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.


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