Stanford University Graduate School of Business *The school has chosen not to comment on the information provided in this profile.

RECRUITMENT AND SCHOLARSHIPS/FELLOWSHIPS What programs and initiatives has your school found successful in the recruitment of minority and/or female students? The Stanford Graduate School of Business (GSB) recruits a diverse student body through a variety of events, both on and off campus. These events include: Many Voices: Perspectives On Diversity The Stanford Graduate School of Business will host its annual event, Many Voices: Perspectives on Diversity, at the school in November. At the Stanford Graduate School of Business, we look for diversity in the broadest possible terms, encompassing (but not limited to) educational and professional backgrounds, personal experiences and goals, culture, socioeconomic status, ethnicity, gender, sexual orientation and nationality. The Many Voices event provides an opportunity for prospective applicants who bring such diversity to the Stanford GSB community to learn more about the school. Any prospective student is welcome to apply. Hosted jointly by the Asian Society (AS), Black Business Students Association (BBSA), Hispanic Business Students Association (HBSA) and the MBA admissions office, Many Voices will provide an opportunity to: • Meet GSB alumni, students, faculty and staff • Learn about the unique opportunities that the Stanford MBA program provides • Gain insight into the admission process Some highlights of this event include: • • • •

MBA class immersion experience Student life panel Lunch with current students Social activity with GSB representatives

Additionally, Stanford Graduate School of Business works closely with the following organizations to foster a diverse educational environment: Management Leadership for Tomorrow (MLT) A national nonprofit organization, MLT has made groundbreaking progress to correct the dramatic underrepresentation of minorities in leadership positions. MLT works to increase the number of minorities in institutions that develop talent, such as first-tier business schools and high-profile companies. Today, MLT is the No. 1 source of minority students for the top-10 MBA programs. National Society of Hispanic MBAs (NSHMBA) According to the website, “widely known as the ‘premier Hispanic organization,’ NSHMBA serves 32 chapters and 7,000 members in the U.S. and Puerto Rico. It exists to foster Hispanic leadership through graduate management education and professional development. NSHMBA works to prepare Hispanics for leadership positions throughout the U.S., so that they can provide the cultural awareness and sensitivity vital in the management of the nation’s diverse workforce.” Lead Summer Business Institute (LEAD) Every summer, 10 of the nation’s top graduate business schools host an exciting, intensive program where high school juniors from diverse backgrounds are introduced to careers in a variety of disciplines. To date, LEAD boasts almost 7,000 alumni, and 50 percent of those alumni have received or are pursuing an MBA from a top business school. National Black MBA Association Says the website, “As a professional membership organization of Black graduates with MBAs, advanced degrees, and entrepreneurs, we will increase the number as well as the diversity of successful Blacks in the business community by: • Providing innovative programs to stimulate their intellectual and economic growth • Building partnerships with key stakeholders who help facilitate this growth • Increasing awareness and facilitating access to graduate management education programs and career opportunities in management fields “Established in 1970, the National Black MBA Association is dedicated to develop partnerships that result in the creation of intellectual and economic wealth in the Black community. In partnership with over 400 of the country’s top business organizations, the association has inroads into a wide range of industries as well as the public and private sector. Yet all of NBMBAA’s partners have one thing in common: they are all committed to the organization’s goals and values.”

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85 Broads Says its website, “Founded in 1997, 85 Broads was launched by Janet Hanson as an independent network for current and former Goldman Sachs women (the name being a humorous play on Goldman’s headquarter address, 85 Broad Street in Manhattan). In 2000, Janet invited women at the leading graduate business schools to join the network, regardless of chosen career path, and in 2004, extended the invitation of membership to women at the leading colleges and universities worldwide. Together, these women make up the most powerful, intellectually savvy network of women in the world. Members of this multigenerational and culturally diverse network work for over 1,000 companies and live in 72 countries.” PhD Project According to the PhD Project website, the organization’s “mission is to increase the diversity of corporate America by increasing the diversity of business school faculty. We attract African-Americans, Hispanic-Americans and Native Americans to business PhD programs, and provide a network of peer support on their journey to becoming professors. As faculty, they serve as role models attracting and mentoring minority students while improving the preparation of all students for our diverse workplace and society.” Please describe any scholarship and/or fellowship opportunities for minority and/or female students attending your school.

