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Increasing the science, technology, engineering, and mathematics (STEM) workforce is a national priority. This discourse recognizes that everyone who graduates from college must first have highly qualified teachers all along the elementary and secondary pipeline. Therefore, considerable attention is given to STEM educators. Like those who enter STEM disciplines with the intention of enjoying successful careers as practitioners, there are those who value the profession of teaching. The same problem with swelling the presence of skilled STEM practitioners is apparent in swelling the presence of STEM educators. In both cases, these small populations are not diverse; women of color are woefully underrepresented. Given the age when demands of professional accountability are excessive (even punitive), electing a career in education is not generally a first choice. Nonetheless, there are women of color who not only choose to teach, but also choose to teach in the some of the most cognitively challenging content areas. This chapter used qualitative research methods to understand how African American female undergraduate student come to select and persist in a STEM teacher preparation program.

This chapter explores the role of librarianship, mentoring, leadership, community outreach, professional organizations, and change when infused with positive administrative leadership. These elements are explored because they increase the likelihood of a positive climate for assessment of diversity, inclusion, and implementation of diversity initiatives in libraries. The chapter also examines cultural issues that impact the inclusiveness in libraries as well as identifies the barriers that leave an indelible imprint that institutional racism creates when the library’s effort to deliver quality services to users is in doubt. The author takes a cathartic look at her education, career trajectory, professional development, and how she has come to value her purpose and survival of 51 years in the profession.

Using as a lens for change in the profession, the author traces her career in K-12 schools, community college, and academic libraries in times of both segregation and integration.

Through the metaphor of “stepping back in order to move forward,” the author demonstrates best practices that can be taken by libraries, library professionals, and community organizations toward progress in terms of diversity and inclusion. The author also explores pioneers of color and has used their lives as models for training future librarians. Walking in the “back door” and going through the hotel kitchen has never been a positive example of appreciation for a professional as they make monumental contributions to serve the library profession. Our pioneers endured to serve as “lights” in spite of societal obstacles.

Demographic and health surveys in the Philippines have shown a rise in cohabitation among young people. This chapter aims to provide an in-depth sociological understanding of a more specific phenomenon called serial cohabitation – referring to the dissolution of current cohabitation and entering a new one, and the continuation of the cycle if the new one ends again. By developing the framework of undisplaying and re-displaying family from Janet Finch’s displaying family, this study posits that serial cohabiters experience a cycle of wanting to display an ideal family and having to undisplay every time the dissolution of the cohabiting relationship happens. This study demonstrates how serial cohabiters with children, in response to social stigma, exhibit resiliency toward stepfamily formation and committed sexual relationships. This chapter, therefore, conceptualizes “family acceptance” which refers to embracing the fluidity, reconfigurations, and “imperfections” of their newly formed family and “community acceptance” which covers the same affirmation from friends, neighbors, and extended relatives who are considered as relevant others by serial cohabiters. Family acceptance comes in three forms: first is the acceptance of/by children, second is the acceptance by the parents to the repeated stepfamily formation within their own homes, and third is the acceptance of the woman herself to the possibility that cohabitation is the “happy ever after.” This study argues that once these forms are achieved, serial cohabiters become more capable of undisplaying their previous family and displaying their new family.

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.

When a study involves human participants, researchers need to ensure their safety and protect their identities. How do potential participants know what they are agreeing to contribute, and how and why the research is being conducted? Informed consent describes the process and agreements that answer such questions. Conventional consent protocols focused on preresearch discussions between the researcher and the potential participant, resulting in a signed document that verified the agreement. In research conducted with, on, or through social media, there are fewer opportunities for conversational explanations of formal documents. Simply posting legalistic documents is ineffective because Internet users typically do not read such materials before verifying agreement. Researchers need to understand communities, contexts, and communication styles of target participants and settings in order to provide information in familiar, user-friendly ways. Based on a review of literature about informed consent, and a study of current practices used by companies that need to verify agreements online, practical research suggestions are offered. Qualitative researchers who want to collect data through active interactions with human participants will find these examples and recommendations of use when designing their studies.