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Background: Nurses are expected to make and implement autonomous decisions to provide patients with excellent quality nursing while practicing complex, high-level care. However, studies have shown that nursing practice based on autonomous decision-making is difficult, and a gap exists between decision-making and implementation. Research question/aim/objectives: This study aims to clarify trends among nursing professionals who recognize they are practicing ethical behavior in their nursing practice. Research design/Participants and research context: We surveyed the basic attributes of and used the Ode’s Ethical Behavior Scale for Nurses with 3467 nursing professionals working at 34 hospitals in suburban cities of Japan and investigated the relationships among these factors. Ethical considerations: This study was approved by the appropriate research ethics committee. The Ethical Behavior Scale for Nurses was used with the authors’ permission. Findings/results: Significant differences were found in the mean “ethical behavior” scores between nurses and licensed practical nurses and midwives and licensed practical nurses. Mean scores for the “justice” subscale differed significantly between the low experience group and mid-level experience group and between the high experience group and mid-level experience group. Significant differences were also found in the mean scores between those with ethics education experience and those without, those with ethics training experience and those without, and those with ethics conference experience and those without. Discussion: Midwives and nurses had higher ethical behaviors than licensed practical nurses. Nursing professionals with low and high experience had higher justice scores than those with mid-level experience. Finally, nursing professionals with ethics education, training, or conference experience had higher ethical behavior than those without such experience. Conclusion: Nursing professionals who recognize they are practicing ethical behavior tend to be midwives or nurses with low or high levels of experience who attended ethics education, training, or conferences.

The importance of ethical behavior in consumers has never been so evident, and in recent years, researchers have generated a great deal of knowledge about ethical consumption. The search for happiness in consumption has been a recurrent line of research by academics of the management and, mainly, the marketing fields. Our study analyses the relationship between ethical and sustainable behavior in consumption and the achievement of consumer happiness. Employing structural equations, the findings of the study suggest that there is a positive relationship between consumers’ predisposition toward sustainable behavior and happiness. In addition, the findings indicate that, when there are reasons to justify unethical behavior in consumption, the consumer also manages to be happier. Important implications for theory and practice are derived from the results. Emphasizing the benefits of sustainable consumption for enhancing happiness might instigate sustainable consumption, especially in the case of those consumers who do not have a positive attitude toward sustainable consumption.

Loyalty has long been associated with being moral and upstanding, but recent research has begun documenting how loyalty can lead people to do unethical things. Here we offer an integrative perspective on loyalty and its outcomes. We suggest that a variety of bottom-up and top-down psychological processes lead individuals to be loyal to people and organizations they have obligations to, and that these processes operate in ways that reduce the cognitive dissonance experienced when loyalties conflict with each other or with other moral principles. In this article, we articulate what loyalty is, describe the typical objects of loyalty, explain the mental processes involved in navigating loyalty dilemmas, and end by offering an integrative perspective that illuminates why loyalty leads to both ethical and unethical outcomes and when each type of outcome is likely to occur.

Digital piracy of DVDs, software, and music is a prevalent behavior worldwide and has significant financial and social costs for society. Yet legal remedies and technological ways of controlling digital piracy are expensive and often do not work. To address a need for study of moral reasoning in digital piracy decisions, we develop and test a model of moral behavior that relies on self-control. Two kinds of shame are examined in separate experiments: indirect shame, where a shamed person overhears a friend condemning digital piracy but the friend is unware that the person overhearing the criticism has in fact committed digital piracy, and direct shame where a person becomes aware that his or her friend has in fact committed digital piracy and reprimands him or her. Findings show that both kinds of felt shame can be induced to affect such behaviors as decisions to discontinue digital piracy, giving advice or discouraging others not to engage in digital piracy, giving money to anti-digital piracy causes, reporting people who commit acts of digital piracy, signing a petition against digital piracy, and supporting legislation and fines against digital piracy. We examine two boundary conditions of felt shame: values of personal ambition and equality that function as automatic cognitions regulating the shame and through it digital piracy. Hypotheses were tested on a sample of 300 adults.