Name of fellowship program: The Mohammed bin Rashid Fellows Program Number of fellowships awarded: Up to five Deadline for application: With application for admission Fellowship award amount: Full tuition Website or other contact information: www.mbrfoundation.ae The Mohammed bin Rashid Fellows Program aims to identify talented and ambitious youth from across the Arab region, and offer them scholarships to pursue graduate studies in management, finance or leadership at top-notch international universities. Within two years following completion of their studies, the fellows are bound to return to the Arab region for at least two years of employment in the public or private sector. This highly competitive program will award up to five fellowships annually to qualified Stanford MBA candidates who demonstrate leadership capabilities and commitment to the Arab region’s human and socioeconomic progress.

Name of fellowship program: The Reliance Dhirubhai Fellowship Number of fellowships awarded: Up to five Deadline for application: June 1st Fellowship award amount: Full tuition and fees Website or other contact information: www.gsb.stanford.edu/mba/financial_aid/fellow_scholarships.html# There is a two-stage application process. In the first stage, prospective fellowship applicants complete the Reliance Dhirubhai Fellows application. In the second stage, Reliance Dhirubhai Fellows finalists will go on to complete the standard application process for the Stanford MBA program. Stanford may select up to five Reliance Dhirubhai Fellows from among the finalists based on its primary admission criteria of intellectual vitality, demonstrated leadership potential and personal qualities.

Name of fellowship program: Robert Toigo Foundation Fellowship Deadline for application: February 2nd and April 10th Fellowship award amount: $5,000 per year of study Website or other contact information: www.toigofoundation.org This fellowship is for students entering accredited, two-year, full-time MBA programs. Students in their second year of business school who were unable to apply for the fellowship prior to business school, but who want the opportunity to affiliate with Toigo prior to graduation may also apply. Applicants may also be pursuing a joint-degree program directly tied to the field of finance. To be eligible, applicants must be a U.S. citizen or a permanent resident and a minority, as defined by the U.S. Department of Labor (i.e., African-American, Asian-American/Pacific Islander, U.S. Latino, Native American/Alaska Native and/or South Asian-American). Applicants must be planning a career in financial services after graduation including, but not limited to, investment management, investment banking, corporate finance (non-investment banking), real estate, private equity, venture capital, sales and trading, research or financial services consulting. To apply, complete the online application form and pay the application fee.

Name of scholarship program: National Society of Hispanic MBAs Scholarship Program Deadline for application: April 30th Scholarship award amount: Varies; $5,000 to $10,000 Website or other contact information: www.nshmba.org/scholarship From the NSHMBA website, “The National Society of Hispanic MBAs, which exists ‘to foster Hispanic leadership through graduate management education and professional development,’ has established a scholarship program to assist qualified Hispanics to pursue MBAs. Scholarships are offered each year for full- and part-time study at an accredited (AACSB) institution of the student’s choice.”

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Name of scholarship program: NBMBAA MBA Scholarship Program Deadline for application: April 21st Scholarship award amount: Up to $15,000 Website or other contact information: www.nbmbaa.org/index.aspx?pageid=790 From the NBMBAA website, “The NBMBAA MBA Scholarship Program identifies students who have demonstrated potential to make significant contributions in the field of business in the public and private sectors. Applicants must demonstrate academic excellence, exceptional leadership potential and be actively involved in their local communities through service to others. “Each year a minimum of 25 students receive scholarship awards up to $15,000 and NBMBAA membership. Some recipients will also receive roundtrip airfare and housing to the annual conference and exposition, complimentary conference registration and special VIP access to receptions and events at the conference.”

