This study tests the assumption that social complexity hampers the representative function of decision-making bodies. Data for the study were compiled from interviews with a national sample of 572 school board members in 96 districts. Since size is the basic variable, a series of controls is imposed to ascertain the extent to which variations attributable to size remain stable when individual properties are taken into account. Results indicate complexity operates both to strengthen and to impede the representative function. In more populous districts, board members tend not to define their roles as representing the public's wishes irrespective of personal values. The relative strength of the "delegate" as opposed to the "representative" role orientation of board members in less populous districts may be laid to the relatively undeveloped group life of smaller, more homogeneous communities. In general, perceived conflict with public expectations is highest in large cities. Further, criticism of school boards, personal contact with the board by community organizations, and activity by interest groups (including teachers) are consistently greater in large districts. (Author)