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TABLE IIC-1 MULTIPLE REGRESSION ANALYSIS OF ENGINEERING GRADES WITH FAMILY AND HIGH SCHOOL BACKGROUND CHARACTERISTICS AND INITIAL ENGINEERING SELF- CONFIDENCE AS INDEPENDENT VARIABLES, First Year Students Unstandardized Regression Coefficients (Standardized Regression Coefficients in Parentheses) Dependent Variable Independent Variable Father’s Education Mother’s Education Prestige of Father’s Occupation Siblings College-Educated Support Index High School Science Grades High School Math Grades Verbal SAT Score Math SAT Score High School Extra-Curricular Math/Science Activities CONF STAY ENG CONF ENG ABIL Multiple R Fall 2000 GPA Engineering GPA Spring 2001 GPA -.171 (-.030) -.038 (-.116) -.035 (-.075) -.027 (-.070) -.038 (-.112) .013 (.030) .019 (.346)* .005 (.116) .010 (.152) .135 (.100) .123 (.103) .170 (.104) -.033 (-.098) -.022 (.079) -.034 (-.085) .100 (.094) .100 (.096) .291 (.025) .262 (.249)** .261 (.277)** .188 (.147) -.000 (.028) .002 (.179) -.000 (-.025) -.001 (-.091) .000 (.005) -.002 (-.129) .031 (.072) -.066 (-.178) .023 (.044) .125 (.191) .091 (.155) .607 (.077) -.105 (-.156) .078 (-.135) -.071 (-.009) .529 .535 .352 2 R *p
shows us that the impact of both father’s education and whether the student has a college- educated sibling have stronger impacts on females’ engineering grades than on males’: these serve both as role models and as support for what the student is doing, and enhance the female students’ performance more than the males’. High school math and science grades also affect the academic performance of the female students more than the males’; in particular, females with better high school science grades do better in their first semester at Rowan, while males with better math grades do better in their first semester at Rowan. While high school grades may be more indicative of academic aptitude than the actual content covered in high school, they may also be indicative of earlier interest in science for the female students, which gives them a boost in their engineering studies. The higher unstandardized regression coefficients for the female students’ high school grades as compared to the males’ suggests that the grades of female students are more strongly related to their earlier achievement than are the grades of male students. IIC-99
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A GENDER LENS ON ROWAN UNIVERSITY
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EXECUTIVE SUMMARY BACKGROUND TO THE
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the program? In particular, how do
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various aspects of the program and
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However, the empowering effect of t
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with the delivery of lab work, team
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The perception of problems for wome
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• Have as high or higher academic
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These are important findings for an
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CHAPTER I-A INTRODUCTION The under-
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incorporate an inclusive pedagogica
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has specifically been advocated as
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affect intellectual identity and ac
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CLIMATE ISSUES DIFFICULT FOR WOMEN
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atmosphere separates students from
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successfully serve as a model for m
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uilt itself up into a full-fledged
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sensitive policy to sophomore year
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work together to continuously creat
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that students, in their exit interv
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presentations convincing to practic
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chapter on campus, which sponsors s
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academic year and their satisfactio
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Additional Information from Univers
Page 49 and 50: CHAPTER I-D THE ROWAN ENGINEERING S
Page 51 and 52: The rest of this chapter is based o
Page 53 and 54: TABLE ID-3 COHORT BY MAJOR (%’s)
Page 55 and 56: TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
Page 57 and 58: Academic Achievement The level of a
Page 59 and 60: TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
Page 61 and 62: London, 1992). Almost a third of th
Page 63 and 64: Parental occupations of male studen
Page 65 and 66: As we have mentioned above, about h
Page 67 and 68: All of the support items were recod
Page 69 and 70: science field. Males and females sh
Page 71 and 72: 5) pre-college academic preparation
Page 73 and 74: program. Other students may opt to
Page 75 and 76: confidence at the beginning of each
Page 77 and 78: STUDENT INPUT Family and Socio- Dem
Page 79 and 80: CHAPTER II-B THE RELATIONSHIP BETWE
Page 81 and 82: making up this factor, while 22.4%
Page 83 and 84: (CONF STAY ENG) as the dependent va
Page 85 and 86: contrary to our expectations, it is
Page 87 and 88: students is .568, and for all stude
Page 89 and 90: However, the importance of backgrou
Page 91 and 92: TABLE IIB-4 MULTIPLE REGRESSION ANA
Page 93 and 94: oth that they will stay with engine
Page 95 and 96: The main gender differences through
Page 97 and 98: CHAPTER II-C ENGINEERING BEHAVIOR A
Page 99: grades is statistically significant
Page 103 and 104: men’s and their mean GPA in engin
Page 105 and 106: TABLE IIC-4 ACADEMIC PERFORMANCE BY
Page 107 and 108: (1) The first type of involvement r
Page 109 and 110: participation in enrichment activit
Page 111 and 112: Having a sibling who went to colleg
Page 113 and 114: These background characteristics ha
Page 115 and 116: In sum, in terms of enrichment acti
Page 117 and 118: Table IIC-11 SUPPORT BY FACULTY BY
Page 119 and 120: For males, living with other scienc
Page 121 and 122: TABLE IIC-14 PARTICIPATION IN HELP
Page 123 and 124: primarily the male’s career couns
Page 125 and 126: Finally, involvement in non-enginee
Page 127 and 128: The Rowan engineering females fall
Page 129 and 130: members to have slightly higher GPA
Page 131 and 132: CHAPTER II-D CHANGES IN ENGINEERING
Page 133 and 134: However, there is a gender differen
Page 135 and 136: Considering the possibility that no
Page 137 and 138: achievement. Academic self-confiden
Page 139 and 140: While the four self-confidence fact
Page 141 and 142: We separated our analysis by year i
Page 143 and 144: Similarly, for junior females, a hi
Page 145 and 146: In summary, we can see that over th
Page 147 and 148: in their computer skills and in the
Page 149 and 150: TABLE IID-3 CHANGE IN SELF-CONFIDEN
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engineering as the right major for
