This study examines how academic confidence and institutional support shape career aspirations among students at NYU’s Stern School of Business. Drawing on survey data from over 70 undergraduates, the research explores how generational status, citizenship, and perceived access to services affect students’ belief in their degree’s value. While confidence is generally high, gaps appear among international and first-generation students. The findings highlight the importance of mentorship, networking, and targeted support in fostering academic self-efficacy. This study contributes to business education literature by offering insights into how elite institutions can better support diverse student populations.
This study used a mixed-methods survey administered to undergraduate students at NYU Stern School of Business. The survey included demographic questions, Likert-scale ratings of academic confidence, and open-ended questions on institutional support and career goals. Quantitative data were analyzed using t-tests and ANOVA to examine differences across gender, ethnicity, citizenship, and generational background. Qualitative responses were reviewed to identify recurring themes. Visual charts were created to illustrate key findings. This combination of statistical analysis and thematic review provides a comprehensive understanding of how student background influences confidence in academic and career outcomes.
The study found that 75.7% of students reported being confident or very confident in their degree’s ability to support their career goals. However, international and first-generation students showed lower confidence levels and more frequently cited unmet needs such as mentorship, networking, and career guidance. No significant differences in confidence were found across gender or ethnicity. Qualitative data revealed that students with lower confidence often struggled to access or navigate support services. These findings suggest that while overall confidence is high, targeted outreach and culturally responsive support are essential to ensure equitable outcomes for all student groups.
This study offers a rare look at academic confidence and career expectations among students at a top-tier business school, using both quantitative and qualitative data. It highlights how generational and citizenship backgrounds influence students’ perceptions of institutional support and degree value. The inclusion of visual data adds clarity to key trends. While most studies focus on broad student populations, this research centers on high-achieving students navigating elite academic environments. The findings provide actionable insights for educators and administrators aiming to improve equity, mentorship, and support services in competitive institutions where diverse student needs are often overlooked.