In view of corporate wrongdoings like Enron’s accounting fraud and Volkswagen’s emissions scandal, the need to prevent unethical decision-making in the business sector has become widely accepted. Human resource development is of high relevance in this regard: a multiplicity of companies utilizes ethics training programs to teach their managers and employees business ethics and to develop their ethical competences. However, knowledge about the efficacy of these training programs is still rather fragile. In the present study, we (a) develop a framework of relevant design categories to consider in creating ethics training programs; (b) consolidate empirical insights by reviewing 92 studies about the effectiveness of standalone business ethics training programs regarding their impact, dependent variable and measurement methods, design, and conceptual foundation; and (c) identify remaining research gaps and provide theoretical-conceptual considerations for further investigation.

We develop a mixed gamble perspective of tax evasion that explains why family firms vary in how they weigh the costs and benefits of tax evasion. Testing our framework on family firms from India, we find that family firm identity is negatively related to tax evasion when firm performance is high. However, when firm performance is low, family firm identity is positively related to tax evasion. Our study therefore reveals why some family firms refrain from tax evasion, some rationalize it for the sake of the family firm, and others see tax evasion as a financial gain worth the risks.

Moral identity, how individuals define themselves relative to various moral attributes, is an important factor in the regulation of moral thought and behavior in organizations. We advance both the conceptualization and operationalization of moral identity through considering the complexity of its content and structure. We do so through integrating self-complexity theory to establish a deeper understanding of how individuals both define themselves as moral beings and structure moral attributes within their self-concepts across various roles (e.g., co-worker, son/daughter, etc.). To date, moral identity has been conceptualized as a global unitary construct. Across five samples, we find that it is dimensional (having dimensions of Benevolence, Justice, Obligation, and Integrity) and that individuals construe themselves relative to each dimension differently across sub-identities/roles. We then assess the effects of this expanded construct across two samples and find that using the complex structure of moral identity, we can predict situated ethical intentions and deviance within and across roles. Further, a within-participants experiment using an additional sample demonstrates that when priming a focal role, the unique moral identity content constituting that role provides predominant influence on corresponding ethical choices.

Background: Nurses’ behavior in Educational-Medical centers is very important for improving the condition of patients. Ethical climate represents the ethical values and behavioral expectations. Attitude of people toward religion is both intrinsic and extrinsic. Different ethical climates and attitude toward religion could be associated with nurses’ behavior. Aim: To study the mediating effect of ethical climate on religious orientation and ethical behaviors of nurses. Research design: In an exploratory analysis study, the path analysis method was used to identify the effective variables on ethical behavior. Participants/context: The participants consisted of 259 Iranian nurses from Hamadan University of Medical Sciences. Ethical considerations: This project with an ethical code and a unique ID IR.UMSHA.REC.1395.67 was approved in the Research Council of Hamadan University of Medical Sciences. Findings: The beta coefficients obtained by regression analysis of perception of ethical climate of individual egoism (B = −0.202, p < 0.001), individual ethical principles (B = −0.184, p = 0.001), local egoism (B = −0.136, p = 0.003), and extrinsic religious orientation (B = −0.266, p = 0.007) were significant that they could act as predictors of ethical behavior. The summary of regression model indicated that 0.27% of ethical behaviors of nurses are justified by two variables: ethical climate and religious orientation. Discussion and conclusion: Intrinsic religious orientation has the most direct impact and then, respectively, the variables of ethical climate of perceptions in the dimensions of individual egoism, individual ethical principles, local egoism, global ethical principle, and ethical behavior and extrinsic religious orientation follow. All the above, except global ethical principles and intrinsic orientation of religion have a negative effect on ethical behavior and can be predictors of ethical behavior. Therefore, applying strategies to promote theories of intrinsic religious orientation and global ethical principles in different situations of nursing is recommended.

As (post-) modern institutions multiply and become more abstract and fractured in their ethical prescriptions, individuals must learn navigate ethical ambiguity on their own. One way that this appears to be accomplished is through the pursuit of ‘authenticity’ within and across specific contexts. Based on a sample of 600 letters published between 2002 and 2014, this article explores the New York Times’ Ethicist column as a site where individuals grapple with personal responsibility to engage in ethical behavior, often doing so in the name of authenticity. Instead of relying on external institutions, to dictate ethical choices, such ethical trade-offs become the bones of one’s identity. This can result in tension between within-context authenticity that is derived from specific roles and relationships and across-context authenticity that transcends people and places. This tension is a defining feature of ethical action in the (post-) modern era.

