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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.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

To examine bad credit experiences in the context of identity to understand the entanglement between bad credit and the deformation of identity.

A qualitative method using depth interviews and hermeneutical analysis.

Bad credit is a major life event and plays a critical role in identity. By restricting or eliminating identity construction and maintenance through consumption, identities are deformed. Consumer identities are deformed as they are consumed by the identity deformation process as normal patterns of consumption that have built and supported their identities are disrupted and demolished. Bad credit is overwhelmingly consumptive of consumers – it consumes their time, energy, patience, lifestyle, relationships, social connections, and perhaps most importantly, it consumes their identity as it deforms who they are.

Researchers need to examine more closely not just the creation and maintenance of identity, but also how identity is deformed and deconstructed through consumption experiences that can no longer be enjoyed.

Government agencies may want to reexamine policies toward the granting of credit to reduce the incidence of loading up consumers with credit they are not able to pay for. The deformation of identity may result in anti-social behavior, although our study does not address this directly.

This study is different from previous work in several ways. We focus on identity deformation due to bad credit. By analyzing a crisis response that transcends the specific impetus of bad credit, we extend identity theory by developing an insight into “identities-in-crisis.” We also provide a theoretical framework and explore how consumers’ identities are deformed and renegotiated.

Nine months later, after four days and nights on a bus, I was dropped off on El Camino Real, walked into campus with my backpack, and navigated my way to the Sociology Department, temporarily housed in three residential buildings, a volleyball net outside. Wow, now this is laid back, which was totally fine with me as a then legal resident of ski area. So I thought, until I started talking in more depth to Larry Wu, with whom I was rooming for the first few days. Larry had come from Harrison White's group at Harvard. Like others from that group (e.g., David Strang), he already had essentially completed a math major, along with several math-social science courses. My heart sank. Lucky, I thought, that Stanford is willing to give a Master's degrees to those who want to leave Ph.D. program!