A survey of 122 accounting administrators (chairs) of the largest North American accountancy programs was analyzed from two institutional perspectives—private versus public and AACSB-accredited versus non-AACSB-accredited—to determine attitudes on ethics education. The results reveal that chairs in all institutional categories agreed that ethics education is “of great importance,” both in the business and the accountancy curriculum, and that most chairs felt it was even more important in the accountancy curriculum. Findings indicate that most institutions currently incorporate ethics education into the accountancy curriculum instead of having stand-alone, ethics-specific classes. Furthermore, most chairs preferred the integration approach to teaching ethics rather than offering stand-alone classes. The findings also indicate that although ethics education has increased substantially in the accountancy curriculum, departmental chairs ideally want to allot more time to ethics.

The authors extend the existing research about first‐generation Native Americans at mainstream institutions by looking at Native Americans enrolled as first‐generation college students (FGS) at tribal colleges. Using the results of interviews with faculty at tribal colleges, the authors discuss the challenges that first‐generation college student Native‐American students face, such as lack of family support and role models, lack of college preparation, and financial concerns.

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