Drawing on the social learning theory, the current research proposes that employees learn specific ethical behavior by observing others (leader and peers), thus influencing their job embeddedness. This study examined the mediating and moderating contextual variables in the relationship between ethical leadership and job embeddedness using a sample of 343 employees from 40 different companies. Results revealed that ethical leadership is related to job embeddedness and that perceived supervisor support mediated the influence of ethical leadership on job embeddedness. Also, peer unethical behavior moderated the indirect ethical leadership–job embeddedness relationship at the group level of analysis. Implications of these findings for research and practice are discussed. Specifically, this study proposes that there is a need to select middle managers that are focused on people’s needs and to train and motivate supervisors to support and stimulate their subordinates.

We consider the relationship between disgust and ethical behavior. Winterich, Mittal, and Morales report several experiments finding that disgust increases unethical behavior. We replicated three of their studies, using high-powered designs with a total of 1,239 participants, three different procedures to induce disgust, and three different measures of unethical behavior. We observe no effect of disgust on unethical behavior in any of the studies, supporting the contention that disgust has no effect on ethical decision making.

This case was developed for use in a learning-centered course with a focus on administrative leadership and ethical behavior. This case describes the experience of a new faculty member at Willow University, as she discovers a wide range of ethical and management problems in her department. The case unfolds as we track her efforts to deal with these issues. Intertwined throughout the case are challenges pertaining to the dean’s responsibilities, particularly in the area of management oversight. Students must analyze the data, identify the inconsistencies in ethical behavior, and identify the potential moral and legal consequences.

The dissertation abstract and reflection commentary present the work of Dr. Maryam Kouchaki. The abstract provides an overview of research examining the role of professional identities on ethical behavior. Across a number of studies, this work demonstrates that professionalism, either measured or manipulated, can increase individuals’ unethical behaviors. This dissertation extends prior work on professionalism by examining its psychology and shedding new light on importance of its meanings in driving individuals’ behaviors. Below, the author discusses the reasons for why professionals may engage in unethical behaviors. Finally, the reflection commentary provides insights about the author’s journey as a PhD student.

This research was conducted to identify and explain factors that shape staff and inmate perceptions of ethical behavior within a correctional setting. Prior research has found that staff do perceive high levels of deviance among their peers, but this varies by both the facility (jails were perceived as more unethical) and staff characteristics, with female and older staff perceiving their workplace as more ethical. The current research attempts to expand this line of study by surveying both inmates and staff on their perceptions of staff ethics within a jail in a mountain state jail. This research first examines what the general perceptions are among these two populations in regard to staff ethics. Second, it answers the question of whether perceived differences exist and how they vary between staff and inmates in regard to staff ethical behavior.

This record include extended abstract from conference book ; Proceedings of the 38th Annual Macromarketing Conference Toronto, ON, Canada, June 4-7, 2013.

In this article, we identify five disparate themes that guide the processing of ethical judgment and behavior on the basis of current research drawn from multiple disciplinary fields. We then suggest directions for integrative research that consider ethical judgment and behavior as emergent outcomes of dynamic processing systems.

theory has a significant place in the transition of present human civilization to a higher evolutionary stage. The processes of conscious evolution that can transform the current form of civilization are primarily associated with the conscious implementation of ethics and ethical behavior in economic systems at all levels. It is associated with the transformation of current reactive economic systems to anticipatory economic systems. Thinking about the future consequences of today’s economic activities is directly related to ethics as a key element of future economic systems. Syntropic economic theory is associated with the transition to a global economic system, which will replace competition and fighting by cooperation and co-creation.

This article describes the development of a new theory and measure of ethical work climate. Three studies are conducted to construct the Ethical Climate Index (ECI) and measure the ethical work climate dimensions of collective moral sensitivity (12 items), collective moral judgment (10 items), collective moral motivation (8 items), and collective moral character (6 items). Results of the third study indicate that the ECI is a reliable instrument and support the convergent and discriminant validity of each. Furthermore, results support the predictive validity of the ECI with respect to ethical and unethical behaviors.

Rural educators must possess high standards of ethical behavior that inform professional practice and improve the communities in which they live and work. The purposes of this article are to discuss rural education and its intersection with online classes as vehicles to meet residents' educational needs; ethical issues that surround online class delivery; and suggestions to deter academic dishonesty in online classes. Key Words: rural education, distance education, academic dishonesty, academic integrity, cheating, ethics, instructional practices, Internet, online instruction, student behaviors/attitude, teacher preparation, World Wide Web.

