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My chapter includes a discussion of various elements throughout my life that were very influential for the attainment of a successful education that I believe can also help other Black male students receive a successful education. The chapter begins with an explanation of why I became a teacher and my passions to enhance the education of Black male students with the use of the same influential elements that enhanced my education. The influential elements I highlighted are opportunity and exposure, discipline and accountability, recognition, and mentorship. I compared and contrasted the effects of these elements on my life with others who lacked these same elements, and provided examples of what I observe today as an educator in reference to these elements. I further speak about how I have implemented these elements in my classroom and in my interactions with young Black males today. Finally, I provide possible solutions to reshape the image and education of Black male students and create a positive impact on future generations. When a Black male student has an exemplar of an educated professional to emulate they can gain motivation to strive for academic greatness that will bring them true greatness rather than fighting and dying in the streets over false opportunities. Ultimately, Black male students will strive for academic greatness, which is truly … an opportunity to die for.

Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and earn associate degrees at a community college, and subsequently transfer to a four-year college or university. According to the National Center for Education Statistics, more than half of the students enrolled in two-year institutions were female. Moreover, 57% of college students in the United States are females. This study provides empirical evidence on the interaction between gender and transfer versus native accounting students in their academic performance during and after shock periods. According to the literature, the shock period includes two semesters after a two-year college student transfers to a four-year college. The results of this study indicate that female and male transfer students do not perform equally in their accounting courses compared to their native counterparts, that is, male transfer students in accounting performed worse than female transfer students and native students (male and female) both during and after the “shock” period. These findings may have practical implications for administrators and accounting departments since male transfer students appear to need more assistance to absorb transfer shock when they join four-year colleges and possibly even after their first year at the four-year institution.

Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education.

The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors.

The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education.

The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists.

The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions.

The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability.

This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.

The purpose of this paper is to investigate the perception of high school students on the factors impacting their career decisions and whether gender and grade have an influence on the decision‐making process.

Literature review was used to identify relevant factors which were incorporated into the design of the survey instrument. The questionnaire was administered via a postal survey and information collected from 599 male and 491 female high school students in the Western Cape Province. Survey response data were subjected to descriptive statistics and subsequently parametric tests.

Salary, working conditions, opportunities for promotion and lifelong learning were reported by both male and female students as the most important factors, whereas family tradition and peers were the least important factors according to the male and female high school students, respectively. Grade had a significant impact on the process with students in Grade 11 scoring higher on salary, working conditions and lifelong learning opportunities whereas Grades 12 and 10 scored higher on skills shortage and family tradition, respectively.

The cross‐sectional data made it difficult to generalise the findings.

The findings are of particular importance to high school teachers and guidance counsellors who influence career choices amongst high school students. It is likely that teachers and counsellors themselves have been negatively influenced by the poor image of the construction industry. The identification of factors enables the development of viable strategies and balances the social dynamics of the male dominated environment.

There are few studies which try to investigate the career decision‐making process of high school students in an African environment. These results challenge the factors impacting career decision making among South African high school students and provide information rarely examined. Conclusively, the paper finds that control variables such as grade and gender are significant in the career decision‐making process of high school students. This paper contributes to bridging that gap.

Barrett compared the perceptions of female management students and senior female managers about effective and probable workplace communication strategies, and the extent to which each group's perceptions were influenced by gender norms in communication. The purpose of this paper is to compare male students' perceptions of the strategies to those of female students and female managers.

In total, 255 second‐year male management students evaluated strategies for the same dilemmas as the two female groups.

Overall, male students resemble female students rather than senior female managers. They reject some stereotypically male strategies, seeing them as more effective for women. Yet, male students regard an ineffective but probable approach to getting credit for ideas as even less effective for men than for women, and an effective, but feminine, strategy for getting noticed for promotion as more effective for women. Male students may believe using overtly feminine strategies penalizes men. Like female students, male students' confidence affects their personal choice of strategy.

