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Year in School The perception of problems for women in science, engineering and math does vary by year in school, and the patterns differ for males and females. The female students enter as first-year students with a perception that all of the issues are somewhat problematic for women. However, after the first and second years at Rowan, the perception of problems for women is much lower. The senior women again perceive all of the issues as problematic, most especially the conflict between family and career (Table IIG-12). TABLE IIG-12 PERCEPTION OF PROBLEMS FOR WOMEN IN ENGINEERING BY YEAR IN SCHOOL (Females, Mean Factor Scores) Year in School SOCPROB FEMPROB FAMPROB (n) First Year .410 .384 .251 (20) Sophomore -.351 -.291 -.386 (18) Junior -.349 -.354 -.111 (14) Senior .037 .084 .392 (9) The female patterns of perceiving problems for women in SEM are different from the male patterns by year in school. As a result of these different patterns for the genders, the gap between male and female students in their perception of problems for women in engineering is different for each of the years (Figures IIG-1, IIG-2, and IIG-3). The difference between male and female perceptions is greatest for first-year students: females are much more likely to perceive each of these areas as problematic for women in SEM. In the sophomore year, the perception of problems is quite similar for the genders, as female students are much less likely to consider the issues seriously problematic than the first-year female students, and males’ perception is not very different from the first-year male students. The junior male students are more likely than IIG-256
the junior female students to perceive societal attitudes and femininity as problematic for women in SEM. In the senior year, the gender gap has closed with regard to the perception of problems for women stemming from societal attitudes and the conflict between femininity and careers in SEM. However, female seniors are much more likely than male seniors to perceive as problematic the conflict between family and career responsibilities. IIG-257
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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
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High School Background High school
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teams are also more likely to join
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Satisfaction Item TABLE IIE-12 SATI
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TABLE IIE-14 SATISFACTION WITH INTE
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TABLE IIE-16 MULTIPLE REGRESSION AN
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course of the academic year. It cou
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gender difference are female studen
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a. Labwork (SATLAB) There is no gen
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TABLE IIE-22 SATISFACTION WITH ENGI
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indicated that there does not seem
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I. Programmatic Elements a-b. Satis
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II. Satisfaction with Applied Aspec
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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
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
Page 255 and 256: presumably with an understanding th
Page 257: correlations of each of the factors
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
Page 277 and 278: females agreed or strongly agreed t
Page 279 and 280: males vs. 50.0% females); at Rowan,
Page 281 and 282: Purpose of the Study PART III SUMMA
Page 283 and 284: Evidence that Rowan’s Program is
Page 285 and 286: tend to be more satisfied with the
Page 287 and 288: It is important to note that having
Page 289 and 290: new program, many changes were inst
Page 291 and 292: Cunningham, Christine M., Cathy Lac
Page 293 and 294: Marchese, A. J., Schmalzel, J. L, M
Page 295 and 296: Tinto, V. 1993. Leaving College: Re
Page 297 and 298: ENGINEERING STUDENT SURVEY I Dear S
Page 299 and 300: Family Background 11.What was the h
Page 301 and 302: 29a. Did you ever have a female tea
Page 303 and 304: 40. The statements listed below hav
Page 305 and 306: Name__________________ Social Secur
Page 307 and 308: 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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