PROMINENT ALUMNI/FACULTY Please provide information about prominent minority faculty members at your school. Peter Henry, Konosuke Matsushita Professor of International Economics, the John and Cynthia Fry Gunn Faculty Scholar and associate director of the Center for Global Business and the Economy Dr. Henry is the Konosuke Matsushita Professor of International Economics, the John and Cynthia Fry Gunn Faculty Scholar and associate director of the Center for Global Business and the Economy at the Stanford University Graduate School of Business. He is also a senior fellow of the Stanford Institute for Economic Policy Research, a research associate at the National Bureau of Economic Research, a nonresident senior fellow of the Brookings Institution and a member of the Council on Foreign Relations. From 2000 to 2001, he was a national fellow at the Hoover Institution. The National Science Foundation’s Early CAREER Development Program supported his research and teaching from 2001 to 2006. In 2004, Dr. Henry participated in the Copenhagen Consensus, an international conference on how to make the most efficient use of the world’s scarcest resources. The Economist named the published proceedings of the conference one of the best business books of 2004. Dr. Henry received his PhD in economics from the Massachusetts Institute of Technology in 1997. While in graduate school, he served as a consultant to the Governors of the Bank of Jamaica and the Eastern Caribbean Central Bank (ECCB). His research at the ECCB contributed to the intellectual foundation for establishing the first stock market in the Eastern Caribbean Currency Area. Prior to attending MIT, Dr. Henry was a Rhodes Scholar at Oxford University where he received a BA in mathematics and a Full Blue in basketball. He also holds a BA in economics from the University of North Carolina at Chapel Hill where he was a Morehead Scholar, a National Merit Scholar, a member of Phi Beta Kappa, a Marshall Scholar-Elect, a reserve wide receiver on the varsity football team and a finalist in the 1991 campuswide slamdunk competition. V. “Seenu” Srinivasan, Adams Distinguished Professor of Management, director of the strategic marketing management executive program Professor Srinivasan received his bachelor’s degree in mechanical engineering from the Indian Institute of Technology, Chennai, and was the gold medalist in his graduating class. He worked for two years as a production-planning engineer at Larsen and Toubro, Mumbai, prior to joining Carnegie Mellon University where he received his MS and PhD in industrial administration. He is currently the Adams Distinguished Professor of Management at the Stanford GSB and the faculty director of its strategic marketing management executive program. He was formerly the director of Stanford GSB’s doctoral program. Professor Srinivasan’s primary research interest is in the measurement of customer preferences (conjoint analysis) and its role in product and service planning and pricing. He has also contributed to other market research areas such as new product development, market structuring and the measurement of brand equity. At the Stanford MBA program, he teaches the core course on data and decisions, and an elective on customer-focused product marketing. Professor Srinivasan has been a consultant to several companies and has won best teacher awards. He is an associate editor of the Journal of Marketing Research and Marketing Science. He received the Parlin Award for outstanding contributions to marketing research, the Churchill Award for lifetime achievement in marketing research, the Converse Award for outstanding contributions to the development of the science of marketing and nine other best research paper awards. Seungjin Whang, Jagdeep and Roshni Singh Professor of Operations, Information and Technology, Seungjin Whang is the Jagdeep and Roshni Singh Professor of Operations, Information and Technology. He obtained his bachelor’s in engineering at Seoul National University, Korea, and his MA, MS and PhD at the University of Rochester. He has been on the faculty of the Stanford Graduate School of Business since 1987. His research interests include supply chain management and economics of information technology. He has published widely in academic journals including Management Science, Operations Research and Information Systems Research. In 2005, his paper “Information Distortion in a Supply Chain: The Bullwhip Effect,” co-authored with H. Lee and P. Padmanabhan (1997), was elected to be one of top-10 most influential papers in Management Science in its 50-year history. In the same year, he was elected as one of the world’s 42 most respected management professors by The International Institute of Management. He currently serves as senior editor of Information Systems Research. He teaches various courses in supply chain management and has prepared cases on Harrah’s, OnStar, POSCO, SAP R/3, Seven Eleven Japan, Toyota and TSMC. He won