Teaching ethical behavior is an aspect of physical education. The purpose of the study was to present the construction and to estimate validity of a test which assesses physical education students' moral judgment, the Moral Judgment Test in Physical Education. The sample comprised 281 male and female participants (95 in Grades 7 to 9, 92 in Grades 10 to 12, and 94 university students), who completed Lind's Moral Judgment Test and the Moral Judgment Test-PE version. The validity of the latter was assessed using four criteria of Lind's moral theory. Analysis indicated that the Moral Judgment Test–PE had adequate construct validity and correlated positively, although relatively weakly, with the original test, so the new version has sufficient construct validity to be used in physical education.

Steven Kerr has been active in both the academic world (Past President of the Academy of Management) and, more recently, has been active in a leadership role in industry. Steve covered many topics in the interview. To help the reader better access material, I divided the interview into four parts: 1) The challenge of defining ethics; 2) The role of government in managing ethical behavior; 3) Structuring the organization to improve ethical conduct; and 4) Implications for ethical education and training. However, first a few words about Steven's background.

The importance of ethical behavior to an organization has never been more apparent, and in recent years researchers have generated a great deal of knowledge about the management of individual ethical behavior in organizations. We review this literature and attempt to provide a coherent portrait of the current state of the field. We discuss individual, group, and organizational influences and consider gaps in current knowledge and obstacles that limit our understanding. We conclude by offering directions for future research on behavioral ethics in organizations.

Most people learn and internalize their sense of ethical behavior many years before they assume positions of organizational responsibility. Continued training in ethics helps to develop new understanding and supports ethical behavior. It is also useful to increase the cognitive skills of executives making decisions affecting firms and stakeholders. One key to ethical executive decision making is the further development of critical thinking skills. This article looks at the relationship between critical thinking, organizational uncertainty, and ethical behavior. It also describes an instructional design using a series of business vignettes for executive action with uncertain functional and ethical outcomes.

This article presents a role-play exercise to make the topic of whistle-blowing personally salient to undergraduates. Students identify with the prospective whistle-blower, whose decision affects several stakeholders. The protagonist merely suspects her manager of stealing, until she hears concrete evidence of his thefts from her assistant manager, who does not want to take action. The exercise helps prepare students to decide how to act if they observe workplace wrongdoing, demonstrates that different ethical frameworks may point to different decisions, promotes examination of possible consequences of whistle-blowing, and highlights how organizational factors affect employees’ ethical behavior and the outcomes of their behavior.

The topics of authentic leadership and the ethical behavior of leaders have received significant interest in recent years due to the plethora of ethical scandals in corporations. In this paper, we developed a theoretical framework that maintains that employees' psychological empowerment mediates the relationship between leaders' ethical behaviors and employees' organizational commitment and trust in leaders. We also argue that authenticity (i.e., the consistency between leaders' true ethical intention and behavior) moderates the relationship between leaders' ethical behaviors and employee outcomes. We discuss the theoretical and practical implications of the proposed model for work on authentic leadership.

In a rare opportunity, the authors gathered data from two matched health care providers managed by an insurance company where auditors had discovered theft by employees in one of the matched organizations. Data were gathered about the organizations' ethical work climates (EWCs). Analysis revealed statistically significant differences in EWCs across the two organizations. As predicted, the organization with the morally preferred EWCs did not have theft. Both macro- and micro-organizational influences are explored to explain these differences, along with implications for practitioners and academic research. This is the first study to suggest that a priori EWCs can be useful in predicting observable behavior.

My Friend Morgan is an exercise to stimulate classroom discussions on ethical reasoning and decision making and to make students aware of their judgments of ethical behavior. The exercise includes a survey of students’ ethical behavior, a case scenario developed from the survey, and discussion questions. The exercise is adaptable to many classroom situations and can be modified to reflect course content. Use of this exercise is reviewed, and current theories of ethical reasoning that can be used with the exercise are covered. The distinguishing feature of the exercise is its ability to be personalized to students.

We propose a theory of trust in 1nterorganizational virtual organizations that focuses on how trustworthiness can be communicated and trust built in this environment. The theory highlights three issues that must be dealt with if the potential obstacles to the development of trust in the virtual context are to be overcome. These are communication of trustworthiness facilitated by reliable Information and Communication Technology (ICT), establishment of a common business understanding, and strong business ethics. We propose four specific propositions relating to these issues, and suggest topics to be explored in future research.