The study used a limited number of dilemmas and demographic factors, limiting the results' generalizability. “Paper” scenarios, even if drawn from typical workplace dilemmas, may not reflect the work world. Nevertheless, the findings suggest language ideologies at work are changing for both genders.

This paper describes the first study comparing students' and senior women managers' reactions to classic workplace communication problems. In addition, it investigates the perceptions of young men rather than stereotypical males.

nvestigates whether career expectations of women in construction change once they begin working in the industry, in comparison to men. Focus group interviews and a literature review formed the basis for developing a survey questionnaire. The results revealed that professional women had higher expectations and were more committed to remaining in the construction industry than female students. Female students had significantly higher financial expectations than male students, while male students had significantly higher expectations in relation to the number of people they expect to supervise. Professional men were responsible for supervising significantly more people than professional women. The findings also suggest that there are fewer women in the construction industry over the age of 36 years, in comparison to men. It is recommended that this area of research should be developed further.

Previous US research has consistently revealed females reporting lower pay expectations and entitlements compared to their male counterparts. The purpose of this paper is to investigate whether these gender differences still exist, specifically in British and Australian business students, or whether there has been a generation shift in attitudes.

Quantitative data were analysed from 481 (252 females and 229 males) university students, on their responses to what they “expected” to earn five years after graduation and what they thought they “deserved” to earn. Students from two British universities (n=285) and two Australian universities (n=196) participated.

Results revealed that the presence of very high values (outliers) reported by a small proportion of male respondents led to apparent gender differences in perceived entitlement (deserved salary). However, appropriately modified analyses showed no significant gender differences in expected salary, deserved salary or salary difference. Differences were observed between countries; in the UK expectations and views on deserved salary were higher than those expressed in Australia. In addition, in both countries' students from higher ranking universities expected higher salaries and believed they deserved a higher salary.

The sample is restricted to University business students and may not generalise to other groups.

Implications of these findings reflect on gender pay inequities, along with methodological issues for future research.

This paper challenges the long‐held view that, in general, males have more positive expectations of their future salaries than females. While this has been reported in the past, the paper illustrates that in a contemporary sample across two countries, the great majority of male and female students had very similar expectations for their future salary. The paper proposes some explanations that may account for this phenomenon. The only clear gender difference observed was the presence of a small proportion of males with extremely high salary expectations; the paper highlights the necessity for appropriate statistical analysis of such highly skewed data.

This study aims to examine the potential effects of the gender similarity between the presenter and evaluator on the presentation evaluation scores obtained with an evaluation form.

The data were collected from marketing students at two universities in the USA. A rubric and separate survey instrument were used to capture student presentation evaluation scores and perceptions of gender differences in various aspects of presentation quality.

Findings indicate that gender of evaluators or presenters did not have any significant effect on presentation scores. The survey of student perceptions of gender effect on student presentations indicate that while female students seem to be perceived as better presenters than male students, the study found no consistent patterns of gender effect on presentation evaluations.

Only four evaluation criteria were used to measure presentation quality.

The results of this exploratory study uses the actual presentation evaluations and survey of student perceptions suggesting that student inputs can be included for grading without any concern of gender bias on grading.

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

Black male teachers represent between two and five percent of the teaching force, yet many research studies have suggested the importance of their presence in the classroom. While most research focuses on the necessity of a larger force of Black male teachers to serve as role models for Black male students, minimal research examines their importance in teaching Black female students. In addition to this lack of research, teacher-training programs, even those that tailor their programming toward Black men, do little to address issues of teaching across gender. This phenomenon has implications for Black male teacher retention, Black female student success, and improved gender dynamics in the Black community. This chapter highlights the dynamics of teaching across gender through review of the literature and a case study. It presents the Gender Dynamic Awareness Model, a conceptual framework for use in teacher training that addresses five factors for Black men to consider when teaching Black female students.