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honorable mention in the Distinguished Teaching Award at the Stanford GSB, 1995-1996. At Stanford, he serves as codirector of Stanford Global Supply Chain Management Forum and the Stanford-NUS executive program. Please provide information about prominent minority alumni from your school. Omid Kordestani, MBA 1991, senior adviser, Google, Inc. Omid Kordestani has more than a dozen years of high-technology consumer and enterprise experience, including key positions at internet pioneer Netscape Communications. Today, he is Google’s senior adviser to the CEO and founders. He joined Google in May 1999 as “business founder,” leading the development and implementation of the company’s initial business model. Since then, he has brought Google to profitability in record time, generating more than $6 billion in revenue in 2005. He is directly responsible for Google’s worldwide revenue generation efforts as well as the day-today operations of the company’s sales organization. Vinod Khosla, MBA 1980, cofounder, Sun Microsystems Vinod Khosla is one of the most influential personalities in Silicon Valley. He was one of the cofounders of Sun Microsystems and became a general partner of the venture capital firm Kleiner, Perkins, Caufield & Byers in 1986. Please provide information about prominent female faculty members at your school. Anat R. Admati, George G.C. Professor of Finance and Economics, professor of management science and engineering (by courtesy) in the School of Engineering and professor of economics (by courtesy) in the School of Humanities and Sciences Anat Admati is a financial economist who has written primarily on issues related to information in financial markets. Her research (most of which has been conducted jointly with Professor Paul Pfleiderer, a colleague at Stanford GSB) has explored a broad set of issues, such as trading mechanisms and trading patterns, direct and indirect information markets, contracting issues in venture capital and in portfolio management contexts, performance measurement, the regulation of disclosure and large shareholder activism. Her current research interests are related to corporate governance. Professor Admati is primarily a financial economics theorist. Her research focuses on issues related to the dissemination of information in financial markets. In particular, she has written on trading patterns in markets where some investors may have private information and on markets where information is sold, for instance, through newsletters or active mutual funds. She also has studied portfolio performance measurement, venture capital contracting and the desirability of setting disclosure standards for firms. Most recently, her research interests focus on corporate governance and she has written particularly on the role of large shareholders. Professor Admati received her BS in mathematics and statistics from the Hebrew University in Jerusalem in 1979, and her PhD from Yale University in 1983. She is the recipient of a Sloan Research Fellowship, a Batterymarch Fellowship and multiple research grants, and she was recently elected fellow of the Econometric Society. Professor Admati has served as a board member of the American Finance Association and in a number of editorial positions. She is currently an associate editor of the Journal of Finance and an advisory editor of the Journal of Financial Markets. She is also a board member of the Rock Center for Corporate Governance of the Stanford Law School and Stanford Hillel. Margaret A. Neale, John G. McCoy-Banc One Corporation Professor of Organizations and Dispute Resolution, director of the managing teams for innovation and success executive program, director of the influence and negotiation strategies executive program, codirector of the executive program for women leaders Margaret A. Neale is the John G. McCoy-Banc One Corporation Professor of Organizations and Dispute Resolution. In 2000-2001, she was the Graduate School of Business Trust Faculty Fellow. From 1997 to 2000, she was the academic associate dean of the Graduate School of Business at Stanford University. Prior to joining Stanford’s faculty in 1995, she was the J.L. and Helen Kellogg Distinguished Professor of Dispute Resolution and Organizations at the Kellogg Graduate School of Management at Northwestern University. She received her bachelor’s degree in pharmacy from Northeast Louisiana University, her master’s degrees from the Medical College of Virginia and Virginia Commonwealth University and her PhD in business administration from the University of Texas. She began her academic career as a member of the faculty at the Eller School of Management of the University of Arizona. Professor Neale’s major research interests include bargaining and negotiation, distributed work groups and team composition, learning and performance. She is the author of over 70 articles on these topics and is a co-author of three books: Organizational Behavior: A Management Challenge, third edition, with L. Stroh and G. Northcraft (Erlbaum Press, 2002); Cognition and Rationality in Negotiation, with M.H. Bazerman (Free Press, 1991); Negotiating Rationally, with M.H. Bazerman (Free Press, 1992); and one research series, Research on Managing in Groups and Teams, with Elizabeth Mannix (Emerald Press). In addition to her teaching and research activities, Professor Neale has conducted executive seminars and management development programs in the United States, United Kingdom, Australia, Holland, Switzerland, Brazil, Thailand, France, Canada, Nicaragua, the People’s Republic of China, Hong Kong, United Arab Emirates, Mexico, Israel and Jamaica for public agencies, city governments, health care and trade associations, universities, small businesses and Fortune 500 corporations in the area of negotiation skills, managerial decision making, managing teams and work force diversity. She is the faculty director of three executive programs at Stanford University—influence and negotiation strategies, managing teams for innovation and success and the executive program for women leaders.

