Date of Award

2-18-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Stacy Otto

Abstract

While the accounting profession has employed numerous initiatives aimed at diversification and inclusion over the past 50 years, Black CPAs are still significantly underrepresented in the accounting profession, evidence of the profession’s persistent racial imperviousness. Black Americans who do successfully enter the accounting profession feel excluded from informal business-related networks and report finding it challenging to navigate the politics of the profession. Black accountants also report sensing a need to work extra hard to prove their knowledge and worth to their white colleagues and supervisors (Dey, Lim, Little, & Ross, 2019). The purpose of my study is to evidence and analyze the influence of white racial identity, collective remembering, and deficit discourse within the history of accounting and accounting education to establish a broad narrative of the profession and reveal and interpret that whitewashed narrative’s influences and outcomes. Using critical discourse analysis, I intentionally frame my work to shift the conversation away from deficit models and toward an overdue reckoning with privilege and professional identity by critically analyzing the historical development of the modern accounting profession. The findings of this research indicate the necessary curricular and pedagogical changes that must be implemented before accounting education can effectively produce a diverse and inclusive profession.

Comments

Imported from Saatkamp_ilstu_0092E_12087.pdf

DOI

https://doi.org/10.30707/ETD2022.20220606094401624838.999974

Page Count

164

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