Women in Business: Influences on the Undergraduate Major Choices

Abstract

This study employs a survey of undergraduate business school freshmen to examine factors that influence their decision to study business and whether these factors differ by gender. Specifically, the study examines internal factors, such as students' perceived aptitudes and interests in the subject; external factors, such as compensation and job availability; and social/interpersonal influences, such as input of teachers, school counselors, parents, and friends. This paper follows up on the authors' earlier work, which found that despite an increase in the number of male students enrolled in business programs across the nation during the period between 2003 and 2011, female representation declined-an enrollment trend with significant consequences for colleges of business, industry, and the national economy. This study is an attempt to understand this trend by identifying those factors that may influence women to choose business as an undergraduate major.

Gender Nonconforming Individuals and Business Education: A Systematic Review of the Literature

“…A plethora of literature exists that examines gender in relation to business education, and includes gender composition in business programs (both students and faculty; Rosenberry, 2016), gender in business curriculum (Valcour, 2013), gendered decision-making and power within business schools (Johnson et al, 2015), and various metrics of success in business schools including enrolment (Trussel & Burke-Smalley, 2018), completion and retention (Cox et al, 2005), programs of study (Geyfman et al, 2015), grades and assessment (Griffith, 2014), and teaching practices (Boehmer & Wood, 2017). Yet a review of the research will demonstrate that the vast majority of literature that considers gender in relation to business education assumes a binary and heteronormative understanding of gender.…”

Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Arts-Based Inquiry

“…The types of instructional technology and media experiences they receive during their college years are dependent on their chosen majors and their professors' technology preferences. The major they select is influenced by various factors, such as confidence, current skill levels, personal aspirations, degree of difficulty, expected financial returns, family expectations, social norms, and college offerings (Geyfman, Force, & Davis, 2015;Monaghan & Jang, 2017). These are all important factors to consider when designing an undergraduate education course about how to incorporate technology and media into classrooms.…”

How Can Universities Best Encourage Women to Major in Information Systems?

“…Over the last two decades, many studies have queried women about their interest in technology-related disciplines using surveys, focus groups, and direct interviews (Beyer, 2008(Beyer, , 2014Buschor, Berweger, Frei, & Kappler, 2014;Cory, Parzinger, & Reeves, 2006;Geyfman, Force, & Davis, 2016;Joshi & Schmidt, 2006;Merhout, Havelka, & Rajkumar, 2016;Stout, Grunberg, & Ito, 2016;Wang et al, 2015;Zhang, 2007). These studies have found that parental influence, role models, stereotypes, knowledge of the field, influence of peers, self-efficacy, and external encouragement are important factors that affect women's interest in IS.…”

“… Low self-efficacy and low confidence in their personal knowledge and abilities in technology. This point is hardly limited to IS; women display less confidence in their knowledge and abilities in general (Beyer, 2014;DuBow & James-Hawkins, 2016;Geyfman et al, 2016;Jung, Clark, Patterson, & Pence, 2017;Sax et al, 2017).  Concern about the level of difficulty and workload associated with technology-related majors (Jung et al, 2017;Pappas et al, 2016).…”