Determining what the appropriate behavior is in any given circumstance is not always clear in corrections work, given the nature of the tasks, the composition of the clientele, and the structure of the organization. In an effort to determine what correctional staff regarded as ethical behavior, the authors developed and administered a questionnaire to correctional staff in several prisons and jails in a western state. In this article, the authors report their findings from the effort to quantify the degree to which staff agree and disagree in their perceptions of ethical choices. They found that jail and prison staffs are more likely than not to perceive their work from an ethical perspective. The findings also indicate that although both types of facilities were in the top range of possible responses on the ethics summary variable, the jail staff were more likely to score higher. Finally, age increased the likelihood that a respondent had a higher ethical rating in jails, and being female increased such a score in prisons.

The purpose of this study was to investigate the relationship between front-line managers' perceptions of their supervisors' ethical behavior and front-line managers' organizational commitment, and the relationship between front-line managers' perceptions of their supervisors' view of ethical dilemmas, front-line managers' own view of ethical dilemmas and perceptions of their supervisors' ethical behavior. Respondents were 99 front-line managers working in a large suburban mall. Multiple regression was used for data analysis. Results revealed a significant relationship between the front-line managers' perceptions of their supervisor's ethical behavior and the front-line managers' organizational commitment. Other relationships were not found to be significant. The results suggest that front line managers' perceptions of their supervisors' ethical behavior may be influential in subordinates' organizational commitment. Those supervisors perceived as less ethical may experience less organizational commitment from subordinates.

There are many aspects of organizational life—ethics prominent among them—in which things, and particularly behavior, are not what they seem. A psychodynamic approach to these apparent paradoxes helps greatly in shedding light on these areas. Much as a psycho-dynamic approach to organizational analysis has helped us see many aspects of organizational life that were less visible, so too can this approach aid us in understanding what fosters ethical behavior in organizations—and also what does not. Thus, in this article, the authors seek to develop a psychodynamic understanding of ethical behavior in organizations.

The article presents an exercise dealing with ethical behavior and demonstrates the application of five ethical frameworks. The exercise encourages students to become actively involved in their learning, asks them to share multiple perspectives in assessing ethical behavior, and allows them to recognize the value of using frameworks to assist in the decision process. Results from students who have completed the exercise, including results from cross-cultural groups, are discussed.

Workplace ethics has become an increasingly important concern as both large and small companies emphasize ethical behavior, and schools and professional groups devote significant resources to ethics training. Despite the increased attention, very little research has explored the use of pre-employment selection measures to influence organizational ethics. This article describes the initial development of a structured ethical integrity interview that can be used in the selection of applicants. After reviewing the pertinent research literature, the development and testing of a structured ethical integrity interview is described. In the concluding section we examine directions for future testing and study.

This article introduces an approach for understanding ethical behavior in the workplace that facilitates development of the sensibilities of individual managers. It begins with a general overview of ethical frameworks used to examine individual behavior in management education settings. Then, a scenario-based approach is presented as an alternative for individual and group learning about ethical behavior A specific survey instrument designed to assess individual ethical decision-making styles developed by the authors is central to the approach, and the development and structure of the instrument is outlined. In the final section, the results of a preliminary application of this method in an MBA course setting (with implications for future use in educational and corporate training contexts) are discussed.

Rewards research typically examines how well incentives increase employees' productivity. By comparison, research in business ethics research focuses more on employees' ethical behavior than on their productivity per se. Yet, despite the bounty of literature in these two areas, little research specifically (a) links incentives to (un)ethical behavior and (b) focuses on relationships other than that between the employee-employer. This article reviews this neglect in detail, urges that future research address these gaps, and proposes a diagnostic model for use by scholars to guide this future research and by practitioners to implement rewards in their organizations.

Using head/heart traits developed by Maccoby, this article examines the ethical perceptions of marketing students and compares them to the perceptions of other business students and to earlier studies using managers, accountants, and business students. Results indicate that marketing students are no less ethically inclined than are their business counterparts. In general, head traits dominated heart traits, indicating that business schools do a good job emphasizing and developing analytical skills but a poor job of developing qualities of the heart generally associated with ethical behavior.

This article reports results of a study designed to validate an ethical motivations scale (EMS). Subjects were exposed to an ethical dilemma, were asked how they would resolve the dilemma, and were measured using the EMS. Quantitative methods–factor analysis and analysis of variance–were used. The EMS exhibited characteristics of predictive and convergent validity. Also, subjects using intrinsic motivations for ethical behavior were found to hold more predictable attitudes toward ethical dilemmas than were subjects using extrinsic guides.

