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Research in the discipline of antitrust economics, which encompasses legal as well as economic aspects, reveals a young and expanding area that has established its own literature within the past twenty years. The citations in this bibliographic essay were selected for their particular relevance to the subject and represent a core collection of materials that would be most useful to the study of American antitrust economics.

The purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.

The authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.

The lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.

The critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

The purpose of this qualitative research study is to explore health-care providers’ perspectives and experiences with a specific focus on supports reported to be effective during the COVID-19 pandemic. The overarching goal of this study is to inform leaders and leadership regarding provision of supports that could be implemented during times of crisis and in the future beyond the pandemic.

Data were collected by semi-structured, conversational interviews with a sample of 33 health-care professionals, including Registered Nurses, Nurse Practitioners, Registered Psychologists, Registered Dieticians and an Occupational Therapist.

Three major themes emerged from the interview data: (1) professional and personal challenges for health-care providers, (2) physical and mental health impacts on health-care providers and (3) providing supports for health-care providers. The third theme was further delineated into three sub-theses: formal resources and supports, informal resources and supports and leadership strategies.

Health-care leaders are advised to pay attention to the voices of the people they are leading. It is important to know what supports health-care providers need in times of crisis. Situating the needs of health-care providers in the Carter and Bogue Model of Leadership Influence for Health Professional Wellbeing (2022) can assist leaders to deliberately focus on aspects of providers’ wellbeing and remain cognizant of the supports needed both during a crisis and when circumstances are unremarkable.

On March 24, 2012, we had one of the greatest surprises of our lives. We walked into the Lod Cook Conference Center on the LSU campus, to find scores of people, including our friend, mentor and major Professor Stanley R. Johnson, and many old colleagues and students. This event, in honor of the 30th volume of Advances in Econometrics, was engineered by our friend Dek Terrell, with the aide of his spouse, Dannielle Lewis, our spouses Nancy Fomby and Melissa Waters, Julianna Richard of LSU, Daniel Millimet of SMU, and our former Emerald Press editor Emma Whitfield. True to our nature we were oblivious to the nine months of planning and work that had gone into preparing the event. These cunning and diabolical people, obviously skilled in hiding the truth and keeping poker faces through it all, had organized a surprise conference! Not a birthday party, not a dinner, but a weekend conference with participants from all over the world! We are amazed, and honored.

This study offers a lens for exploring women leaders’ production of resistance through postfeminist discourses. Through the case study of Bozoma Saint John, a high-profile Black C-Suite executive, this study examines micro-acts of subversion and considers the extent they can promote feminist thinking in the corporate world and the implications for feminist theorising about women in leadership.

Interviews with Saint John were collected from YouTube and examined using feminist critical discourse analysis informed by intersectionality, feminist poststructuralism and Foucault’s notion of “reverse discourse”.

Saint John reproduces elements of the postfeminist confidence discourse to defy stereotypes of Black women, while simultaneously reversing the individualistic conception of confidence in favour of corporate and collective action. This has the potential to facilitate positive change, albeit within the boundaries of the confidence culture.

Combining reverse discourse, intersectionality and feminist poststructuralism with a micro-level analysis of women leaders’ language use can help to capture the ways postfeminist concepts are given new subversive meanings.

Whereas existing studies have focused on how elite women’s promotion of confidence sustains the status quo, this study shifts the research gaze to the resistance realised through rearticulations of confidence, illustrating how women-in-leadership research can advance feminist theorising without vilifying senior women even as they participate in postfeminist logics of success.

The purpose of the present research is to explore the relationships between corporate social responsibility (CSR), authentic leadership and business model flexibility during times of unprecedented crises.

The research approach in this study is conceptual. After a brief review of the literature associated with CSR, authentic leadership and business models, the authors introduce a model describing the interaction of authentic leadership and business model flexibility on CSR heterogeneity.

This research explains how firms that are led by authentic leaders and that have flexible business models will be more engaged with their stakeholders than firms with less authentic leaders or more rigid business models during unprecedented crises.

Prescriptions for practitioners are suggested for improving authentic leadership as well as making adaptations to the firm's business model. Regarding authentic leadership, firms can screen potential new hires and existing employees for authentic leadership qualities. Firms can also rely upon existing interventions shown to assist in authentic leadership development for current leaders. At the business model level, firms can focus on core resources and their application in related product and service markets.

Firms engaged in CSR activities benefit more from those activities when leaders are authentic. However, in times of unprecedented crises, business model flexibility may also dictate the extent to which firms can satisfy their stakeholders. The authors introduce a conceptual model that takes the elements of authentic leadership and business model flexibility into account to explain CSR heterogeneity.

The purpose of this paper is to critically examine the facticity of the dominant construction of black professionals as job hoppers that derail workforce reforms in corporate South Africa particularly in leadership roles.

Historical literature review was conducted to trace the genesis of the alleged racialised job hopping phenomenon. Melissa Steyn’s (2015) idea of Critical Diversity Literacy was also applied to critically examine the implicit power dynamics, strengths, limitations and biases involved in the construction, valorisation, circulation and contestation of this dominant narrative.

The authors found the popular racialised job hopping phenomenon to be an overgeneralisation that lacks credible evidence. It ignores multiple variables that are crucial in studying employee turnover behaviour.

The paper is conceptual. It is mainly based on critical literature reviews. Empirical studies could be undertaken within this domain in the future to confirm or disconfirm some of the findings of this paper.

These allegations are emblematic of the endemic systemic racism in South Africa’s corporate labour market that remains an enclave of whiteness.

Race is a highly contentious phenomenon and a major field of social inequality. Black bodies confront numerous challenges that undermine their human rights and opportunities to participate meaningfully in society and the economy. This paper calls for organisations to play an active role in healing racial divisions and building social cohesion by critically examining, challenging and changing discourses that propel inequality.

By addressing one of critical socio-economic and political issues confronting the world’s most unequal society, the paper hopes to stimulate healthy debate that can bring real change for marginalised groups in workplaces.

California enacted a standards-based accountability regime in 1999, aiming to boost achievement overall and narrow gaps among subgroups. Yet we know little about the efficacy of specific accountability practices and reform tools observed by teachers and principals. The loose-coupling critique of school organizations, positing that local educators steadily buffer interventions mounted by state actors, is challenged by a selective-coupling representation where school-level actors do experience rules and incentives that encourages compliance with state advanced curricular standards, pedagogical practices, and standardized testing. After surveying educators across a band of similar elementary schools, we can account for sizeable shares of the variance in mean Academic Performance Index (API) scores among schools and in the size of achievement gaps within schools. We found that achievement levels are higher when principals report a stronger district focus on a unified curriculum and their teachers share high expectations for learning. Gaps between white and Latino students are smaller when teachers report steady attention to meeting accountability targets. Latino achievement is more sensitive to these accountability practices, compared with the performance of white students. Even after sampling schools with similar student populations, the social-class background of students continued to heavily influence achievement levels, explaining greater shares of the variance than accountability practices.