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Larissa Tiedens, Jonathan B. Lovelace Professor of Organizational Behavior Professor Tiedens is the Johnathan B. Lovelace Professor of Organizational Behavior. She received her BA in psychology from Carleton College and her PhD in social psychology from the University of Michigan. Professor Tiedens’ research is concerned with the psychology of social hierarchies and the role of emotions in organizational life. Most recently, she has focused on the processes involved in the spontaneous emergence of hierarchies and on the emotional and psychological benefits these hierarchies provide. Her research has appeared in a number of journals in social psychology and organizational behavior, and she sits on the editorial boards of Journal of Personality and Social Psychology, Journal of Experimental Social Psychology, Organizational Behavior and Human Decision Processes, Organizational Science and Personality and Social Psychology Bulletin. Professor Tiedens teaches about interpersonal and team dynamics, negotiations and the effects of emotions in the MBA, PhD and executive programs. Her research and teaching has won awards. Please provide information about prominent alumnae from your school. Jacqueline Novogratz, MBA 1991, founder and chief executive officer, Acumen Fund Jacqueline Novogratz is founder and CEO of Acumen Fund, a nonprofit global venture fund that works to solve the problems of global poverty by delivering affordable, critical goods and services—like health, housing and water—to the poor. Prior to Acumen Fund, Ms. Novogratz founded and directed the Philanthropy Workshop and the Next Generation Leadership program at the Rockefeller Foundation. She also founded Duterimbere, a microfinance institution in Rwanda. She is currently on the advisory boards of Stanford Graduate School of Business and of Innovations Journal published by MIT Press. She is an Aspen Institute Henry Crown Fellow and a Synergos Institute Senior Fellow. She is a frequent speaker at international conferences, including the World Economic Forum, the Clinton Global Initiative and the TED Conference. Kim Smith, MBA 1998, cofounder and senior adviser, NewSchools Venture Fund Kim Smith cofounded NewSchools Venture Fund in 1998 to transform public education by supporting education entrepreneurs. In NewSchools, Ms. Smith created a new “hybrid” approach to investing in social entrepreneurs. NewSchools uses grants, loans and equity investments to support a portfolio that includes nonprofit and for-profit entrepreneurs who are building sustainable, scalable education ventures. Ms. Smith served as CEO of NewSchools Venture Fund from 1998 until fall 2005, and currently serves as a senior adviser and board member. She began her career as a consultant specializing in business-education partnerships. In 1989, she became a founding team member of Teach for America (TFA). She then put her TFA experience to work in the post of founding director of BAYAC AmeriCorps, a consortium of nonprofits in the San Francisco Bay Area working to develop young leaders in education. Ms. Smith’s background includes marketing experience with Silicon Graphics’ education industry group, where she focused on the online learning industry and her role as the founding director of a trade show venture.

CURRICULUM AND RESEARCH Please provide information on any classes and concentrations that focus on issues related to women or minorities. OB 342: Working with Diversity Minorities, women and immigrants currently make up more than 50 percent of the United States work force, and these groups are projected to make up approximately 85 percent of the work force within the next 10 years. Moreover, the workplace is becoming ever more global. The opportunity to share unique experiences and perspectives offers the promise of innovation and growth. However, demographic (e.g., race, gender, class) and cultural differences can also lead to misunderstanding and conflict, which can undermine organizational efficiency. This course aims to help participants develop a better understanding of how such differences can affect organizations and individuals experience of the workplace. This will be accomplished through readings and class discussions, as well as activities outside of the classroom. OB 393: Leadership in Diverse Organizations This course is designed to help students improve their capacity to understand and manage human systems, exercise leadership and work effectively with other people, specifically within the context of culturally diverse groups and organizations. The course is based on the premise that diversity presents unique challenges and opportunities for learning; thus the context of diversity presents unique opportunities to develop essential leadership skills. The class will address two primary questions: (1) What obstacles persist in organizations and groups that prevent people from participating fully, working effectively and developing relationships and alliances in the context of diversity? (2) How can individuals create conditions that enable differences to be used as a resource for learning within groups and organizations? The course is experiential; students should be prepared to experiment with various conceptual and analytic skills inside and outside of the classroom, including ongoing work within a small group. There will be opportunities for students to explore a variety of dimensions of difference in organizations, including (but not limited to) race, ethnicity, gender, nationality, sexual identity, physical ability, class and religion. GSBGEN 203: The Global Context of Management The objectives of this course are twofold: to help develop your understanding of the cultural, economic, financial and political forces that drive the global marketplace and individual markets within the broader market, and to provide you with a framework for, and experience in, learning quickly about specific markets. Students will understand the important questions to ask and answer when contemplating entering or allying in a new market.

