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TABLE IIE-27
MULTIPLE CORRELATION (R) AND R 2 RESULTING FROM MULTIPLE
REGRESSION ANALYSIS OF INPUT CHARACTERISTICS ON FACTORS OF
SATISFACTION WITH ENGINEERING
(Male and Female Students, Separately)
Unstandardized Regression Coefficients, B’s (Standardized Regression Coefficients, β’s, in
parentheses)
Dependent Variable Males Females
Programmatic Elements:
SATCHOIC
.352(.124) .479(.230)
SATCLASS .230(.053) .400(.160)
Program Applications:
SATTEAM
.278(.078) .467(.218)
SATCLINIC .251(.063) .465(.217)
SATLAB .316(.100) .567(.321)
Interpersonal Climate: .237(.056) .536(.288)
SATFAC
SATPEERS .275(.076) .560(.314)
b Independent variables: Mother’s and father’s education, father’s occupational
prestige, sibling went to college, support index; high school math/science grades,
verbal SAT score, math SAT score, extra-curricular math and science activities in
high school
ENGINEERING SELF-CONFIDENCE AND SATISFACTION WITH THE
ENGINEERING PROGRAM BY GENDER
The literature suggests that strong contributors to women feeling a lack of fit in
engineering is a perceived “chilly climate” for women: teaching methods which are not
comfortable, colleagues and faculty who are not supportive, too much pressure with
heavy course loads and lab work with which they do not feel comfortable. Our
satisfaction indicators measure how well women feel in Rowan’s engineering program,
and suggest that most women do not perceive a “chilly climate” in any of these ways.
However, women on the average had lower engineering self-confidence than the male
students. Clearly satisfaction with the engineering program and engineering self-
confidence do not show the same patterns of gender difference. The question was raised,
therefore, as to whether the relationship between satisfaction with the program and
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