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How Does Stereotypic Thinking Affect the Choice of Major for Undergraduate Business Students?

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Bibliographic Details
Title: How Does Stereotypic Thinking Affect the Choice of Major for Undergraduate Business Students?
Language: English
Authors: Caley Zack, Carl F. Larsson, Gizem Atav
Source: Journal of Education for Business. 2025 100(1):1-12.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Stereotypes, Majors (Students), Decision Making, Undergraduate Students, Undergraduate Study, Business Education, Gender Differences, Bias, Student Attitudes, Finance Occupations, Influences, Introductory Courses, Family Work Relationship
DOI: 10.1080/08832323.2024.2430216
ISSN: 0883-2323
1940-3356
Abstract: Using a large survey of undergraduate business students, we identify common stereotypes, analyze gender differences in stereotypic thinking, and examine how stereotypes impact a student's choice of major. We document gender differences in stereotypic thinking and find that stereotypes can introduce biases on students' attitudes toward our study's major of interest, finance. While we focus on finance stereotypes for tractability, our results have more general implications for understanding how students discern business majors using limited information sets. We conclude by suggesting ideas to mitigate stereotypic thinking and help students to better discern majors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459089
Database: ERIC
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Description
Abstract:Using a large survey of undergraduate business students, we identify common stereotypes, analyze gender differences in stereotypic thinking, and examine how stereotypes impact a student's choice of major. We document gender differences in stereotypic thinking and find that stereotypes can introduce biases on students' attitudes toward our study's major of interest, finance. While we focus on finance stereotypes for tractability, our results have more general implications for understanding how students discern business majors using limited information sets. We conclude by suggesting ideas to mitigate stereotypic thinking and help students to better discern majors.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832323.2024.2430216