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The relationship between academic dishonesty and ethics has received minimal attention in the research literature. Due in part to the added pressure and stress induced by accountability mandates, researchers hypothesized new demands could trigger an array of undesirable responses. This study examined the relationship between teachers' perspectives of their ethical orientation and their self-reported behavior regarding academic policies. Utilizing a survey instrument to capture perspectives on academic decisions, data were collected from elementary teachers (N=155) in one suburban school district within a large metropolitan area in Southeast Texas. The data were then analyzed using both descriptive and inferential statistical tests. The results suggest elementary teachers did report engaging in academic misconduct to some degree. The findings suggest, as well, that reported misconduct was significantly related to the ethical viewpoint of the respondent. Collaboration and professional development are discussed as potential interventions at reducing academic impropriety.

Intensive open-ended interviews examined professional experiences of seven male and seven female African American teachers who were recruited into suburban schools to satisfy school desegregation mandates. Findings focus on respondents' heightened awareness of group boundaries in the work environment, racial differences in teachers' instructional and management practices, negative stereotypes, respondents' insider-outsider role and entrapment in the role, and special difficulties for Black male teachers. (SV)

This article provides a descriptive analysis of bow the organizational culture of schools and the cultural values that African American teachers bring into the school affect the professional experience of these teachers in schools where they are in the minority. The culture within an organization strongly influences how minorities will be treated by their European American counterparts. Because the majority establishes the work norms, there becomes a uniformity of rules and regulations with which people of color are expected to comply. Strong organizational cultures provide cues on how to behave and establish reinforcing expectations to influence organizational members. [ABSTRACT FROM AUTHOR]

Researchers examined principals' perceptions of their abilities and efforts to prevent dropouts in their diverse high schools. Two concepts, self-efficacy and deficit thinking, were used to frame principals' beliefs. A large urban school district in the southwest region of the country served as the backdrop. The student population was exceptionally diverse. Three high school principals having diverse backgrounds participated. However, in general, the principals interpreted the problem through the lens of their personal background. A sense of empathy was noted throughout their commentaries. A sense of empathy emerged throughout their commentary. Implications for school leaders are discussed [ABSTRACT FROM AUTHOR]