No abstract

Over the last several decades, the field of nonprofit marketing has produced a growing number of publications; however, little attention has been paid to examine what research topics have been studied by nonprofit scholars from the marketing perspectives. This knowledge production research contributes to the literature by reviewing trends in research themes and methodologies over the last 20 years among the articles for which authors use the terminology “marketing.” Employing a thematic review using text network analysis, and an in‐depth methodology review, this study finds that nonprofit marketing studies have been shifting to become more subdivided and diversified in terms of research themes and methodologies. However, we also find that there is still room for further development, which we provided recommendations based on the findings. With its findings, this paper provides critical guidance for future studies.

Organizational scholars employing the theory of representative bureaucracy in their research have found that when public school teacher demographics mirror those of their students, teachers positively affect student performance. Little is known, however, about how organizational socialization affects positive representational effects on student outcomes. Teachers, however, are socialized differently into the organizational structure, largely through organizational social norms based on various professional aspects. This article analyzes the impact of professional socialization on representativeness by teachers’ credentials, employment status, and education levels. Using Los Angeles Unified School District (LAUSD) elementary school data during the 2012–2014 school years, results show that representational effects differ depending on dimensions of student outcomes, and socialization moderating effects vary on the relationship between teacher representation and performance outcomes. Socialization positively moderates the teacher’s representational effect on student outcomes in terms of teachers with advanced degrees, full credentials, and tenure, which depend on the type of school. Charter schools exhibit the positive socialization effect of tenure status, whereas traditional schools show the positive effect of advanced degrees and full credentials. This research enhances our knowledge of the different socialization aspects and how they differ between charter and traditional schools as well as its impact on representation in highly diverse urban elementary schools, contributing to both theory and practice.