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Further, the stronger academic performance of the female students holds within almost every major, as can be seen in Table IIC-4. Because of the small numbers in some of the categories, we collapsed the first-year and sophomore students into one “lower division” category; and the juniors and seniors into “upper division.” Among lower division students, the gender difference in engineering GPA is found in every major, with females having better engineering GPAs than the male students. Among upper division students in three of the majors (civil/environmental, electrical/computer, and mechanical), however the gender gap – albeit small - is reversed. However, few of these gender differences are statistically significant. The conclusion is that once year in school and major are controlled, gender differences in academic performance are insignificant. This supports findings by Cerro and Duncan (2002), Felder, et. al. (1993) and Seymour & Hewitt (1997), and some of the results presented by Adelman (1998). Unlike Adelman’s findings, women in electrical/computing engineering at Rowan do not perform less well academically than do men; on the contrary, among lower division students, this is one of the few statistically significant differences with women having higher GPA’s than men. IIC-102
TABLE IIC-4 ACADEMIC PERFORMANCE BY MAJOR, YEAR IN SCHOOL AND GENDER Chemical Engineering Major (Mean Engineering GPA a ) Total Lower division Upper division Males 3.54 3.60 3.47 Females 3.70** 3.72 3.67 Civil/Environmental Engineering Major Males 3.23 3.40 3.12 Females 3.39 3.66 2.97 Electrical/Computer Engineering Major a Self-reported in spring. Males 3.42 3.44 3.39 Females 3.62 3.93* 3.15 Mechanical Engineering Major * T-Test between the genders significant at p
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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
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CHAPTER I-D THE ROWAN ENGINEERING S
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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 and 100: grades is statistically significant
Page 101 and 102: shows us that the impact of both fa
Page 103: men’s and their mean GPA in engin
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
Page 151 and 152: engineering as the right major for
Page 153 and 154: 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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