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counseling and mentoring activities (ACTCOUNS), participation in study activities
(ACTSTUDY), participation in student chapters of professional organizations
(ORGMEM); and grade point average for the spring semester (SPRING GPA). The
results are presented in Table IIE-6. 34
First we see that students who participate more in academic enrichment activities
are more satisfied with the opportunities of the program and how it is structured
(SATCHOIC). Students who take advantage of more counseling opportunities are also
more satisfied in this respect. Participation in study activities is not related to this kind of
satisfaction—perhaps because the study groups are such a well entrenched facet of the
program that all students use them, whether they are satisfied or not. The lack of
relationship between grades and SATCHOIC should also be noted: it is not only the best
students who are satisfied with the opportunities the program offers.
Not surprisingly, on the other hand, students who get better grades are more
satisfied with the coursework load. These are the students who do not find the course
work too demanding and are able to meet the pace and challenge of the courses.
Participation in activities is not related to this type of satisfaction (although, as we will
show below, women who participate in SWE are more likely to be satisfied with the
coursework load than women who do not participate).
So, in this respect, promoting participation in enrichment and counseling activities
might increase satisfaction with the program structure. However, they would be unlikely
to affect satisfaction with course work load.
34 The results for first-year students are not presented separately from all students,
because the regression results were very similar for both groups of students.
IIE-168