Although essential in the delivery of a high‐quality audit, regulators report their concerns about an apparent lack of professional skepticism exercised by auditors. In an experiment, we use regulatory focus and social identity theories to examine how the style used by a partner (supportive or unsupportive) when allocating a task and team identity salience (high or low) combine to impact skepticism. We find that when team identity salience is high, auditors demonstrate greater skepticism when a partner's style is supportive rather than unsupportive. In additional analysis, we also consider how motivation moderates the effect of partner style and team identity salience on skepticism and retest our hypotheses using a different measure of skepticism. Our results suggest that team identity salience is important when considering the effect of partner style on professional skepticism.

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . The MIT Press and the Massachusetts Institute of Technology and the editors of The Journal of Interdisciplinary History are collaborating with JSTOR to digitize, preserve and extend access to The Journal of Interdisciplinary History.essay is generally concerned with an analysis of enrollment data of children whose families were recorded in the population manuscripts of the I860 Federal Census. It is hoped that by using the United States Census manuscripts a more comprehensive view can be presented than that afforded by the examination of one particular city or state. Our investigations focus particularly on enrollment patterns in farm and nonfarm sectors of the country, these same patterns as they related to the wealth of parents, and the relations among literacy, occupational mobility, and enrollment.In part the study shares in the historian's rediscovery of childhood and adolescence within the last decade.1 This recent interest, however, should not be viewed as disconnected from the previous works of educational, social, and economic historians. Indeed, it would have been strange had such a rediscovery not been accompanied by an increasing and timely body of historical work concerning the meaning and nature of literacy, public and private school attendance, and the relations of these to patterns of industrialization and socialization.Official pronouncements by nineteenth-century educational reformers in both Great Britain and the United States have left little doubt regarding their perceptions of the place of schooling in socialization and moral suasion.

It is in the social centers of Rochester that I should look for an answer to the question, whether in a great democratic community you were realizing the purposes of society.

In the early nineteenth century educators interested in the mechanized basis for American manufacturing began to experiment with and insti tutionalize, in mechanics' institutes and the periodic press, an alternative form of literacy based on a knowledge of mechanics and the material Edward W. Stevens, Jr., is professor of history of education and curriculum and instruction in the College of Education, Ohio University. 1 The past two decades of historical studies of literacy have made it clear that the meanings of literacy are always negotiated among actors and audience, and that literacy skills range broadly from simple decoding, to literal comprehension, to critical reading and aesthetic appreciation. See Carl Kaestle, "The History of Literacy and the History of Readers," in Review of Research in Education, ed. Edmund S. Gordon, vol. 12 (

No abstract