CLASS SELECTION PREFERENCES OF AFRICAN-AMERICAN MILLENNIAL BUSINESS SCHOOL STUDENTS: A STUDY OF STUDENT CHARACTERISTICS

In this study, we replicate and extend the research of Milliron (2008) by first examining class selection preferences of accounting classes in a predominantly African-American Millennial and non-Millennial student sample. The focus of the research is to explore whether the Millennial student sample,...

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Bibliographic Details
Published in:Global perspectives on accounting education 2013-01, Vol.10, p.103
Main Authors: Ibrahim, Salma, Schick, Allen, Makkawi, Bilal, Foster, Mary
Format: Article
Language:English
Subjects:
Academic achievement
Accounting
African Americans
Business schools
Career Choice
College students
Colleges & universities
Educational Environment
Educational Theories
Employment
First generation students
Full Time Students
Gender
High School Graduates
Hispanic Americans
Learning Strategies
Millennials
Minority & ethnic groups
Multiculturalism & pluralism
Research Methodology
Skill development
Skills
Standardized Tests
Studies
Undergraduate Students
Workloads
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Summary:In this study, we replicate and extend the research of Milliron (2008) by first examining class selection preferences of accounting classes in a predominantly African-American Millennial and non-Millennial student sample. The focus of the research is to explore whether the Millennial student sample, as in Milliron (2008), attaches lower importance to skill-development in favor of other factors such as achieving a high grade or having a low workload. Unlike the results reported by Milliron in a predominantly white sample, our findings suggest that while the predominantly African-American Millennial students are interested in attaining high grades, they are more concerned with developing important job-related skills than their non-Millennial counterparts. We also extend the previous study by considering preferences within subgroups of the Millennial sample based on gender, family educational background, study major, and employment status. Our results suggest that values are different when controlling for gender and study major.
ISSN:1543-2955