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The history of the African American woman in the United States can be described as a struggle for survival and identity within a tripartite of oppression that includes racism, classism, and sexism [Hudson-Weems, C. (1989). The tripartite plight of African American women as reflected in the novels of Hurston and Walker. Journal of Black Studies, 20, 192–207.]. In spite of these challenges, African American women have always considered education an important investment in the future [Gregory, S. T. (1995). Black women in the academy. New York, NY: University Press of American, Inc.)], and despite gender and racial stereotyping that have limited educational opportunities African American females have been inspired to become educators (McFarlin, Crittenden, & Ebbers, 1999). Although African American women are underrepresented in higher educational leadership roles (Ross & Green, 2000; Waring, 2003), little research exploring the development of women leaders in academia, as well of that of existing university presidents, is available (Madsen, 2007). The purpose of this chapter is to explore the career paths of African American university women presidents. This research has important implications to strengthen opportunities to attain these important leadership roles in higher education institutions.

Jean Lau Chin, Ed.D., ABPP, is professor at Adelphi University in New York. She has held leadership positions as dean, Adelphi University; Systemwide Dean, California School of Professional Psychology at Alliant International University; President, CEO Services; executive director, South Cove Community Health Center; and codirector, Thom Child Guidance Clinic. Her work on diversity, leadership, and women's issues has been extensive including a recent Special Issue on Diversity and Leadership in the American Psychologist. Among her many awards for her work is Distinguished Leadership in Education, Organization of Chinese Americans, Long Island.

This volume's title, Women of Color in Higher Education: Turbulent Past, Promising Future, suggests women of color have endured a tumultuous past, given their historical experience with discrimination as a result of both racism and sexism in the United States. Collectively identified as African American, Asian/Pacific American, Hispanic/Latina, and Native American women in the United States, women of color share membership in marginalized groups and they experience varied forms of discrimination in their efforts to fully and equally participate in society (Lloyd-Jones, 2011). Discussions of these injustices and their effects are included in chapters throughout the volume. The chapters feature relevant experiences specific to women faculty and administrators of color in higher education. These include examinations of the progress of women of color in academia, as demonstrated by their increased (but still underrepresented) presence in senior-level administrative and faculty positions, and suggestions for a more inclusive academic environment for women of diverse racial and ethnic backgrounds. The compilation of chapters in fact, provides conceptual, empirical, and reflective knowledge implicitly revealing the “present” status of women of color in predominantly White institutions of higher education. Many of the contributors provide implications and recommendations for a “promising future” in their chapters.

Keal argues that Europeans began formulating their modern system of international laws in conjunction with their colonial projects in the early 1500s. The colonial projects gave rise to several key legal debates regarding: (1) European claims on territories in what we now know as the Americas, and (2) proper conduct of relationships of conquest between indigenous peoples and Europeans (Keal, 2003, pp. 84–87). Initially, competing territorial claims between Spanish and Portuguese interests were settled through a series of Papal Bulls that gave Spain a larger share of Central and South America. The Dutch, English, and French pursued their interests through military and mercantilist means, reconfiguring Spain's initial hold on the majority of the Central and South America (Burkholder & Johnson, 2010).

Some countries prohibit the imposition of life imprisonment on women but allow it for men for the same offence (e.g. Albania, Azerbaijan, Russia and Belarus). In Khamtokhu and Aksenchik v. Russia (2017) the European Court of Human Rights rejected the claim that it was discriminatory to punish two Russian men convicted of murder to life imprisonment. Other than a handful of legal commentaries there have been no in-depth analyses of the case, in particular on the dangers of using gender stereotyping to limit life imprisonment. To address this gap, this chapter draws on criminological works on the gendered experience of life imprisonment, legal analyses of perpetual incarceration under human rights law and ECHR case law on gender stereotyping and on life imprisonment. This study critically discusses the Court’s assessment of gender stereotypes in the context of life imprisonment and considers whether its approach constitutes any improvement for women. In so doing, it illuminates how well-intended efforts to curtail some extreme forms of penal practices such as perpetual incarceration may have unintended and perverse consequences for women specifically and the landscape of punishment more generally.

In recent years, the topic of maternal imprisonment has experienced a significantly raised profile, generating new knowledge and understanding surrounding the impact of maternal imprisonment on mothers and their children (Baldwin, 2015, 2017, 2018; Baldwin & Epstein, 2017; Booth, 2017; Lockwood, 2017, 2018; Masson, 2019). However, the long-term impact of maternal imprisonment and subsequent resettlement, particularly in relation to maternal identity and emotion, is less well-researched or understood. This chapter, drawing on the authors research from across two projects with 46 post imprisoned mothers, highlights the significant impact, as described by the mothers, on their reintegration into their families and the persistent pains of maternal imprisonment. Mothers sometimes, decades post release, describe their ongoing trauma at being separated from their children, sometimes permanently. Those who remain in their children's lives describe how they feel ‘tainted’, ‘watched’, ‘judged’ and ‘permanently changed by their imprisonment’. For the mothers in the study who were also grandmothers, the effects appeared magnified, producing what grandmothers described as ‘layers of shame’. The chapter describes how this change, often negative perception of themselves as mothers, can interplay with mothers' ability to engage in rehabilitative processes and ultimately their desistance.

The chapter concludes with recommendations to avoid, wherever possible, the criminalisation of mothers, resulting in fewer imprisonments. In the event of imprisonment, greater consideration must be afforded to maternal experience and emotions. To maximise success, early resettlement work, starting within and continuing through the prison gates is essential. Failure to do so may impact negatively on mothers' themselves and their ability to engage in rehabilitative planning/supervision and therefore desistance, which will ultimately broaden the impact to their children and wider society.

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

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.

The employee-organization relationship (EOR) has increasingly become a focal point for researchers in organizational behavior, human resource management, and industrial relations. Literature on the EOR has developed at both the individual – (e.g. psychological contracts) and the group and organizational-levels of analysis (e.g. employment relationships). Both sets of literatures are reviewed, and we argue for the need to integrate these literatures as a means for improving understanding of the EOR. Mechanisms for integrating these literatures are suggested. A subsequent discussion of contextual effects on the EOR follows in which we suggest that researchers develop models that explicitly incorporate context. We then examine a number of theoretical lenses to explain various attributes of the EOR such as the dynamism and fairness of the exchange, and new ways of understanding the exchange including positive functional relationships and integrative negotiations. The article concludes with a discussion of future research needed on the EOR.