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Using a unique data set from the National Association of Colleges and Employers (NACE), we estimate the gender starting-salary gap for college graduates from 2000 to 2010. Simulation techniques are used to estimate how the salary gap would change if women had selected the same majors or job types as men. We find that about 90% of the starting-salary gap is explainable by gender differences in majors and types of job offers – a higher percentage than found in most other studies. Duncan indexes of dissimilarity also indicate that the gender distributions of job offers by college major and type of first jobs have not become more similar over the past 10 years. Although differences in college major and types of first jobs explain most of the gender gap in starting salaries of college graduates, small but unexplained gender pay differences reveal themselves in the NACE statistics.

According to the Chronicle of Higher Education (2001), 15 percent of entering freshmen believe that there is a good chance they will change their college major and 8 percent are undecided. To gain insight into the criteria that students use to select a major, a model of the student decision making process was developed using the Analytic Hierarchy Process (AHP). This model predicted student’s first choice major with 88 percent accuracy for sophomores and seniors. An analysis of the criteria revealed judgement inconsistencies, particularly for accounting, finance, and decision science majors. Not surprisingly, sophomores were more inconsistent in their decision making than were seniors. It was also determined that students clustered the majors into two separate groups, viewing accounting, finance and decision science majors differently than marketing and management majors

The purpose of this paper is to identify when students choose their major and when students become interested in a career field, to devise a supply chain management (SCM) talent outreach strategy.

A survey was administered to undergraduate students in SCM classes, and the responses were explored through multinomial logistic regression analyses.

The paper revealed that interest in the career field is a major factor in choosing a college degree, among other factors. The timing of when a student chooses a major is influenced by interest in the field and whether or not the student lived abroad. The career field chosen is influenced by race, by whether or not the student lived abroad and by prior experience. Outreach strategies to attract new talent to supply chain-related fields should start prior to a student entering college.

Results are based on a survey research with a limited geographic coverage, and the research is limited to investigating student whose college major is other than SCM, leaving opportunities for further research where the college major is SCM.

The authors provide original findings that improve outreach strategies to attract next generation supply chain talent. They also further the development of theory for the determinants of when a college major is selected and when interest in a career field begins.

Enrolling in an academic discipline or selecting the college major choice is a dynamic process. Very few studies examine this aspect in India. This paper makes a humble attempt to fill this gap using NSSO 71st round data on social consumption on education. The purpose of this paper is to use multinomial regression model to study the different factors that influence course choice in higher education. The different factors (given the availability of information) considered relate to ability, gender, cost of higher education, socio-economic and geographical location. The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

The present paper follows the same approach as that of Turner and Bowen (1999). The Multinomial regression is specified as P ( M i = j ) = ( exp ( β j × X i ) / ∑ j − 1 5 exp ( β j × X i ) ) , where P (M_i=j) denotes the probability of choosing outcome j, the particular course/major choice that categorizes different disciplines. This response variable is specified with five categories: such as medicine, engineering, other professional courses, science and humanities. The authors’ primary interest is to determine the factors governing an individual’s decision to choose a particular subject field as compared to humanities. In other words, to make the system identifiable in the MLR, humanities is treated as a reference category. The vector X_i includes the set of explanatory variables and β_j refers to the corresponding coefficients for each of the outcome j. From an aggregate perspective, the distribution of course choices is an important input to the skill (technical skills) composition of future workforce. In that sense, except humanities, the rest of the courses are technical-intensive courses; hence, humanities is treated as a reference category.

The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. This course and regional imbalance need to be worked with multi-pronged strategies of providing both access to education and employment opportunities in other states. But the predicted probabilities of medicine and science remain similar across the board. Very few research studies on the determinants of field choice in higher education prevail in India. Research studies on returns to education by field or course choices hardly exist in India. These evidences are particularly important to know which course choices can support student loans, which can be the future area of work.

The research evidence is particularly important to know which course choices can support student loans, which can be the future area of work, as well as how to address the gender bias in the course choices.

The paper has social implications in terms of giving insights into the course choices of students. These findings bring in implications for practice in their ability to predict the demand for course choices and their share of demand, not only in the labor market but also across regions. India has 36 states/UTs and each state/UT has a huge population size and large geographical areas. The choice of course has state-specific influence because of nature of state economy, society, culture and inherent education systems. Further, within the states, rural and urban variation has also a serious influence on the choice of courses.

