to see the entire research report - Rowan - Rowan University

More documents

Recommendations

Info

With respect to engineering abilities, represented by how mechanically inclined the student feels they are, females’ confidence in this respect increases to a greater extent than males’ in the sophomore and junior years, but increases the same amount in the first year and the senior year (Figure IID-9). Thus it seems that the middle years of the program are particularly supportive of women in bolstering their confidence in their engineering abilities. IID-142
In summary, we can see that over the course of the academic year, self-confidence that engineering was the right major for them was strengthened for a much higher proportion of female students than male students (Table IID-1). Almost a third of the females increased their self-confidence in this respect from the beginning of the academic year to the end of it, compared to less than 20% of the male students. In contrast, 23% of the male students decreased their agreement with the statement, compared to 11.5% of the female students. Similarly, self-confidence in their engineering abilities was strengthened for a higher proportion of female than male students, while self-confidence in this respect was undermined for a higher proportion of male than female students. IID-143
Page 1 and 2:
A GENDER LENS ON ROWAN UNIVERSITY
Page 3 and 4:
EXECUTIVE SUMMARY BACKGROUND TO THE
Page 5 and 6:
the program? In particular, how do
Page 7 and 8:
various aspects of the program and
Page 9 and 10:
However, the empowering effect of t
Page 11 and 12:
with the delivery of lab work, team
Page 13 and 14:
The perception of problems for wome
Page 15 and 16:
• Have as high or higher academic
Page 17 and 18:
These are important findings for an
Page 19 and 20:
CHAPTER I-A INTRODUCTION The under-
Page 21 and 22:
incorporate an inclusive pedagogica
Page 23 and 24:
has specifically been advocated as
Page 25 and 26:
affect intellectual identity and ac
Page 27 and 28:
CLIMATE ISSUES DIFFICULT FOR WOMEN
Page 29 and 30:
atmosphere separates students from
Page 31 and 32:
successfully serve as a model for m
Page 33 and 34:
uilt itself up into a full-fledged
Page 35 and 36:
sensitive policy to sophomore year
Page 37 and 38:
work together to continuously creat
Page 39 and 40:
that students, in their exit interv
Page 41 and 42:
presentations convincing to practic
Page 43 and 44:
chapter on campus, which sponsors s
Page 45 and 46:
academic year and their satisfactio
Page 47 and 48:
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 and 100: grades is statistically significant
Page 101 and 102: shows us that the impact of both fa
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: Similarly, for junior females, a hi
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
Page 155 and 156: the senior year, we find the larges
Page 157 and 158: The programmatic elements of most i
Page 159 and 160: elated to satisfaction at the end o
Page 161 and 162: The second indicator of satisfactio
Page 163 and 164: of classroom hours”, “are frien
Page 165 and 166: Satisfaction Item TABLE IIE-2 SATIS
Page 167 and 168: Considering high school background
Page 169 and 170: TABLE IIE-5 MULTIPLE CORRELATIONS R
Page 171 and 172: TABLE IIE-6 MULTIPLE REGRESSION ANA
Page 173 and 174: with team work is lowest in the jun
Page 175 and 176: High School Background High school
Page 177 and 178: teams are also more likely to join
Page 179 and 180: Satisfaction Item TABLE IIE-12 SATI
Page 181 and 182: TABLE IIE-14 SATISFACTION WITH INTE
Page 183 and 184: TABLE IIE-16 MULTIPLE REGRESSION AN
