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This paper aims to provide a historical overview of AA, its purpose and benefits, the legal rationale for the SCOTUS ruling and what it means for colleges and the workplace regarding equitable opportunities for minority groups (which include women, Blacks, Hispanics, Asians and other low-income populations), as they aim for the “American dream”.

SCOTUS decision and rationale, along with literature.

The race-based affirmative action (AA) precedent was recently overturned by the Supreme Court of the United States (SCOTUS) in the case of Students for Fair Admission (SFFA), Inc. vs President and Fellows of Harvard College/University of North Carolina. SCOTUS ruled that race cannot be a specific basis for college admission. In other words, public and private colleges and universities will no longer be able to consider “race” as a factor in deciding which qualified applicants should be admitted to enhance the diversity of their student body.

This is an original analysis.

The Supreme Court of the USA explains when universities may use race‐based admissions policies without violating the Equal Protection Clause of the US Constitution. These rulings raise important ethical issues for universities that are presently using race as a consideration in their admissions decisions. This paper discusses some of the ethical issues presented by the Supreme Court's decisions in the Regents of the University of California v. Bakke, Grutter v. Bollinger, and Gratz v. Bollinger cases. A summary of the Bakke, Grutter, and Gratz cases is provided as well as an analysis of these decisions using an ethical framework that incorporates five perspectives: ethic of critique, ethic of justice, ethic of profession, ethic of care, and ethic of community. The accompanying discussion highlights areas of agreement and conflict between the goals of race‐based university admissions policies and the Bakke, Gratz, and Grutter decisions.

Discusses principles of equality and justice in order to justify affirmative action and clarify its need. Posits that in both the USA and South Africa, issues of segregation and discrimination are not new and both countries have had the opportunity to address their past policies by way of affirmative action programmes. Looks at what determined the denouncement of the affirmative action in the USA and why the answer to this question may have a great impact on South Africa’s attempt to improve its own affirmative action programmes. Concludes that, although 30 years of affirmative action was deemed unconstitutional, how can South Africa derive and make use of the knowledge gained to help in stopping reverse discrimination.

The purpose of this paper is to examine the influence of race and social class on wage differentials between Black and White employees.

A survey with four possible conditions (white/black target who was lower/middle class) was used in the study to examine the interaction between race and social class on compensation decisions.

The paper finds that there was a significant interaction between race and social class when predicting the percentage of pay increase given to employees. Specifically, there was a significant negative correlation between perceptions of social class and percentage of increase when the target was Black, but there was no such correlation when the target was White.

The sample was 95.6 percent White and did not consist of managerial employees in actual compensation decisions; however, it shows evidence that people are affected by their perceptions of social class and race when making such decisions.

Policy makers should not forget that perceived social class might interact with race to influence discriminatory decisions in workplaces. This research suggests that Black employees who are perceived to be middle class are discriminated against more than those who are perceived to be lower class. Businesses need to be aware of unintentional biases that may be plaguing their managers and train them to avoid such biases.

This paper contributes new insight into the literature on the wage gap between Black and White employees by showing the interaction between race and perceived social class when predicting pay increases.

As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.

In 1962, historian Raymond E. Callahan argued that American educators had allowed themselves to become overly enchanted by Taylorite notions of scientific management and had adopted the techniques of the business‐industrial world, to the detriment of the nation's students. Callahan's Education and the Cult of Efficiency not only offered a new and bold interpretation of the history of education in the twentieth century, but it also coined a phrase that continues to represent the constant struggle faced by educators as they seek to balance high‐quality instructional practices with external calls for accountability that often come from corporate and public leaders. This special issue of the Journal of Educational Administration (JEA) presents a set of articles which explore the theme of “Education, Ethics, and the Cult of Efficiency.” The articles that make up this issue began as papers delivered at the 8th Annual Values and Educational Leadership Conference held at Pennsylvania State University in October 2003. The essence of our message in this: The traditional parameters of managerialism and efficiency focused responses to administrative situations must now be augmented with more creative, sophisticated and morally defensible approaches to leadership.

The purpose of this paper is to identify the legacies of the Journal of Educational Administration (JEA) since its foundation in 1963 to the present (2011) and to illuminate the main contributions of the Journal to the academic field of educational administration (EA) worldwide.

The method employed in analysing the Journal's articles was “qualitative content analysis” which includes constant comparisons for discovering patterns, emphases and themes in an array of documents. The first stage of analysis included extensive reading, sorting and searching through the Journal's abstracts resulting in the coding of categories, key words and themes. In the second stage, themes and categories were identified and compared until main themes and sub‐categories in each abstract emerged.

The paper traces the Journal's legacies in every decade since its foundation, and highlights the dynamic nature of this publication. Likewise, the dominance of the “empirical legacy” as compared to the other five legacies is emphasised, and the rise and fall of different topics and perspectives throughout the years are illuminated. Some thoughts about plausible future directions of the Journal conclude the paper.

The historical review provides an opportunity to glean information about the distinctive intellectual identity of the field of EA. Likewise, reviewing existing research and scholarship in the JEA may increase our intellectual and theoretical understanding of the ways by which the scholarly boundaries of EA as a field of study have been shaped and reshaped, after all, JEA has long been an outlet for hundreds of works from the four corners of the earth.