This paper describes a mixed‐methods study employing a social cognitive theoretical framework that emphasizes the interplay of person factors, environment, and behavior to explore the educational experiences of female students in an ethnically diverse learning environment. Specifically, we investigate the relations of ethnicity to female students' perceptions and experiences related to engineering, as well as their selection of and persistence in undergraduate engineering majors. An ethnically diverse sample of female engineering undergraduates at an urban research university completed an online survey and participated in semi‐structured interviews. Results revealed that participants of all ethnicities perceived strong institutional and peer supports in this diverse learning environment. Additionally, differences in participants' perceived barriers for achieving engineering educational and career plans were found based on ethnicity and parental level of education.

The problem and the solution. The previous articles indicate that there are connections between creativity and human resource development (HRD) but that these connections are fragmented. The growing strategic concern with creativity and the workforce and the workplace presents a challenge to all those concerned with HRD. This article focuses on the underlying themes among the six articles and presents concerns with meanings, strategies, and challenges.The challenge is to move beyond the fragmented research insights to fully connect human resource development (HRD) and creativity. This issue is a step in that direction as we open up questions about matters of meaning and areas for research. In this article we explore six important themes that reflect the messages of the six previous articles. Then reflections on these themes and on how the connections between creativity and HRD can be rendered less obscure are given. Lastly, some challenges, which HRD as a field and practice will need to address as the connection between HRD and creativity is explored, are presented. ThemesFirst, these articles all acknowledge that HRD, as a discipline and a profession, seeks to identify, support, and lead the creative revolutions of the 21st century workforce and workplace. These articles reinforce the issues others have identified-the importance of goal setting, job self-efficacy, and job characteristics in fostering individual creativity

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The problem and the solution. This article sets the stage for exploring the connections between creativity and human resource development (HRD). It signals the significance of exploring creativity and HRD by looking at knowledge workplaces, workforce projections, work values, occupation projections, on-the-job training, and entrepreneurship. The article also shows how research on creativity and HRD has examined similar learning and performance variables.

The Problem. Undergraduate human resource development (HRD) programs are becoming increasingly popular. However, there is little research available regarding the outcomes of the alumni of these programs and the value that they attribute to their undergraduate HRD degree. The Solution. In this exploratory study, a survey was used to assess the value of an undergraduate HRD education among graduates of an undergraduate HRD program. Perceived employability and subjective career success were used as measures to assess the value of an undergraduate HRD degree from the perspective of alumni from an undergraduate HRD program. Academic achievement was also considered for the possibility of impacting the perceived value of the degree. Descriptive statistics are used to report the findings related to perceived employability and subjective career success. The Stakeholders. The results of this study are useful to undergraduate HRD program administrators and alumni who are interested in the career outcomes of undergraduate HRD students in the first few years following their graduation. These administrators and alumni can use the results to market and describe the value of an undergraduate degree in HRD. An additional stakeholder group includes potential students who