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Purpose: This paper examines the role of occupational segregation in the evolution of wage differentials by gender and race in the Brazilian labor market between 2005 and 2015. Design/methodology/approach: The author uses microdata from the National Household Sample Survey and adopts two occupational integration typology to capture both horizontal and vertical segregation. The decomposition method proposed by Firpo et al. (2009) is employed to investigate the determinants of changes in differentials along the wage distribution. Findings: Results suggest a glass ceiling effect for all groups compared to white men. Gender and racial discrimination persist, especially at the top of the distribution. For both black women and men, observable characteristics account for most of the wage differentials, while for white women, the opposite occurs because of their education level. Vertical segregation behavior indicates that white men continue over-represented in higher-paid occupations. Although women improved their relative position in the occupational hierarchy, horizontal segregation behavior shows that their concentration in female-dominated occupations has not reduced, except in extreme quantiles. Education played a crucial role in reducing wage gaps, and regional differences stood out as a significant factor of the racial disadvantage. Originality/value: The paper shows significant differences between the groups regarding verticalization and horizontalization of occupational structure along the wage distribution and over time, contributing to filling some gaps in the literature concerning the wage stratification based on gender and race in Brazil. Occupational segregation as a composition factor of the groups determines their positions in a vertically hierarchical and socially stratified occupational structure. The behavior of horizontal and vertical segregations evidences the continue under-valorization of female occupations and the barriers faced by racial and gendered groups to overcome the glass ceiling effect. Recognize the intersectionality of gender and race in addressing inequalities is fundamental to promote policies that overcome them. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change. Design/methodology/approach – This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA. Findings – The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap. Originality/value – This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership. [ABSTRACT FROM AUTHOR]

Purpose: In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The authors also examine the unique context of public education in America by describing its governance, key policies and funding as well as increasing student diversity due to changing internal student demographics and global population migrations. In particular, the authors describe how decentralization in American public education that has led to long-standing systemic inequities in school resource allocations and subsequently to marked gaps in performance outcomes for children from poor communities, especially for those of color. These existing inequities were the reason the USA research team was the only national ISSPP team from the original network of eight countries that choose to study exclusively leadership in challenging, high needs schools that performed beyond expectations. Design/methodology/approach: The authors describe the common multi-case case study methodology (Merriam, 1988) and interview protocols employed in order to gather multiple perspectives on school success in high-needs communities and the principal's contribution to that success. Leithwood and Riehl's (2005) framework of core leadership practices for successful school leadership was used to analyze our data across all cases. Findings: The authors present key findings from cases across the USA and synthesize common trends across these findings. Research limitations/implications: The authors conclude the paper with a discussion of their overarching impressions from almost two decades of study, the importance of national and local context in examining school leadership and, lastly, suggestions for future research. Originality/value: This article contributes to findings from the longest and largest international network on successful leadership. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to investigate the mechanism of shared leadership on team members' innovative behavior. Design/methodology/approach: Paired questionnaires were collected from 89 scientific research teams in the Beijing-Tianjin-Hebei region of China at two-time points with a time lag of 4 months. Then multilevel structural equation model method was applied to analyze the multiple mediating effects. Findings: This study finds that: the form of shared leadership in scientific research teams of universities; shared leadership has a positive impact on team members' innovative behavior; there are multiple mediations in the relationship including synchronization and sequence of creative self-efficacy and achievement motivation. Originality/value: According to the "stimulus-organism-response" model, this paper has constructed a multi-level theoretical model that shared leadership influences individual innovation behavior and reveals the "black box" from the perspective of psychological mechanism. It not only verifies that "can-do" shapes "willing to do" but also makes up for the gap of an empirical test of the effectiveness of shared leadership in scientific research teams of universities. Besides, the formal scale of shared leadership in the Chinese situation is revised, which can provide a reference for future empirical research on shared leadership. The research conclusions provide new ideas for improving the management of scientific research teams in universities. [ABSTRACT FROM AUTHOR]

