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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 IIE-202
engineering self-confidence was similar for males and females. As we showed above (Ch. II-D) students who felt they belonged in engineering and were confident they would stay in engineering, tend to be more satisfied with most aspects of the program. Presumably there may be a two-way influence, that students who were satisfied with the program would have stronger self-confidence that they would stay in engineering and that their engineering abilities were adequate for their studies. Looking at the interrelationships between satisfaction and engineering self- confidence by gender, we find that for both males and females, confidence about staying in engineering (CONF STAY ENG) is indeed related to satisfaction with the programmatic elements of the program (SATCHOIC, SATCLASS), and with peer relationships (SATPEERS) (Table IIE-28). Males and females who are satisfied with these aspects of the program are more confident they will stay in engineering. However, among females there is no relationship between engineering self-confidence and how satisfied they are with the program applications (SATLAB, SATTEAM, SATCLIN). This suggests that the personal self-confidence of female students is triggered less by their reaction to these parts of the program than by other factors (for example, their participation in extra-curricular activities, as we show below). Students’ satisfaction with student-faculty relationships is not related to their personal self-confidence for males nor for females. This suggests that positive student- faculty relationships are not confined to those who are most confident in their future in the program but rather are spread among the entire engineering student body. IIE-203
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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
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grades is statistically significant
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shows us that the impact of both fa
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men’s and their mean GPA in engin
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TABLE IIC-4 ACADEMIC PERFORMANCE BY
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(1) The first type of involvement r
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participation in enrichment activit
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Having a sibling who went to colleg
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These background characteristics ha
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In sum, in terms of enrichment acti
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Table IIC-11 SUPPORT BY FACULTY BY
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For males, living with other scienc
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TABLE IIC-14 PARTICIPATION IN HELP
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primarily the male’s career couns
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Finally, involvement in non-enginee
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The Rowan engineering females fall
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members to have slightly higher GPA
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CHAPTER II-D CHANGES IN ENGINEERING
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However, there is a gender differen
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Considering the possibility that no
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achievement. Academic self-confiden
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While the four self-confidence fact
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We separated our analysis by year i
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Similarly, for junior females, a hi
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In summary, we can see that over th
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in their computer skills and in the
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TABLE IID-3 CHANGE IN SELF-CONFIDEN
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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: TABLE IIE-26 MEAN SATISFACTION WITH
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
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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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