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GSBGEN 323: Communication for Global Leaders Leaders in the 21st century face huge challenges not experienced by prior generations of executives and entrepreneurs. Globalization challenges almost every aspect of business from recruiting and managing a diverse staff to providing products and services which cross language, time and cultural barriers. This new course delves into the two areas impacting a leader’s success in the global arena: technology and culture. Through a blend of class discussions and interactive activities, students will study frameworks for effective communication in a global environment and then apply these lessons in team and individual projects. Please describe any faculty and/or student research projects that focus on diversity, multiculturalism and minority issues. Professor Francis J. Flynn’s research focuses on interpersonal relations in organizations. In particular, he studies three topics of interest: (1) How employees can develop healthy patterns of cooperation; (2) How the negative impact of racial and gender stereotyping in the workplace can be mitigated; and (3) Why certain individuals tend to emerge as leaders and assume positions of power in organizations. His work bridges the fields of management and social psychology, leading to scholarly as well as practical insights on organizational life. His published and forthcoming work includes: Flynn, F.J. and Ames, D. (2006). “What’s good for the goose may not be good for the gander: The benefits of self-monitoring for men and women.” Journal of Applied Psychology, 91, 272 to 283. Bowles, H. and Flynn, F. “Getting past no: Gender and persistence in negotiations.” (Under review at Journal of Personality and Social Psychology.) Flynn, F. and Levine, R. “Dr. Jekyll or Ms. Hyde? Exploring the dark side of female stereotypes.” (Revision requested at Journal of Personality and Social Psychology.) Associate Professor Brian Lowry’s research has two major threads. The first examines the operation of racial attitudes below the threshold of consciousness. The second focuses on how people perceive inequality. Underlying both lines of work is the assumption that individuals may unintentionally exacerbate existing inequity, despite supporting the ideal of a just and fair society. He has published numerous articles, including: Unzueta, M.M. and Lowery, B.S. (in press). “Defining racism safely: White Americans’ motivated denial of an institutional conception of racism.” Journal of Experimental Social Psychology. Knowles, E.D., Lowery, B.S., Hogan, C. and Chow, R.M. (in press). “On the malleability of ideology: Motivated construals of color-blindness.” Journal of Personality and Social Psychology. Unzueta, M.M., Lowery, B.S. and Knowles, E.D. (2008). “Overcoming affirmative action: Policy beliefs as self-affirmations.” Organizational Behavior and Human Decision Processes, 105, 1 to 13. Sinclair, S., Dunn, E. and Lowery, B.S. (2005). “The relationship between parental racial attitudes and children’s automatic prejudice.” Journal of Experimental Social Psychology, 3, 283 to 289. Haley, H., Sidanius, J., Lowery, B.S. and Malamuth, N. (2004). “The Interactive Nature of Sex and Race Discrimination: A Social Dominance Perspective.” In G. Philogene (Ed.), Racial Identity in Context: The Legacy of Kenneth B. Clark (pp. 149 to 160). Washington, D.C.: American Psychological Association. Please describe any symposiums or special lectures that focus on diversity and minority issues organized and/or sponsored by your school. Black Business Students Association Conference In an effort to strengthen and expand the Black Business Students Association’s presence on campus and beyond, the 26th annual conference was entitled “Leadership in the New America: What is Our Role in Shaping the Black Social, Political and Economic Agenda?” This daylong conference focused on the importance of involvement in business and socially responsible efforts, building and cultivating social networks, seeking out mentors and serving as role models in the community. The conference coincides with the school’s admit weekend to give prospective students an opportunity to experience the Black community’s contribution to the professional development of the student body and community. A prominent keynote speaker, panel discussions and an awards luncheon engage students, alumni, faculty and professionals in the community. HBSA Annual Latino Leadership Banquet The Latino Leadership Banquet celebrates academic achievement, historical perspective and the ongoing presence of the Latino community at the school. Hosted by the Hispanic Business Students Association (HBSA), the banquet features the presentation of the Jerry I. Porras Award to a Stanford alumnus/a that has made a positive professional, social or civic contribution to the Latino community at large. The evening fosters relationships with corporations and professional organizations that invest in the development and recruitment of Latino MBAs. Most importantly, the Latino Leadership Banquet provides an opportunity for the community of Latino students to come together and build stronger ties both with each other and with the larger GSB community.

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Women in Management Banquet The purpose of the Women in Management Banquet is to celebrate and to promote the creation of strong, supportive networks among the women of the GSB. The women of the GSB are independent critical thinkers, who are destined to be the future leaders of companies—big and small—all over the world, in the global community. The Women in Management Banquet applauds and celebrates the ability of the extraordinary GSB women to lead in a complex, pluralistic world. Attendees include faculty, staff, MBA students, PhD students, alumni, administration and undergraduate students.