Page 185 and 186: course of the academic year. It cou
Page 187 and 188: gender difference are female studen
Page 189 and 190: a. Labwork (SATLAB) There is no gen
Page 191 and 192: TABLE IIE-22 SATISFACTION WITH ENGI
Page 193 and 194: indicated that there does not seem
Page 195 and 196:
I. Programmatic Elements a-b. Satis
Page 197 and 198:
II. Satisfaction with Applied Aspec
Page 199 and 200:
administered during the different y
Page 201 and 202:
higher among seniors. For both male
Page 203 and 204:
TABLE IIE-26 MEAN SATISFACTION WITH
Page 205 and 206:
engineering self-confidence was sim
Page 207 and 208:
previous research, which suggests t
Page 209 and 210:
WOMEN’S PARTICIPATION IN SWE AND
Page 211 and 212:
ole models for engineering in the f
Page 213 and 214:
difference in satisfaction with the
Page 215 and 216:
program do not exhibit poorer pre-c
Page 217 and 218:
Cohort beginning year: TABLE IIF-1
Page 219 and 220:
Looking at gender differences in re
Page 221 and 222:
from the university, or if they had
Page 223 and 224:
TABLE IIF-5 ENGINEERING “STAYERS
Page 225 and 226:
Leavers were less involved in engin
Page 227 and 228:
TABLE IIF-9 ENGINEERING SELF-CONFID
Page 229 and 230:
TABLE IIF-11 ACADEMIC ACHIEVEMENT O
Page 231 and 232:
TABLE IIF-13 PARTICIPATION IN ENGIN
Page 233 and 234:
TABLE IIF-14 ENGINEERING SELF-CONFI
Page 235 and 236:
TABLE IIF-15 SATISFACTION WITH ROWA
Page 237 and 238:
Previous research has suggested tha
Page 239 and 240:
expected women’s perception of pr
Page 241 and 242:
(4) We also expected the perception
Page 243 and 244:
I’ll get hired somewhere.” Whil
Page 245 and 246:
Remember that Rowan students were a
Page 247 and 248:
As standardized factor scores, the
Page 249 and 250:
We also could analyze the perceptio
Page 251 and 252:
TABLE IIG-5 PERCEPTION OF PROBLEMS
Page 253 and 254:
TABLE IIG-7 CHANGE IN PERCEPTION OF
Page 255 and 256:
presumably with an understanding th
Page 257 and 258:
correlations of each of the factors
Page 259 and 260:
the junior female students to perce
Page 261 and 262:
CHANGE IN PERCEPTION OF PROBLEMS OV
Page 263 and 264:
TABLE IIG-13 CHANGE IN PERCEPTION O
Page 265 and 266:
Issue TABLE IIG-14 CHANGE IN PERCEP
Page 267 and 268:
TABLE IIG-17 PERCEPTIONS OF PROBLEM
Page 269 and 270:
CHAPTER II-H COMPARISONS TO OTHER S
Page 271 and 272:
TABLE IIH-1 ENGINEERING SELF-CONFID
Page 273 and 274:
Rowan females are also more involve
Page 275 and 276:
TABLE IIH-3 PARTICIPATION IN SELECT
Page 277 and 278:
females agreed or strongly agreed t
Page 279 and 280:
males vs. 50.0% females); at Rowan,
Page 281 and 282:
Purpose of the Study PART III SUMMA
Page 283 and 284:
Evidence that Rowan’s Program is
Page 285 and 286:
tend to be more satisfied with the
Page 287 and 288:
It is important to note that having
Page 289 and 290:
new program, many changes were inst
Page 291 and 292:
Cunningham, Christine M., Cathy Lac
Page 293 and 294:
Marchese, A. J., Schmalzel, J. L, M
Page 295 and 296:
Tinto, V. 1993. Leaving College: Re
Page 297 and 298:
ENGINEERING STUDENT SURVEY I Dear S
Page 299 and 300:
Family Background 11.What was the h
Page 301 and 302:
29a. Did you ever have a female tea
Page 303 and 304:
40. The statements listed below hav
Page 305 and 306:
Name__________________ Social Secur
Page 307 and 308:
7. During this academic year, how f
Page 309 and 310:
26. From your experience, engineeri
Page 311 and 312:
37. The statements listed below hav
Page 313 and 314:
1. Your background, how long at Row
Page 315:
APPENDIX B ENGINEERING SELF-CONFIDE
show all

to see the entire research report - Rowan - Rowan University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?