A salute to CLARA C. LELIEVRE: Alabama’s first woman CPA, pioneer educator, and inspiration for AAA’s gender issues and work life balance section

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2024-12-06 DOI:10.1016/j.jaccedu.2024.100949

Dale L. Flesher , John P. Walker , Tonya K. Flesher , Susanne O’Callaghan

引用次数: 0

Abstract

Dr. Clara C. Lelievre was the first woman to pass the Alabama CPA Examination and a long-time faculty member at the University of Cincinnati. Through her teaching, she inspired many doctoral students, men as well as women, to take an interest in accounting history, social accounting, and diversity (especially gender issues and work life balance) in the profession. Through her classes and her work with the American Woman’s Society of CPAs and the American Society of Women Accountants, she influenced many young women to go into the accounting profession. As a prolific author publishing in The Woman CPA, she served as an exemplar to other women accountants. She influenced the formation of the Gender Issues and Worklife Balance Section of the American Accounting Association.

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向CLARA C. LELIEVRE致敬：阿拉巴马州第一位女性注册会计师，先锋教育家，以及AAA性别问题和工作与生活平衡部分的灵感

Clara C. Lelievre博士是第一位通过阿拉巴马州注册会计师考试的女性，也是辛辛那提大学的长期教员。通过她的教学，她激励了许多博士生，无论男女，对会计历史，社会会计和职业多样性（特别是性别问题和工作与生活的平衡）感兴趣。通过她的课程以及她在美国女性注册会计师协会和美国女性会计师协会的工作，她影响了许多年轻女性进入会计行业。作为一名多产的作者，她出版了《女注册会计师》一书，她是其他女会计师的榜样。她影响了美国会计协会性别问题和工作生活平衡部门的成立。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.