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These background characteristics have more impact on the female than the male
students, just as they did on academic performance. The multiple correlation of females’
background characteristics with participation in engineering activities is at least double
that of the males for each type of activity (Table IIC-8). Comparing unstandardized
regression coefficients between males and females, shows that females’ participation in
engineering activities seem to be much more influenced by whether or not they have a
sibling in college, presumably serving as a role model for them, than is males’
participation. Further, for women their high school grades and SAT achievement have an
impact on their patterns of participating in engineering activities while these same
background characteristics do not have an impact on males’ participation.
GENDER DIFFERENCES IN PARTICIPATION IN ENGINEERING
ACTIVITIES
Given the stronger boost toward participation that females receive from their
background characteristics, as well as from engineering self-confidence when it is high, it
is perhaps not surprising to find that the female students participate more than the male
students in practically every type of activity. Here we go into more detail about these
kinds of activities and the gender differences we find.
PARTICIPATION IN “ENRICHMENT” ACTIVITIES
Beyond the Rowan Community
Female students are more involved than are male students in enrichment activities
that are linked to engineering beyond the Rowan community (Table IIC-9). They are
more likely than the male students to have read an engineering listserv or newsletter on a
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