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Gender TABLE IID-4 CHANGE IN SELF-CONFIDENCE IN MECHANICAL ABILITY FROM FALL TO SPRING BY FAMILY BACKGROUND AND GENDER Change in Confidence in Mechanical Ability % Fathers with College education % Mothers with College Education Father’s mean occupational prestige Mean number of siblings % whose siblings went to college IID-148 Support of significant others for engineering Males Decreased 51.6 50.0 52.4 2.1 34.0 7.12 Same 50.5 41.3 53.1 1.8 46.0 6.26 Increased 48.8 34.2 53.6 2.2 36.0 7.07 Females Decreased 28.6 64.3 41.5 2.0 50.0 6.44 Same 54.6 57.6 53.9 2.0 44.0 6.67 Increased 78.6 64.3 55.5 1.6 52.0 6.62 With regard to high school background, none of the relationships with change in self- confidence are statistically significant, and the patterns are even more obscure than with family background, both for males and for females (not shown here). Apparently, changes in self-confidence result not from background influences but more in terms of experiences over the course of the year. CHANGES IN SELF-CONFIDENCE AND PARTICIPATION IN ENGINEERING ACTIVITIES Next we considered whether involvement in the extra-curricular engineering activities offered at Rowan affected students’ engineering self-confidence. For males, involvement in the various kinds of enrichment activities, counseling, study and organizational activities is not significantly related to changes in self-confidence (Table IID-5). Apparently students who are more involved in non-engineering activities have lowered their confidence that they belong in engineering (but, of course, it is not clear which comes first – the lowered confidence, or the pull to be involved outside of engineering). For the women, there is a clearer pattern that the women whose self-confidence in
engineering as the right major for them decreased, were less involved in both counseling and studying activities, and were more involved in non-engineering activities. They were also less likely to belong to SWE than the women whose confidence increased. Gender TABLE IID-5 CHANGE IN SELF-CONFIDENCE IN ENGINEERING AS RIGHT MAJOR FROM FALL TO SPRING BY ENGINEERING ACTIVITIES AND GENDER a Change in Confidence that Engineering Right Major Mean score on ACTACAD Mean score on ACTCOUNS Mean score on ACTSTUDY Mean score on ACTNONENG % Member of professional organization IID-149 Member of Society for Women Engineers Males Decreased .063 -.157 .091 .136 59.2 Na Same -.134 -.056 -.124 .035 52.0 Na Increased -.068 -.073 -.012 .008 61.0 Na Females Decreased .404 -.491 -.179 .049 85.7 29.6 Same .120 .090 .135 -.207 60.0 36.4 Increased .471 -.076 .172 -.152 68.4 44.5 a Activity factors are explained above in Chapter II-B. Involvement in counseling and study activities, and lack of involvement in non- engineering activities, are related to increased self-confidence in mechanical ability for both males and females. Females whose self-confidence in their engineering abilities did not decrease are also more active in academic enrichment activities (ACTACAD) (Table IID-6). SWE membership does not have the same effect on increasing confidence in mechanical ability as it did on confidence that the women belonged in engineering. So involvement in engineering activities, especially study and counseling activities, are related to increased self-confidence for women especially, although the relationships are fairly weak.
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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
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TABLE ID-3 COHORT BY MAJOR (%’s)
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TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
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Academic Achievement The level of a
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TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
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London, 1992). Almost a third of th
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Parental occupations of male studen
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As we have mentioned above, about h
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All of the support items were recod
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science field. Males and females sh
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5) pre-college academic preparation
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program. Other students may opt to
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confidence at the beginning of each
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STUDENT INPUT Family and Socio- Dem
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CHAPTER II-B THE RELATIONSHIP BETWE
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making up this factor, while 22.4%
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(CONF STAY ENG) as the dependent va
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contrary to our expectations, it is
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students is .568, and for all stude
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However, the importance of backgrou
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TABLE IIB-4 MULTIPLE REGRESSION ANA
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oth that they will stay with engine
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The main gender differences through
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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 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: TABLE IID-3 CHANGE IN SELF-CONFIDEN
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
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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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