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TABLE IID-5 MEAN GRADE POINT AVERAG
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the senior year, we find the larges
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The programmatic elements of most i
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elated to satisfaction at the end o
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The second indicator of satisfactio
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of classroom hours”, “are frien
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Satisfaction Item TABLE IIE-2 SATIS
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Considering high school background
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TABLE IIE-5 MULTIPLE CORRELATIONS R
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TABLE IIE-6 MULTIPLE REGRESSION ANA
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with team work is lowest in the jun
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High School Background High school
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teams are also more likely to join
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Satisfaction Item TABLE IIE-12 SATI
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TABLE IIE-14 SATISFACTION WITH INTE
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TABLE IIE-16 MULTIPLE REGRESSION AN
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course of the academic year. It cou
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gender difference are female studen
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a. Labwork (SATLAB) There is no gen
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TABLE IIE-22 SATISFACTION WITH ENGI
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indicated that there does not seem
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I. Programmatic Elements a-b. Satis
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II. Satisfaction with Applied Aspec
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administered during the different y
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higher among seniors. For both male
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TABLE IIE-26 MEAN SATISFACTION WITH
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engineering self-confidence was sim
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previous research, which suggests t
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WOMEN’S PARTICIPATION IN SWE AND
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ole models for engineering in the f
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difference in satisfaction with the
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program do not exhibit poorer pre-c
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Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
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from the university, or if they had
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TABLE IIF-5 ENGINEERING “STAYERS
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Leavers were less involved in engin
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TABLE IIF-9 ENGINEERING SELF-CONFID
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TABLE IIF-11 ACADEMIC ACHIEVEMENT O
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TABLE IIF-13 PARTICIPATION IN ENGIN
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TABLE IIF-14 ENGINEERING SELF-CONFI
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TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
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expected women’s perception of pr
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(4) We also expected the perception
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I’ll get hired somewhere.” Whil
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Remember that Rowan students were a
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As standardized factor scores, the
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We also could analyze the perceptio
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TABLE IIG-5 PERCEPTION OF PROBLEMS
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TABLE IIG-7 CHANGE IN PERCEPTION OF
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presumably with an understanding th
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correlations of each of the factors
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the junior female students to perce
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CHANGE IN PERCEPTION OF PROBLEMS OV
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TABLE IIG-13 CHANGE IN PERCEPTION O
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Issue TABLE IIG-14 CHANGE IN PERCEP
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TABLE IIG-17 PERCEPTIONS OF PROBLEM
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CHAPTER II-H COMPARISONS TO OTHER S
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TABLE IIH-1 ENGINEERING SELF-CONFID
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Rowan females are also more involve
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TABLE IIH-3 PARTICIPATION IN SELECT
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females agreed or strongly agreed t
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males vs. 50.0% females); at Rowan,
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Purpose of the Study PART III SUMMA
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Evidence that Rowan’s Program is
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tend to be more satisfied with the
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It is important to note that having
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new program, many changes were inst
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Cunningham, Christine M., Cathy Lac
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Marchese, A. J., Schmalzel, J. L, M
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Tinto, V. 1993. Leaving College: Re
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ENGINEERING STUDENT SURVEY I Dear S
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Family Background 11.What was the h
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29a. Did you ever have a female tea
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40. The statements listed below hav
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Name__________________ Social Secur
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7. During this academic year, how f
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26. From your experience, engineeri
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37. The statements listed below hav
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1. Your background, how long at Row
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APPENDIX B ENGINEERING SELF-CONFIDE
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