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George Counts' classic 1932 speech asks, “Dare the school build a new social order?” This article proposes examining whether emerging school leaders are prepared to face this challenge and embrace the society‐building responsibility at the core of public schooling. It aims to focus especially on students from homogeneous backgrounds, their capacity to address issues of diversity, and the extent to which their educational leadership program has prepared them to champion social justice within schools.

This study looks at emerging leaders in three master's level cohort programs in educational leadership at a state university in New England. It incorporates survey data, interviews, and document analysis. Descriptive statistics were used to organize and summarize the data. Open‐ended questions and interviews were transcribed and coded, and program documents examined to identify overall purposes of educational leadership and evidence of diversity awareness.

Findings indicate these educational leaders are not adequately prepared to lead public schools toward a greater understanding of diversity or to help change the social order. They claim little responsibility for promoting social justice, especially when social change may challenge local norms. Responses indicate their perspective is not broad enough to understand fully the social responsibility Counts advocated.

This study is limited to graduate students in New England, most of whom experience little diversity within their communities.

The study concludes with suggestions for educational leadership programs.

This study reveals the difficulties in preparing educational leaders to address the complexities of a diverse society – difficulties arising both from their limited personal experience and from voids in their educational leadership program.

For some years, human resource management (HRM) scholars have sought to understand how the high performance work system (HPWS) impacts performance. Recently, attention has turned to developing knowledge about the more micro-level aspects of this relationship, with the ability–motivation–opportunity (AMO) framework providing a useful lens. Empirically, these studies have produced mixed results. This study explores whether context is useful in explaining these anomalous findings.

This study considered the effects of context across two levels – the descriptive (situated demography–gender) and the analytical (societal–national culture) – on employees' behaviour in the HPWS–job performance relationship using survey data obtained from a sample of New Zealand organisations.

Results indicate that the employee demographic of gender may play an influential role, with ability found to be the most significant predictor of job performance for males and opportunity the strongest predictor of job performance for females. Given the importance of cultural context when examining employees' gendered behaviours, this study also considers the influence of New Zealand's national culture.

By describing the interaction between trait expressive work behaviours and job features, this study dispels the myth of universalism. In line with a contingency view, practitioners are encouraged to ensure alignment between features of their organisational context and the behavioural outcomes sought from their HPWS.

This study suggests HPWS research designs would benefit from analysing the full effects of contextual variables, rather than considering them purely as controls.

In this paper, we develop a conceptual framework for understanding the impact of workforce diversity on labor market outcomes. We argue that to understand the impact of workforce diversity, we must consider the effects of power (the distribution of valued and scarce resources), status (the relationships among people and groups), and numbers (the compositional effects of the unit), whether in the work group, job, occupation, firm, or society. We then discuss the mechanisms that generate and reproduce these dimensions of inequality and explain how they contribute to everyday practices such as allocation decisions and evaluative processes and ultimately lead to sustained or durable inequality (e.g. labor force outcomes including attitudes, behaviors, and material and psychic rewards).

Ned Piper needs to improve the performance of Acme Lumber’s Broken Arrow store. There are two candidates for the store manager’s position, Larry Frazier and Chip Farmer. Larry has worked for Acme for 35 years in a variety of positions and is related to the Johnson family who has owned and managed Acme for three generations. Chip has worked for Acme for 19 years and has successfully helped to turn around another store. Chip is not related to the Johnsons. Ned is feeling pressure from the business and family to make the right decision. Which candidate should he select to become a manager?

The authors used a case study methodology.

Human resources, selection, staffing, and family business management.

Socioemotional wealth perspective, and agency theory.

Research in nonprofit accounting is steadily increasing as more data is available. In an effort to broaden the awareness of the data sources and ensure the quality of nonprofit research, we discuss archival data sources available to nonprofit researchers, data issues, and potential resolutions to those problems. Overall, our paper should raise awareness of data sources in the nonprofit area, increase production, and enhance the quality of nonprofit research.

This paper aims to use Ryff’s (1989) eudaimonic view to examine how prejudice toward female workers affects their psychological well-being.

Responses were collected through face-to-face semi-structured interviews along with open-ended questions in a paper-based survey. In total, 24 female workers across various organizations in Jordan participated in this study.

The results show how prejudice against female workers can affect the six dimensions of their eudaimonic psychological well-being (Ryff, 1989). Specifically, the results show that prejudice may push women to work harder to prove they are capable of achieving their goals and, as a result, it may positively enhance their self-acceptance, sense of growth, purpose in life and autonomy. However, the study also shows that prejudice against women negatively affects their environmental mastery and relationships with others.

This study may help create greater sensitivity and awareness about gender prejudice and its effects on female workers’ psychological well-being. It also highlights women’s resilience which may be deemed valuable to develop women in leadership roles in organizations.

This study offers a fresh and nuanced understanding of the impact of gender prejudice on female workers’ psychological well-being.

For the past several decades women have been moving into the United States workforce in greater numbers and they have been gaining access to the types of jobs that were, traditionally, performed exclusively by men. Despite this progress, they are still having difficulty penetrating the so‐called “glass ceiling” into upper management positions (Alimo‐Metcalfe 1993; Tavakolian 1993). Many reasons have been advanced, but the most compelling of these concerns the “glass walls” that support the “glass ceiling”. The “glass walls” refer to those invisible barriers that limit the ability of women and minorities to gain access to the type of job that would place them in a position to break through the “glass ceiling” (Townsend 1996). If women are to gain parity with men in the workforce, they need to succeed in the positions that lie inside the “glass walls” that will enable them to rise through the “glass ceiling” to upper management.