ORGANIZATIONS AND STUDENT LIFE Please provide information on your school diversity student and alumni organizations. Africa Business Club The Africa Business Club’s purpose is to raise awareness of African business and cultures; promote discussion of economic, political and social issues in Africa; encourage the school to seek more students from Africa; provide a platform for students interested in careers in Africa to meet with employers and encourage development of case studies. Asian Society The Asian Society seeks to promote social networking opportunities among students of Asian origin or descent, as well as those students who are interested in Asian culture. Asian American Students’ Association (AASA) The Asian American Students’ Association serves the Asian Pacific Islander (API) community at Stanford through education, organization, service and action. Formed over 27 years ago, AASA continues to actively promote consciousness of API cultures, identities and issues. In addition to being an independent organization, AASA is also the coordinating umbrella organization for over 30 other officially or unofficially affiliated Asian Pacific-American groups on campus and is dedicated to fostering open communication and cooperation among these different groups. Furthermore, AASA supports the ongoing API struggle for justice and equality, affirming the importance of interethnic/interracial diversity while standing in solidarity with all communities of color and the lesbian, gay, bisexual, transgender, queer movement. Black Business Student Association (BBSA) The Black Business Student Association serves as a support network for Black MBA, PhD and Sloan students at the Stanford Graduate School of Business. Canadian Club The Canadian Club is dedicated to the goal of bringing together and providing services to the members of the Stanford GSB community who are interested in Canadian culture and issues. Europe Club The Europe Club is the link between the business community of Europe and GSB students. It also represents an important social platform for the diverse European student body and others interested in European culture. Greater China Business Club The Greater China Business Club is an exchange for GSB and non-GSB students who are interested in business in the Greater China region—Mainland China, Taiwan and Hong Kong. The club provides opportunities to connect with each other, share knowledge, learn, discover and create opportunities. Hispanic Business Student Association (HBSA) The Hispanic Business Student Association is a community of students of Latino heritage whose goal is to increase interaction with alumni, undergraduates and students in other graduate programs at Stanford, foster professional and personal development and encourage leadership, both within the GSB and in the greater Latino community. International Development Club (ID Club) The ID Club aims to develop awareness, educate and foster international development at the GSB by addressing students’ interest in building communities and businesses in the developing world. The club works closely with the leadership of the public management program and the global management program. Latin American Student Association The association provides social events with a distinct Latin flavor for all GSB students, along with seminars featuring business, political or other leaders of interest to the community. Out4Biz Out4Biz is a social and socially active organization for gay, lesbian, bisexual and transgendered students at the GSB. The goals are to provide a community for GLBT students, to serve as a resource for our membership and the Stanford GSB community as a whole and to increase awareness of GLBT issues in business.

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South Asian Students Association (SASA) SASA is for students interested in the rich cultural and religious heritage of the seven countries. The club also facilitates an exchange of ideas between Silicon Valley professionals and GSB students. Women in Management (WIM) Women in Management is a student-led organization that supports women achieving their full professional potential by providing mentorship, guidance and a forum for education and the exchange of ideas on issues women face in leadership roles. Please also provide information on any programs, including on-campus and universitywide programs in which MBA students participate that focus on issues related to women or minorities. The Stanford Graduate School of Business is a member of the NBMBAA and the NSHMBA as well as a sponsor of the PhD Project and the LEAD program. In addition, the school works closely with its diverse student organizations to coordinate outreach programs. Stanford University also runs Diversity Works, a consortium of departments and offices across Stanford University whose work involves issues relating to a diverse population of all the members of our campus community, undergraduate and graduate students, faculty and staff. The group meets regularly to share information and to hear speakers on various topics of diversity. Please provide information on any institutes and/or related programs that focus on diversity. American Indian, Alaska Native and Native Hawaiian Program (AIANNHP)/Native American Cultural Center (NACC) The Stanford University American Indian, Alaska Native and Native Hawaiian Program/Native American Cultural Center serves a diverse and underrepresented student population. The primary mission of the program/center is to meet the needs of the students by recognizing the variables that exist within the Native American community and creating programs that assist them to successfully address the factors that influence degree progress and completion. The program staff understands that difficulties in this process may arise at any level from the first year through the graduate/professional school experience. The AIANNHP/NACC works to significantly reduce the cultural and educational barriers Native American undergraduate and graduate students may encounter in transitioning from their high school or other university experience to the rigors of attending a premiere research institution. To do this, the program initiates a series of interventions that begins with the earliest contact with students and continues until their university goals have been met and beyond. Bechtel International Center (I-Center) Today through a variety of social, cultural and educational programs, the I-Center facilities are utilized to involve both domestic and foreign students and scholars in the life of the university and the community, and to bring them together in activities of mutual interest. The I-Center emphasizes the international and multicultural dimensions of the university through its counseling and programmatic services, as well as through the contributions to campus life by the many nationalities represented. The Black Community Services Center The Black experience at Stanford is a very diverse one. We celebrate the African diaspora and encourage students to further explore the rich diversity of our community. From performing at Hip-Hop or Poetry Night to showing off their basketball skills in the three-on-three Hoops tournament, to competing for cash by using their intellect in the Knowledge Bowl or fighting for social justice, our students can find their niche in the Black community. We provide a safe space for them to use their talents and discover new ones. El Centro Chicano Through advising and referrals, El Centro’s professional staff helps students make the most of their academic career at Stanford. This includes helping make connections with the local community, become involved in services programs, find mentors for research and/or career-related endeavors, organize educational programs for the greater Stanford community or develop a new organization. Through the academic enrichment and recognition programs, the center also helps students excel at Stanford. Most importantly, El Centro Chicano has effectively transformed a basement the university kindly surrendered into the rich, cultural center that has respectably become a home away from home for la familia de Stanford. Stanford Women’s Community Center The women’s community center exists to facilitate the success of women students at Stanford by providing innovative opportunities for scholarship, leadership and activism. We work with both graduate and undergraduate students in a variety of capacities. Please describe any off-campus resources, activities, programs and/or organizations that may be of interest to minority or female students. Chinese Historical and Cultural Project www.chcp.org/index.html According to its website, the Chinese Historical and Cultural Project aims to “promote and preserve Chinese American and Chinese history and culture through community outreach activities.” The CHCP recently reconstructed the Ng Shing Gung, a religious and community center that houses the Chinese American Historical Museum. This nonprofit organization, founded in 1987, is located in San Jose.