Purpose: Poverty is endemic in rural Nigeria and gender disparity in access to productive resources is a major cause of poverty in the area. Poverty status of rural households along gender line was, therefore, investigated in this study. Design/methodology/approach: Panel data from 2010/2011 (wave 1) and 2015/2016 (wave 3) of the Living Standard Measurement Survey (LSMS) for Nigeria were used for the study. Data were analysed using Foster, Greer and Thorbecke (FGT) poverty indices and binomial panel logistic model. Findings: Poverty measures for women-led households in farming activities were 58.5, 27.8 and 17.1%; men-led farming households had 59.8, 27.4 and 16.3% gender-neutral had 56.8%, 27 and 16.9% in the first panel. Poverty indices increased in the women-led and men-led farming households in the second panel. Poverty incidence was higher amongst farming households than the non-farming counterparts. Correlates of poverty status differ amongst the gender-groups were household size, farming, tertiary education, access to credit and geographical locations. Originality/value: Gender disparity is perceived in this study along the line of differences in gender composition of rural households. A gender-blind approach to poverty alleviation programmes likely will not enhance reduced poverty in rural Nigeria. Closing the gender poverty gap will ensure achievement of the first sustainable development goal of poverty eradication. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the moderating effect of audit firm tenure on the association between corporate social responsibility (CSR) and firm value. Prior studies provide mixed results on this association, which may be due to differing theoretical expectations related to CSR and firm value. It is also possible that external stakeholders are unable to differentiate between positive and negative CSR investments, as CSR reports are generally not assured by independent third parties. Thus, the authors propose that audit firm tenure may be used by external stakeholders to evaluate CSR performance. Design/methodology/approach: The authors use an ordinary least squares regression to examine the moderating effect of audit firm tenure on the relation between CSR and firm value after controlling for other determinants of firm value and various internal and external governance mechanisms documented in the literature. The sample consists of 15,707 firm-year observations from US firms during the sample period of 2000 to 2012. The authors measure CSR quality using rating scores from MSCI ESG STATS (formerly the KLD database), audit firm tenure as the number of years the incumbent auditor has served the client and firm value using Tobin's Q. Findings: The results indicate that CSR is positively associated with firm value when audit firm tenure is long but not when tenure is short. The results are robust to alternative measures of firm value, CSR performance scores, and individual CSR dimensions. The evidence supports the argument against mandatory audit firm rotation in the USA. Research limitations/implications: Future studies could examine a similar issue in alternative settings and/or look at cross-sectional variations among firms on the association between CSR and firm value by other auditor traits such as auditor industry specialization and big-name reputation. Additionally, as auditor alone is unable to ensure the quality of management disclosures and their accountability, future studies could examine the moderating effect of internal and other external governance mechanisms on the association between CSR and firm value, exploring when the signaling effect of auditor tenure on CSR reporting quality and its effect on firm value is most salient. Practical implications: The findings are important to regulators and investors. The authors provide evidence that longer audit tenure serves as a signaling device for external investors with regard to the quality of a firm's CSR performance. Hence, the study facilitates regulators' cost-benefit analysis related to mandating audit firm rotation. The evidence suggests that mandating a term limit on auditor tenure may have the unintended consequence of eliminating a signaling effect of auditor tenure on the quality of CSR disclosures under information asymmetry. This supports the Public Company Oversight Board's decision to forgo the requirement of mandatory audit firm rotation in the USA. Originality/value: Prior literature presents mixed findings on the association between CSR performance and firm value based on a variety of underlying theories (economic, stakeholder and contingency theory). Literature on mandatory auditor rotation has concentrated on the auditor tenure effect on perceived and actual audit quality as reflected in earnings quality. Relying on agency theory, this study posits that auditor tenure serves as a signal for the quality of CSR activities in the absence of CSR assurance reporting as CSR quality can be difficult to evaluate. The authors provide evidence that audit tenure moderates the association between CSR activities and firm value and longer audit tenure makes it more likely that the CSR activities are associated with increased firm value. [ABSTRACT FROM AUTHOR]

Purpose: The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels. Design/methodology/approach: Using cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels. Findings: Instructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject. Research limitations/implications: This study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership. Originality/value: The authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools. [ABSTRACT FROM AUTHOR]

Purpose: This study explored principals' leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners. Design/methodology/approach: The research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency. Findings: The data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture. Research limitations/implications: Although the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning. Practical implications: Strengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes. Originality/value: This case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals. [ABSTRACT FROM AUTHOR]

Purpose: The present study contributes to research that examines the meanings of achievement gaps, when enacting policy. Its findings are both hopeful and unsettling. The absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation. Design/methodology/approach: A qualitative case study methodology was used to identify the parameters of the research (Merriam and Simpson, 2000) because case studies are particularistic in nature in that case studies examine a specific instance but illuminate a general problem (Merriam, 1998). This case study is not based on generating generalizations, concepts or hypotheses grounded in systematically obtained data (Abercrombie et al., 1990) but goes beyond the limited notion of context employed in many case studies, as no researcher can enter a situation free from preconceptions but must fit existing perceptions into a pre-existing discourse. This study explores heads of schools' decisions with regards to increasing the number of students who meet standards, as set by the government and reducing achievement gaps among student subgroups. Findings: The findings from this study are discussed in three broad categories; the achievement gap, aspirations and parental support and differentiated and targeted solutions. Research limitations/implications: These findings raise the question as to whether the education inspection framework (EIF) presents cause for concern. After all, the EIF was developed to hold schools accountable for high standards without consultation with the teachers' representatives, local communities, parents and colleges and universities. Nevertheless, the EIF, as a set of standards, is problematic. Practical implications: The leadership practices enacted by heads of schools to bridge the achievement gaps differ from those advocated by the State. This echoes previous findings demonstrating that the same leadership practices can be used to pursue different goals (Leithwood, 2006) and that individuals enact policies in ways that reflect the particularities of their own contexts (Ball et al., 2012). Social implications: The absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation. Originality/value: The present study contributes to research that examines the meanings of achievement gaps when enacting policy (Ball et al., 2012; Hardy, 2014; Winton, 2013). Its findings are both hopeful and unsettling. The heads of schools demonstrate that they can appropriate definitions of achievement for all students to support their academic learning and wellbeing (Hodgkinson, 1991; Winton, 2013). [ABSTRACT FROM AUTHOR]