishment. Conference Papers ¬¬ American Political Science Association, 1¬37. Representative bureaucracy studies within the police force have shown that an increase in African-American police officers have not led to a drop in racial biases within the corrections system. Sharp takes this study and parallels it to student punishment in schools and states that representative bureaucracy reflects differently among differing minority groups. Haider-Markel and Sharp questioned whether minority representation differs from schools administrators and the police force. The significance of the study is that it measures the effect of disciplinary measures in schools and the nonsymmetrical demographics, African-American and Latino, which are targeted.

Urick, A., & Bowers, A. J. (2011). What Influences Principals' Perceptions of Academic Climate? A Nationally Representative Study of the Direct Effects of Perception on Climate. Leadership & Policy In Schools, 10(3), 322-348. doi:10.1080/15700763.2011.577925

Urick and Bowers focus their study on the relationship that principal leadership has within the academic climate of their schools. Disciplinary measures vary in multiracial districts and the role of the principal is evaluated on terms of disciplinary action, social order, academic climate, and principal perceptions. While this area is generally under researched, Uricks findings describe that principal perception in is fully evaluated on test scores, implementation of new programs, and the relationship they have with school districts. Within a representative bureaucracy stand point, principal ethnicity has little effect on minority student academic and social performance. The academic climate is dependent on strong administrators that fit the demographic that they serve.