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This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings revealed (a) the categories of cognitive activities when using video ethnography, (b) the influence of experience and beliefs on these activities, (c) the scaffold that video ethnography provides, and (d) teachers’ progression in a cognitive development process through interaction with video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

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.

Leadership studies, as an academic discipline and field of practice, have predominantly been developed in relation to Western forms of knowledge, norms, and cultural practices. Knowledge and ways of practicing leadership in Sub-Saharan Africa contexts are often unseen or marginalized in formal leadership studies literature. This is also true for the way leadership is practiced throughout the networks of the African Diaspora. The influence of uniquely African ways of knowing, doing, and experiencing leadership is even more challenging in the context of the African Diaspora. Often contextualized within the legacy of the Transatlantic Slave Trades, and increasingly shaped by contemporary dynamics of globalization, the African Diaspora and leadership exist at the intersection of multiple cultures and contexts. Leadership theory and practice must account for these inter- and multicultural contexts to better understand and practice leadership in the African Diaspora. The objective of this chapter is to develop a collective, constructionist, and practice frame capable of teasing apart cultural and contextual influences of leadership in the African Diaspora. This is not a comprehensive account of approaches to African Leadership, but instead a preliminary effort to mark out collective, constructionist, and practice approaches to leadership in the African Diaspora as it exists in practice and might inform future research and leadership learning and development efforts.

The purpose of this paper is to promote research about corporate governance in Latin America. A set of studies published in English since 2000 is identified and classified. Also, organizations and journals are identified that support research about corporate governance.

One question guides this literature review. What pattern of research development, if any, is reflected in the literature reviewed?

Analysis shows research has moved from an initial literature descriptive primarily of national practices, to an intermediate literature with questions largely implied from inquiry about the context of change, to a current literature designed explicitly to assess change.

The overarching implication of recent literature is that good governance has social benefit as studied. The dominant type of recent study is grounded in finance and designed to address a specific question by adopting a market perspective and by applying methods of empirical analysis. These studies tend to find association between governance and firm performance, firm valuation or other measures of financial success.

The value of examining literature is in the understanding and the direction it provides. Recent research results show good governance is beneficial for understanding the behavior of markets, and this may influence business policy and public policy as well as future research. And, for future direction, the study of corporate governance literature suggests a progression to multiple perspectives relative to research design that is inclusive of contributions from a diversity of disciplines and employs a variety of methodologies.

The purpose of this paper is to investigate, for some countries, the nature of relationships among three variables: the character of governance, the potential for sustainable growth and the quality of energy management.

This study was based on a sample of data drawn from a database available from the World Bank. This database provides CO2 emissions and other environmental measures for 54 countries for the period 2000 to 2008. The character of governance was measured by using an indicator of character of governance constructed by Transparency International. Data were analyzed by applying the method of linear regression with panel data after the method of structural equations had been applied in a test of robustness.

The results of the analysis showed the existence of statistically significant relationships among character of governance, potential for sustainable growth and quality of energy management.

The results of this investigation allow for the inclusion of character of governance as a new and relevant variable in the search to understand the ways that efficient energy management may contribute to increasing opportunities for sustainable growth and development in countries.

This paper discusses the author's perceptions of anti-blackness, her research on “surface-level” diversity and her recommendations for faculty, administrators and allies.

The paper is a personal account, drawn from the author's background and experiences teaching and studying diversity. It discusses research on American Blacks' unique experiences with police violence and discrimination in employment, housing, customer service, healthcare and education consistent with anti-blackness.

Anti-blackness pervades Blacks' everyday experiences, including in academic institutions.

This paper is a viewpoint paper. Researchers should study anti-blackness, looking specifically at Blacks' organizational and societal experiences.

The author provides suggestions for faculty regarding sharing their research findings, teaching about anti-blackness in diversity, human resources, organizational behavior, management and other courses along with mentoring doctoral students. Recommendations for administration to help ensure that Black faculty are hired, valued and supported are also provided.

Efforts to identify, acknowledge and dismantle anti-blackness are critical to Blacks and are important to improving diversity, inclusion and equity in society.

This paper provides the author's perspective on anti-blackness, using her personal perceptions and experiences, coupled with research evidence. The author provides suggestions for faculty and administrators based on decades of research and experience in the field and being Black in an anti-black society.

In the last column, I reviewed some recent nonfiction works on the dilemma of the housewife. The fictional housewife has, I feel, as much to tell us—especially about the coping mechanisms of modern women.

This investigation/report/reflection was motivated largely by the occasion of the first Centre for Social and Environmental Accounting Research (CSEAR) “Summer School” in North America.¹ But its roots reach down as well to other recent reflection/investigation pieces, in particular, Mathews (1997), Gray (2002, 2006), and Deegan and Soltys (2007). The last of these authors note (p. 82) that CSEAR Summer Schools were initiated in Australasia, at least partly as a means to spur interest and activity in social and environmental accounting (SEA) research. So, too, was the first North American CSEAR Summer School.² We believe, therefore, that it is worthwhile to attempt in some way to identify where SEA currently stands as a field of interest within the broader academic accounting domain in Canada and the United States.³ As well, however, we believe this is a meaningful time for integrating our views on the future of our chosen academic sub-discipline with those of Gray (2002), Deegan and Soltys (2007), and others. Thus, as the title suggests, we seek to identify (1) who the SEA researchers in North America are; (2) the degree to which North American–based accounting research journals publish SEA-related research; and (3) where we, the SEA sub-discipline within North America, might be headed. We begin with the who.