96 junior and senior accounting students completed a survey on their perception of instruction in ethics. 77% of the respondents felt that ethical behavior and professionalism can be learned in a classroom environment, 89% that ethics/professionalism should be taught at all levels of education, and 77% that ethics should be an integral part of all accounting courses. Students were uncertain whether accounting faculty are qualified to teach ethics and what might be the role of educators in aiding the profession with moral/ethical problems.

Effective administrative behavior, this writer explains, requires a clear knowledge of planning, decision making, and communication as well as the exercise of ethical behavior. He expands this statement on the following pages.

Several approaches can be used to im prove the ethical behavior of teachers. Three of these approaches are described and critically examined by Watras. No generic strategy, argues the author, will, of itself, lead to making preservice teachers more ethical beings, though different strategies can be useful toward increasing or decreasing the discrep ancy between what prospective teach ers learn and how they subseguently live. Of greater help, suggests Watras, is the work of Martin Buber. Buber's perspective offers an approach that can be treated along with each of the ethical approaches; one which can have the ef fect of substantially reducing the dis tance between thought and action.

This study explores the organizational environments and interorganizational network which potentially influence ethical/unethical behavior of advertising decision-makers. Questions explored are: Do advertising agencies and their client corporations have similar standards of ethical behavior? Are the influences on un/ethical behavior for these two types of organizations similar? Corollary to this second question, the researchers wish to determine if the differential association model of un/ethical behavior reported in "Predicting Unethical Behavior Among Marketing Practitioners" (Zey-Ferrell, Weaver, and Ferrell 1979) would be validated with samples of advertising practitioners. Through the investigation of these questions, the consequences of the environment for un/ethical decisions are explored. Additional research is suggested and implications for structural improvements in the environment for un/ethical decisions including public policy considerations are discussed.

First , I'd like to outline some ideas about some criteria for making ethical judgments and when those ethical judgments might be made. In particular, I'm going to focus on two areas: setting up the evaluation question or negotiating the evaluation contract, and instrumentation. The first thing I did when I started thinking about this topic was to look up ethics in the dictionary. I came up with two definitions which I think will help illustrate my point. One definition of ethical behavior is conforming to the standards of conduct for a given profession. I think for most of us that's what we think about when we think about ethical behavior as evaluators-conforming to the standards of our profession. The other definition is conforming to moral standards; having to do with ethics or morality. This presentation deals with more than just conforming to the standards of our profession. I would like to emphasize that to be an ethical evaluator, it's first very important that you conform to the standards of our profession. If you don't do that, clearly you aren't being ethical. But beyond that, evaluation is a peopletype business. We deal with people on a regular basis, and as people dealing with people, there are additional ethical issues that we need to consider.' Obviously we follow the Joint Committee Standards. We look at the ERS Standards. We look at the ethical standards for conduct of research with human participants, the APA standards. We look at standards for conducting anthropological studies put out by the American Anthropological Association. Federally mandated institutional review boards that look at the rights of human subjects are in place for all of us. Those are the kinds of standards we must follow, but is there something else? Are there other considerations that we need to look at?

Based on data from 139 adolescents, results of a factor and correlational analyses of the Ethical Behavior Rating Scale are reported. Reliability coefficients were obtained from a test-retest method and estimates of internal consistence. Construct validity was determined by correlating the rating scale with test items from the Ethical Reasoning Inventory. Two factors (moral character and verbal/moral assertiveness) were derived from the varimax rotated matrix. The results suggest that the rating scale reflects the behavioral aspects of moral reasoning.

This study investigated the notion that competent women in traditionally male-dominated professions are often the victims of erroneous stereotypes and are judged to be less deserving than men of praise, promotions, and raises. In addition, the role of ethical versus unethical practices is examined in the context of the above issues, with a further manipulation of guilt versus innocence. Results indicate that sex biases persist but in a more complex and less generalized fashion. Sex differences regarding ethical standards appear negligible, emerging primarily in complex interactions. Ethical behavior elicited more favorable descriptions and higher ratings for remuneration and confidence. Yet, when guilty, male and female subjects alike showed a significant preference for procuring the unethical lawyer's services. Possible explanations for the various findings are discussed and suggestions for research proffered.