Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Dr. J. Russell Nelson came to ASU in 1981 to be University President and he retired in 1989. He was born in Oregon but grew up in California and Utah. He received his PhD from UCLA and proceeded to teach at the University of Minnesota. He honed his administrative skills at the University of Colorado. When he arrived at ASU he was given the task of moving the university to a research university. In the interview he talks about the lack of teaching space and the effort required to reorient the faculties’ focus. Nelson spoke at length about several buildings, Hayden Library and the Nelson Fine Arts Center. There is discussion about getting around the Regents to get funding for the West Campus and the effort required to clean up the athletic department.

Panel Discussion by J. Russell Nelson, Frank Sackton and Brent Brown on the history of ASU during the presidency of Russell Nelson, 1981 -- 1989. Recorded in February 2006. It was a wide ranging discussion including the birth of West Campus, the coming of the Cardinal football team, handling NCAA violations including protecting Jim Brock, moving the research agenda forward toward a Research 1 University.

Born in Pittsburgh, PA and raised in a small town in Indiana (Seymour, IN), Harold Fearon received his BA in Management and his MBA from Indiana University where he became interested in teaching as a career. After his military service, he went to Michigan State University where he received his PhD in Management with a dissertation titled “Purchasing Research in American Business”. His specialty was industrial purchasing.

Harold was invited to come to ASU to be part of the College of Business by a former professor from IU who had moved to ASU. He talks about how he promised to only stay 2 years and has been here close to 30! During his time at ASU he was chair of the Department of Management in the College of Business. He became chair of the Department of Purchasing, Transportation and Operation which he founded to support the increase in interest in the purchasing field. After his retirement, he established a research institute (the first institute located at the ASU Research Park) that was nationally supported called The Center for Advanced Purchasing Studies (CAPS). He also was the founder and first editor of the “Journal of Purchasing and Materials Management” which is still in publication today. In his spare time, he was co-founder of the Rio Salado Bank, a community bank in Tempe, about which he relates many funny events!

Born in Arizona, the son of educators, Lattie F. Coor was the 15th President of ASU. He attended NAU for his undergraduate degree and went on to receive his masters and PhD from Washington University in St. Louis, Missouri. He remained at Washington University as a faculty member, eventually becoming its Vice Chancellor. In 1976, Lattie left to become the 21st President of the University of Vermont. In January of 1990, Lattie returned to Arizona to become the 15th President of ASU, remaining as President until 2002. After his retirement as President of ASU, Lattie stayed as a Professor and Ernest W. McFarland Chair in Leadership and Public Policy in the University's School of Public Affairs. He also co-founded the Center for the Future of Arizona where he continues to serve on the Board of Directors.

In his interview, Lattie recaps his life growing up in Arizona during the war years, providing many stories of his experiences with the various prisoner of war camps located in Arizona. He indicates that originally he thought he would become a lawyer and perhaps enter a political career, but then early on in his post-secondary work, he was greatly influenced by one of his professors at NAU and turned to pursuing a career in academics. From there he unfolds the story of his life as a professor and an academic administrator.

The Difference Engine at Arizona State University developed the Women’s Power and Influence Index (WPI) in order to combat the systemic inequality faced by women in the workplace. It aims to analyze data, such as Equal Employment Opportunity data, from various Fortune 500 companies to provide a measure of workplace inequality as well as encourage these institutions to adopt more equitable policies. By rating companies based on what truly matters to women, ASU’s Difference Engine hopes to help both women in existing career paths as well as women seeking a new career or position in companies. However, in order for the WPI to become a relevant scoring metric of gender equality within the workplace, we must raise awareness about the issue of gender equality and of the index itself. By raising awareness about gender inequality as well as inspiring companies to further equality within their workplaces, the WPI will serve to have an integral role in increasing gender equality in the workplace. Our approach for raising awareness utilizes two different strategies: (1) establishing a new version of the WPI website that is both informative and aesthetically pleasing and (2) generating social media content on TikTok that appeal to a variety of audiences and introduce them to the WPI and our mission.

The Difference Engine at Arizona State University developed the Women’s Power and Influence Index (WPI) in order to combat the systemic inequality faced by women in the workplace. It aims to analyze data, such as Equal Employment Opportunity data, from various Fortune 500 companies to provide a measure of workplace inequality as well as encourage these institutions to adopt more equitable policies. By rating companies based on what truly matters to women, ASU’s Difference Engine hopes to help both women in existing career paths as well as women seeking a new career or position in companies. However, in order for the WPI to become a relevant scoring metric of gender equality within the workplace, we must raise awareness about the issue of gender equality and of the index itself. By raising awareness about gender inequality as well as inspiring companies to further equality within their workplaces, the WPI will serve to have an integral role in increasing gender equality in the workplace. Our approach for raising awareness utilizes two different strategies: (1) establishing a new version of the WPI website that is both informative and aesthetically pleasing and (2) generating social media content on TikTok that appeal to a variety of audiences and introduce them to the WPI and our mission.