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The purpose of this paper is to present the gap between conceptualizations of social injustices and the desired social transformation that addresses multiple social subsystems and levels on one hand, and social justice leadership that addresses intra-school efforts on the other. The paper aims to expand the conceptualization of social justice leadership and tie it together with concepts of activism and social change.

The paper adopts a socio-ecological perspective. It reviews works about social justice leadership in education, activism, and social change to present the notion that in light of existing social justice barriers educational leaders should serve as activists in schools and in the community and policy areas.

The paper presents a macro framework, focussing on individual leaders in the field and on the consolidation of intentions, actions, and outcomes in a manner necessary for using social justice as an effective socio-political agenda in a socio-ecological system.

The paper presents a conceptual framework which can enable practitioners and researchers to better understand social justice efforts.

The purpose of this paper is to test whether procedural justice effects on organizational powerlessness and dehumanization are stronger for women than men and, consequently, mediated effects on turnover intention are conditional upon gender.

The authors recruited to a two-wave survey of workplace attitudes with flyers distributed at downtown subway exits. The authors controlled for and tested alternative models for distributive and interpersonal justice.

Gender moderated procedural justice effects on both mediators. The moderated mediation model held only for organizational dehumanization, even controlling for powerlessness. Models for distributive and interpersonal justice were not significant.

The authors used cross-sectional, self-report data but separated predictor and criterion variables in two surveys to counteract common method bias. Nevertheless, causal inferences are limited.

To retain personnel, managers, and organizations should be aware of the different needs of their employees and corresponding effects of justice. Likewise, women should be diligent in assessing justice and their response to being treated fairly.

The model is not predicated on an innate quality of gender but on endemic inequities in society. Procedural justice is associated with basic human needs, and effects that are conditional on gender may be socially constructed rather than based in supposed inherent gender differences.

Research and lay theories have emphasized that women value procedural justice because of inherently stronger relational needs. The findings suggest gendered effects are due to broader social conditions affecting women’s instrumental and existential needs.

Purpose – The introductory chapter to this special issue highlights contemporary scholarship on networks, work, and inequality.Methodology – We review the last decade of research on this topic, identifying four key areas investigation: (1) networks and hiring, (2) networks and the labor process, (3) networks and outcomes at work, and (4) networks and institutional dynamics.Findings – Social networks play an important role in understanding the mechanisms by which and the conditions under which economic inequality is reproduced across gender, race, and social class distinctions. Throughout the review, we point to numerous opportunities for future research to enhance our understanding of these social processes.

The paper examines various organizational justice theories and three landmark cases which illustrate that with enabling legislation, the violations of organizational justice (distributive, procedural, and interactional justice) give rise to lawsuits on the part of the unfairly treated employees. These lawsuits, if successful, bring about various remedies. Violations of each justice component have unfavorable consequences. As Folger and Cropanzano's (1998) fairness theory integrates prior organizational justice theories and various justice concepts such as distributive, procedural, and interactional justice, each case's justice violations are assessed in accordance with fairness theory. Each successful case results in a landmark monetary settlement and court‐mandated remedial initiatives.

This chapter examines the tensions inherent in conceptions of social justice as they relate to educational administrator preparation programs. In order to determine how social justice is conceptualized in K-12 administrator preparation in Ontario, Canada, we conduct a document analysis of publicly available information related to provincial leadership preparation programs. We identify an ideological bias toward managerial and transformational leadership paradigms which favor externally mandated outcomes that unintentionally reinstate hierarchical management paradigms and democratic forms of racism (Henry, Tator, Mattis, & Rees, 2000). Drawing on critical democratic and antiracist literature and our own research and practice, we propose an approach to leadership preparation that can support diversity and transformative praxis while working within a mandated transformational paradigm.

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.

Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.

The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.

The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.

The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.

By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.

This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

This paper aims to define intergenerational housing support and assesses and synthesizes the existing literature on intergenerational support for housing to identify trends and possible areas for future research.

The methodology employed in this paper is a systematic literature review. A total of 32 articles were chosen for assessment. Upon thorough review, summary and synthesis, general trends and three specific themes were identified.

The review of 32 papers found that intergenerational support is a crucial strategy to help younger generations achieve homeownership. However, it also highlights the potential for social inequity resulting from unequal distribution of housing resources within families, especially regarding housing. Several potential gaps in the current research are identified, including the need for explicit attention to the provider's intention, exploration into the size and form of financial support for housing, understanding how parental housing resources differ in their transfer behaviors, and examining how parental motivations influence them to provide housing support.

This paper provides recommendations for further research on the topic, while also adding perspective to understand the micro-social mechanisms behind the intergenerational reproduction of socioeconomic inequality, especially in the housing market.

The recent surge in behavioral studies on the coordination mechanisms in supply chains (SCs) and advanced methods highlights the role of SC coordination (SCC) and behavioral issues associated with improving the performance of the operations. This study aims to critically review the behavioral aspect of channel coordination mechanisms.

Following a systematic literature review methodology, the authors adopt a combination of bibliometric (to reflect the current state of the field), content (using Leximancer data mining software to develop thematic maps) and theory-oriented qualitative analyzes that provide a holistic conceptual framework to unify the literature’s critical concepts.

The analysis confirms the plethora of risk-oriented publications, demonstrating that the second largest category of studies is concerned with social preferences theory. Most studies were based on experiments, followed by analytical modeling, revealing the impact of heuristics and individual preferences in SC decisions and suggesting promising managerial and theoretical avenues for future research.

The study sheds light on behavioral decision theories applied to SC coordination by categorizing the literature based on the adopted theories. The methodological contributions include using automated content analysis and validating the outcome by interviewing leading scholars conducting active research on “behavioral operations management and SC contracts.” The authors also propose several directions for future research based on the research gaps.