The present study is a value addition on three counts. First, the choice of courses includes the recent trends in the preference over market-oriented/technical courses such as medicine, engineering and other professional courses (chartered accountancy and similar courses, courses from Industrial Training Institute, recognized vocational training institute, etc.). The choice of market-oriented courses has been examined in relation to the choice of conventional subjects. Second, the socio-economic background of students plays a significant role in the choice of courses. Third, the present paper uses the latest data on Social Consumption on Education.

Within the next decade, countries like the U.S. will face a daunting challenge to increase the preparation of students in science, technology, engineering and mathematics (STEM) to meet expected workforce demands for nearly 2.2 million more trained professionals in these fields (National Science Board, 2004, pp. 3–7). The U.S. also needs to ensure that its STEM workforce also represents women and students from African American, Chicano and Latino origins – individuals who historically have been underrepresented in the sciences but who now comprise a growing percent of the K-12 pipeline and of the diverse population who will use STEM knowledge and applications in the future.

This chapter provides insight into unique experiences of and provides special considerations for working with rural African American high school and college students. The Emerging Scholars (ES) program has evolved over 17 years as the coordinators built relationships with rural and underserved communities. By examining this model, other programs will be provided with ideas, and the complexity, challenges, and opportunities of the work will be highlighted.

Building programs connecting rural and university teams and communities is neither easy nor prescriptive. By considering specific needs of students, families, schools, and universities, and geographical, political, historical, and cultural contexts, sustainable programs can be developed.

Additionally, this chapter includes a personal narrative from a graduate of the program who now works as an ES staff member. This perspective adds depth and a personal examination of the program's impact. Finally, the chapter concludes with a list of questions and considerations in building, enhancing, or maintaining campus–community partnerships in support of African American rural students.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Since joining Bennett College in 2008, Dr. Oh has directed 17 undergraduate students’ research projects in applied mathematics. The National Science Foundation (NSF) awarded Dr. Oh grants from the Historically Black Colleges and Universities – Undergraduate Program (HBCU-UP). The grants allowed her to mentor eight mathematics majors/minors in summer research for four years (2009–2012). Based on the four years of successful undergraduate research (UGR) experiences, she, together with Dr. Jan Rychtar from the University of North Carolina at Greensboro (UNCG), received funding for two summers National Research Experience for Undergraduates (NREUP), an activity of Mathematical Association of America (MAA), funded by the NSF in 2013 and 2014. During the six years of funded UGR, Bennett students made 33 presentations at regional, state, and national conferences; two teams won the outstanding student presentation award and first place for presentation. Three papers were published; two of them by Dr. Oh and one of them with a UGR coauthor. Three projects resulted in manuscripts. As a result of the UGR experiences in 2015, Dr. Oh received three more grants: the MAA NREUP, the NSF’s Center for Undergraduate Research in Mathematics (CURM), and the NSF’s Preparation for Industrial Careers in Mathematical Sciences (PIC Math) program awarded grants. A grant was also submitted to HBC-UP-Targeted Infusion Projects: Computational Mathematics at Bennett College.

Overall, the six years of UGR at Bennett College attained the three goals of: (1) enhancing the quality of undergraduate STEM education and research for a deeper appreciation in those disciplines; (2) supporting increased graduation rates in STEM undergraduate education of females; and (3) broadening participation in the nation’s STEM workforce as well as enrollments in graduate schools.

This chapter explores how the intersections of race, gender, and class combine to affect Black undergraduate women and their engagement with high impact practices (HIPs). Specifically, this chapter describes the extent to which Black undergraduate women engaged in HIPs of service-learning, research with faculty, and internships; describes factors that contributed to their engagement (or non-engagement) in the HIPs, while attending a PWI; and explores the role race, gender, and class had on engagement (or non-engagement) with these HIPs. This study used a two-phase sequential explanatory mixed methods approach, which consisted of an electronic survey (n = 190) and semi-structured interviews (n = 10). Survey items were taken from the National Survey of Student Engagement, The College Student Report. The study was conceptually grounded by intersectionality, which allowed an exploration of how social inequalities and power relations intersect to potentially influence the college experience of Black women. Findings indicate that Black women are engaging with HIPs. Factors contributing to engagement included positive faculty interactions, desire to make connections on campus and the need to acquire real world work experience. Factors contributing to non-engagement included lack of knowledge regarding HIPs and the impact of the campus climate on students' sense of belonging and occurrences of stereotype threat.