Separating symbolic and active representation: a mixed methods study of gender and education in China

Xu, Xiaoyang and Meier, Kenneth J. ORCID: https://orcid.org/0000-0002-6378-0855 2022. Separating symbolic and active representation: a mixed methods study of gender and education in China. Public Management Review 24 (9) , pp. 1429-1451. 10.1080/14719037.2021.1900352

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Abstract

Bureaucracies representative of the public can affect programme outcomes either through active representation by bureaucrats or symbolic representation via changes in client behaviour. Separating out these different aspects of representation requires understanding the interaction of bureaucrats and clients which is difficult using only quantitative data. Using individual-level quantitative analysis of Chinese education data, we find gender representation exists. Qualitative interviews of teachers, students and school principals, however, indicate that the effects are most likely not from active representation but rather via the symbolic representation through role-model effects.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Business (Including Economics)
Additional Information:	This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Publisher:	Routledge
ISSN:	1471-9037
Funders:	none
Date of First Compliant Deposit:	28 January 2022
Date of Acceptance:	12 January 2021
Last Modified:	02 May 2023 11:41
URI:	https://orca.cardiff.ac.uk/id/eprint/147055

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