Publication Abstract: This study examines the influence of supportive others on male and female undergraduate construction management (CM) students’ academic decisions. Specifically, we measured perceived levels of influence by inspiration/modeling (IM) and support/guidance (SG) and compared these with construction education domain-level self-efficacy (CESE) and motivation (CEM) to pursue CM education. Students (n = 587) in CM programs at three Midwest universities participated in this quantitative study.

Results showed that students who report higher IM and SG have significantly (p < .001) higher CESE and CEM toward construction education and vice versa. Students with a mentor or role model working in the construction industry reported significantly (p < .001) higher levels of IM compared with students whose mentor or role model does not work in the construction industry. Data were stratified by gender and the results showed that female students’ self-efficacy and motivation had stronger correlations with inspiration/modeling than with support/guidance from supportive others; the opposite was true among male students. This article suggests that recruitment efforts for construction education programs should utilize persons working in the construction industry and be tailored to male or female students. Study limitations and areas of further research are discussed.