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TABLE IIF-8 ACTIVITIES AT ROWAN OF STAYERS vs. LEAVERS OF ENGINEERING AT ROWAN (Mean Factor Scores and Percentages) Indicators of Activities at Rowan STAYERS LEAVERS ACTACAD (Mean factor score) .009 -.135 ACTCOUNS (Mean factor score) .018 -.258 ACTSTUDY (Mean factor score) .018 -.255 % member of discipline-specific engineering organization* 55.2 18.2 % participated in discipline-specific engineering organization* 67.1 30.3 % having roommates in engineering, science or math 36.0 40.0 ACTNONENG (Mean factor score) .021 -.225 * T-test significant at p
TABLE IIF-9 ENGINEERING SELF-CONFIDENCE OF STAYERS vs. LEAVERS OF ENGINEERING AT ROWAN (Mean Factor Scores and Percentages) Engineering Self-Confidence Indicator: STAYERS LEAVERS (Fall) CONF STAY ENG* .056 -.564 CONF ENG ABIL -.021 .202 CONF ACAD ABIL -.025 .226 CONF COMM SKILL .022 -.091 (Spring) CONF STAY ENG* .075 -.930 CONF ENG ABIL -.006 .058 CONF ACAD ABIL .006 -.086 CONF COMM SKILL -.000 -.107 Change in Engineering Self-Confidence from Fall to Spring % Lowered Confidence that Engineering is Right Major 19.9 27.8 % Lowered Confidence in Mechanical Ability 23.1 16.7 *T-test significant at p
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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
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TABLE IID-5 MEAN GRADE POINT AVERAG
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the senior year, we find the larges
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The programmatic elements of most i
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elated to satisfaction at the end o
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The second indicator of satisfactio
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of classroom hours”, “are frien
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Satisfaction Item TABLE IIE-2 SATIS
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Considering high school background
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TABLE IIE-5 MULTIPLE CORRELATIONS R
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TABLE IIE-6 MULTIPLE REGRESSION ANA
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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: Leavers were less involved in engin
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
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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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