Journal of Behavioral Public Administration https://journal-bpa.org/index.php/jbpa <p><em>Journal of Behavioral Public Administration (JBPA)</em> is a peer-reviewed, interdisciplinary open access journal that focuses on behavioral and experimental research in public administration, broadly defined.&nbsp; JBPA encourages submissions of both basic scholarly and applied work conducted by academics or practitioners.</p> en-US <p>Manuscripts accepted for publicaction in JBPA are licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">Creative Commons Attribution 4.0 License</a> (CC-BY 4.0).&nbsp; It allows all uses of published manuscripts but requires attribution.</p> <p>The CC-BY license applies also to data, code and experimental material, except when it conflicts with a prior copyright.&nbsp; Common courtesy requires informing authors of new uses of their data, as well as acknowledging the source.</p> editor@journal-bpa.org (Sebastian Jilke) ivan.lee@rutgers.edu (Ivan Lee) Wed, 05 Jun 2019 14:24:00 +0000 OJS 3.1.2.1 http://blogs.law.harvard.edu/tech/rss 60 The individual level effect of symbolic representation: An experimental study on teacher-student gender congruence and students’ perceived abilities in math https://journal-bpa.org/index.php/jbpa/article/view/64 <p>Studies on representative bureaucracy have often confirmed the positive performance effects of bureaucracies mirroring the demographic characteristics of their clientele. However, little is known about the underlying individual level mechanisms leading to these outcomes. In this study, theoretical ideas from representative bureaucracy literature and social and educational psychology are combined in a new model that explains effects of passive representation from the perspective of the individual client in the educational field. It is hypothesized that positive effects of gender congruence on students’ academic self-concepts are mediated by gender stereotypical beliefs of students. This mediation is expected to be moderated by the self-confidence of the teacher. Results of a survey experiment among students in a Dutch high school do not support the hypothesized relationships. The study does reveal gender differences in stereotypical beliefs and academic self-concepts though. Furthermore, the academic self-concept for math of both male and female students is higher if the math teacher is a woman. The study concludes with a discussion of the findings and avenues for future research on the role of stereotypical beliefs in the association between gender representation and student performance.</p> Laura Doornkamp, Petra Van den Bekerom, Sandra Groeneveld Copyright (c) 2019 https://creativecommons.org/licenses/by/4.0 https://journal-bpa.org/index.php/jbpa/article/view/64 Wed, 05 Jun 2019 00:00:00 +0000 More gender bias in academia? Examining the influence of gender and formalization on student worker rule following https://journal-bpa.org/index.php/jbpa/article/view/76 <p>Student workers can influence professor productivity through the quality of research or teaching support provided. This is, in part, dependent on whether students follow the directions or rules put forth by the professor. While research on rule following is emerging, we know little about what influences rule following in student-professor work relationships. Using a survey experiment, we examine whether the way in which information is conveyed and who conveys it shapes student rule following. While we find students largely follow rules regardless of whether they are written or unwritten, we find significant gender bias. Male students are less likely to follow instructions given by a female professor than a male professor. Gender bias among student workers is another bias in academia that may influence productivity, but perhaps greater representation could reverse this trend.</p> Jaclyn Piatak, Zachary Mohr Copyright (c) 2019 http://creativecommons.org/licenses/by/4.0 https://journal-bpa.org/index.php/jbpa/article/view/76 Wed, 10 Jul 2019 21:30:31 +0000 Increasing immunization compliance among schools and day care centers: Evidence from a randomized controlled trial https://journal-bpa.org/index.php/jbpa/article/view/55 <p>This paper reports on the results of a randomized controlled trial in which researchers collaborated with a department of health in a mid-size city to evaluate the effectiveness of targeted communications highlighting descriptive social norms to increase immunization compliance across 700 schools. Schools were randomly selected to receive a twice-annual immunization compliance report card reporting in detail their compliance rates compared to other schools of the same school type; the comparison rates reported included the school-type average, average compliance among the top 10% of performers, and the city target of 98% compliance. Shifts in immunization compliance are tracked in a city-wide administrative vaccine registry. The results suggest that there was no significant difference in compliance rates between treatment and control schools six months post-treatment. To our knowledge, it is the first randomized controlled trial evaluating the use of descriptive social norms in increasing immunization compliance rates in a school-based setting. In addition, it serves as an example of embedding a behaviorally-informed experiment in a government program utilizing high-quality administrative data.</p> Jessica Leight, Elana Safran Copyright (c) 2019 https://creativecommons.org/licenses/by/4.0 https://journal-bpa.org/index.php/jbpa/article/view/55 Wed, 05 Jun 2019 00:00:00 +0000