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Movimiento de Arte y Cultura Latino Americana www.maclaarte.org According to its website, MACLA “is an inclusive contemporary arts space grounded in the Chicano/Latino experience that incubates new visual, literary and performance art in order to engage people in civic dialogue and community transformation.” Located in San Jose, MACLA produces programs in the areas of the visual arts, performance and literary arts, youth arts education and community development through the arts. Spirit of Japantown Festival www.spiritofjapantownfestival.com/index.htm The mission of the Spirit of Japantown Festival is to “unite all ethnicities, businesses and community organizations and to promote and preserve San Jose Japantown, one of the last three remaining Japantowns in the United States.” This annual event features original Japanese arts and crafts, food and live entertainment.

CAREER OPPORTUNITIES Please describe any diversity recruiting events for employers recruiting minority and/or female students at or near your school. The Stanford Graduate School of Business participates in and encourages students to attend the NBMBAA and NSHMBA conferences, as well as hosting a variety of corporate recruiters through on-campus events such as the spring career fair.

STRATEGIC PLAN AND LEADERSHIP Please provide your school’s diversity mission statement. The Stanford Graduate School of Business believes a diverse MBA class is one of our strongest assets. It is also one of our greatest teaching tools. We support varied perspectives and integrate them in our community, educational approach and curriculum. How does your school’s leadership communicate the importance of diversity to your student body, faculty and administration? Diversity often means different things to different people. At the Stanford Graduate School of Business, diversity refers to the wide range of individual perspectives encompassed within each class. These perspectives are related to—but not defined exclusively by—students’ ethnic backgrounds, nationalities, gender, sexual orientation, education, work experiences and career aspirations. Here, you can be yourself.

DEMOGRAPHIC INFORMATION Please describe the demographics of your most recent entering class. Percentage of female students: 36 percent Percentage of minority students: 24 percent Please describe the geographic diversity of your most recent entering class. Percentage of international students and permanent residents: 34 percent Please describe the selectivity of your school for the most recent application cycle. Number of applicants: 6,575 Number of matriculants: 370 Please describe the academic and employment backgrounds of your most recent entering class. Average years of pre-MBA work experience: 3.9 Percentage of students coming from different industries pre-MBA: Consulting: 17 percent Consumer products: 24 percent High-tech: 9 percent Investment management: 30 percent Nonprofit/government: 11 percent

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Percentage of students who studied different undergraduate disciplines: Humanities/social sciences: 46 percent Engineering/mathematics/natural sciences: 35 percent Business: 19 percent Please provide student employment information for the most recent graduating class.

Class of 2008 Average starting salary: $120,000 Average signing bonus: $20,000 Percentage of students entering different industries: Consulting: 27 percent Consumer products: 3 percent Financial services: 37 percent Manufacturing: 1 percent Media/entertainment: 3 percent Nonprofit: 5 percent Petroleum/energy: 2 percent Pharmaceutical/biotechnology/health care products: 3 percent Real estate: 4 percent Technology: 12 percent Other: 3 percent Percentage of students working in different functions: Consulting: 29 percent Finance: 42 percent General management: 4 percent Marketing/sales: 16 percent Operations/logistics: 4 percent Other: 5 percent Major recruiting companies: Amazon.com Apple, Inc. Bain & Company The Boston Consulting Group eBay, Inc. Fidelity Investments Goldman, Sachs & Co. Google Inc. Johnson Microsoft Corporation Morgan Stanley Nike Inc. Procter & Gamble The Walt Disney Company Yahoo! Inc.

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