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Female students who perceive the issues as problematic tend to have lower
engineering self-confidence and to be less satisfied with the various aspects of the
engineering program, (Table IIG-17). (Mean factor scores that are bolded in the table
indicate that the higher score supports these conclusions.) Using the first two factors of
engineering self-confidence described above, we can see that the female students who
perceived any of these issues as problematic, had lower confidence that they would stay
in engineering, and lower confidence in their engineering abilities than female students
who did not perceive these issues as problematic for women.
The female students who perceived that discrimination against women in
scientific fields was a serious or minor problem, were less satisfied with the coursework
load, the lab work, the teamwork, the student-faculty relationships and the peer
relationships than the students who did not perceive this issue as a problem. Similarly,
those students who perceived the lack of female role models as a problem for women
were less satisfied with almost all of the aspects of the Rowan program. This relationship
was found for the perception of family-career conflict as a problem only regarding
satisfaction with the programmatic aspects of the engineering program and satisfaction
with peer relationships.
IIG-264