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females in some of these majors precluded our following how this varies over year in the
program. 27
Confidence in Academic Ability
Self-confidence in overall academic ability shows a different pattern of gender
difference over the four years of the engineering program (Figure IID-4). First-year
females enter Rowan with a stronger sense of academic self-confidence than do first-year
males, even though there were few significant gender differences in high school
27 It is possible that these results could have been created by two statistical factors: (1) as
a second factor extracted, its eigenvalue is much lower and therefore the variations
between males and females could have caused this lack of clear pattern; (2) the second
statistical factor is the smaller number of cases with each successive year, which may
make the pattern less clear.
IID-134