Developing a Pipeline to Attract and Retain Underrepresented Students to Business School Accounting Programs

• In Event: Diversity and Governmental Accounting

Abstract

Despite formal and informal commitments to increased diversity and representation, accounting education in the United States has not yet achieved a racial parity in enrollment that reflects the country’s actual demographics. In response to the problem of underrepresentation, the purpose of this qualitative study was to examine methods of attracting underrepresented students to accounting programs in business school. Based on data from over 60 current accounting students, at both the graduate and undergraduate levels, the following questions were answered: (1) What are the major themes in underrepresented populations’ narratives about enrolling in accounting education programs? (2) How can factors of communication, marketing, and awareness influence or not influence underrepresented populations’ desire to enroll in accounting education programs? (3) How can school-based programs influence or not influence underrepresented populations’ to enroll in accounting education programs? (4) How can internships and career exploration opportunities influence underrepresented populations’ to enroll in accounting education programs? (5) How can scholarships influence underrepresented populations’ to enroll in accounting education programs? (6) How can CPAs and other professional certifications influence underrepresented populations’ to enroll in accounting education programs? The primary finding of the study was that members of underrepresented populations are underserved in terms of marketing, school-based programs, and scholarships as related to accounting programs. Recommendations were made to colleges, universities, and other organizations to improve outreach to members of underrepresented populations, make more scholarships and funding available, and create more formal mechanisms for school-based support of such minorities. Following such recommendations increases the chances of improving the representation of various underrepresented minorities in American accounting education.

Authors

• Anthony Fulmore, Texas A&M University - Central Texas

• Julia Fulmore, University of Dallas

• Shea Burden, Ohio University