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Rowan females are also more involved in many of the help activities than are students
in the WECE sample or the University of Washington female students. Rowan’s women
were more active in study groups and were more likely to be tutors themselves. In terms
of other help activities, similar proportions of Rowan women and women in the WECE
sample received tutoring. The comparison of peer mentoring fluctuated by year, perhaps
reflecting the uneven establishment of the program at Rowan: sophomores and seniors
received peer mentoring similar to the national sample, but first-year and junior students
engaged in it less. Lower proportions of Rowan women received career counseling. Study
groups are utilized by all Rowan engineering students more than by University of
Washington engineering students, and are utilized more by females than males in both
settings (Table IIH-2).
The Rowan population is also more likely to have contact with a mentoring faculty
member than at University of Washington, and this is true for males and females alike
(Table IIH-3). In comparison to the national sample of women in engineering surveyed in
the WECE project (Goodman, et. al., 2002), Rowan’s female students are more likely to
have a supportive faculty member. Goodman et. al. report that 30-40% of the female
students in each undergraduate year said they did not have a “mentor”46, as compared
with the 18% of Rowan females who did not have a faculty member particularly
supportive of them.
46 A “mentor” was defined as “someone with more experience in engineering, to whom
the student turns for advice or support about educational or professional decisions”
(Goodman, et. al., 2002:47).
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