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In the 1970s and 1980s, studies of the unpaid household and family labor of upper-class women linked this labor to class reproduction. In recent years, however, the topic of class has dropped out of analyses of unpaid labor, and such labor has been ignored in recent studies of elites. In this chapter, drawing primarily on 18 in-depth interviews with wealthy New York stay-at-home mothers, we look at what elite women’s unpaid labor consists of, highlighting previously untheorized consumption and lifestyle work; ask what it reproduces; and analyze how women themselves interpret and represent it. In the current historical moment, elite women face not only the cultural expectation that they will work for pay, but also the prominence of meritocracy as a mechanism of class legitimation in a diversified upper class. In this context, we argue, elite women’s unpaid labor serves to reproduce “meritocratic” dispositions of children rather than closed, homogenous elite communities, as identified in previous studies. Our respondents struggle to frame their activities as legitimate and productive work. In doing so, they not only resist longstanding stereotypes of “ladies who lunch” but also seek to justify and normalize their own class privileges, thus reproducing the same hegemonic discourses of work and worth that stigmatize their unpaid work.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

This chapter investigates whether core competence of managers and their expansive (vs. specialized) managerial style affects firms' innovative ability, capacity, and efficiency. Using exogenous CEO departures as a natural experiment, it establishes a causal link between managerial capability and innovation. Importantly, it reveals that firms with talented managers receive significantly more nonself citations; make significantly lower self-citations and lesser citations to the others, indicating novel and explorative innovation achievements. Also, managers with higher general (specialized) ability are cited more (less) by patents from a wider range of fields. Lastly, career concern is identified as a mechanism linking higher ability and innovation.

This study examines the relationship between the motives for balanced scorecard (BSC) adoption and the development and use of the BSC. We expect that a stronger focus on economic adoption motives is associated with full development of the BSC and its integration into the performance measurement and control systems of the firm. In contrast, we expect that a higher focus on legitimacy as a motive for adoption leads to loose coupling of the BSC with the control systems of the firm. We expect legitimacy as a catalyst to BSC adoption leads to a lower level of BSC development and use, which enables the organization to keep the environment satisfied, but does not influence processes within the organization.

The data are obtained from a web-based survey with 88 useful responses of firms indicating that they use the BSC. The study investigates the relationship between the motives for BSC adoption (economic and legitimacy) and the development and use of the BSC. The results provide evidence for the hypothesis that economic motives for adoption positively affect the development of the BSC. In addition, the results partially support the hypothesis that legitimacy motives negatively affect the use of the BSC. When legitimacy comes via the mechanism of mimetic isomorphism, it has a negative effect on use of the BSC. Surprisingly, however, legitimacy has a positive effect on use when it comes via the mechanism of normative isomorphism.

As the new Patient Protection and Affordable Care Act (ACA) achieves full implementation in 2014–2015, public perceptions regarding improvement in access and quality of care due to the ACA provide a fertile area for sociological research. The aim of this chapter is to determine if race is independently associated with perceptions of quality of care and access to care after ACA implementation. And, secondarily, we examined if such a relationship remained stable after considering SES (education and income) alone and SES with other relevant individual characteristics.

Data come from a telephone survey of a representative sample of Georgia residents aged 18 years or older. For each domain of the dependent variables (quality of care and access to care), three models were fitted with a nested design. The first model included only race. The second model included only race and SES. Model 3 included race, SES, and the following individual characteristics: (1) self-rated health status; (2) sense of coherence (SOC; a construct used to explain why some people are more disposed than others to illness after stressful situations); (3) travel time to doctor’s office; (4) importance of short wait times as doctor’s office; (5) political affiliation; and (6) geographic location (rural/non-rural).

Race was significantly associated with both the quality of care and the access to care. Non-White respondents were more likely to perceive improvements to both as a result of the ACA. Likewise, respondents with either higher education or income were also more likely to perceive improvements in quality and access as a result of the ACA. However, these associations were partly explained by respondents’ self-reported political affiliations.

Results of this study show that public perceptions toward the ACA and its impact on quality and access to care seem to differ based on an individuals’ race, income level and political affiliation. This may be a reflection of the media blitzkrieg that surrounds the ACA rather than a direct consequence of the policy itself. A concerted effort to develop communication strategies and outreach efforts by race and SES that can better educate the general population on the ACA may alleviate some of the reservations that are inherent to any major policy implementation, especially in terms of healthcare quality and access.