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TABLE IIH-2 % ENGAGING IN ENRICHMENT AND HELP ACTIVITIES BY YEAR IN SCHOOL (Rowan Female Engineering Students and National WECE Sample of Female Engineering Students) a Activity Rowan Females WECE Read engineering newsletter or listserv First year 61.4 53.6 Sophomore 70 61.6 Junior 100 71.5 Senior 100 78.9 Heard engineering speaker First year 81 33.2 Sophomore 84.2 38.5 Junior 92.3 48.6 Senior 92.3 58.0 Went on field trip to industry First year 46.5 18.7 Sophomore 60 27.5 Junior 84.6 42.2 Senior 69.2 55.7 Internship Sophomore 50.0 37.6 Junior 46.2 57.8 Senior 84.6 70.3 Participated in Study group First year 85.7 71.9 Sophomore 100 75.5 Junior 100 78.9 Senior 84.6 83.9 Was tutor First year 42.9 18.0 Sophomore 40.0 25.1 Junior 53.8 29.4 Senior 46.2 34.8 Received tutoring First year 42.9 47.2 Sophomore 45.0 43.3 Junior 38.5 34.5 Senior 38.5 33.1 Received peer mentoring First year 14.3 31.7 Sophomore 25 24.9 Junior 16.7 23.9 Senior 23.1 26.6 Received career counseling First year 9.5 18 Sophomore 25 32.8 Junior 23.1 40.4 Senior 38.5 46.9 a As reported in Goodman, et. al., 2002. IIH-272
TABLE IIH-3 PARTICIPATION IN SELECTED ENGINEERING-RELATED ACTIVITIES BY GENDER AND UNIVERSITY (University of Washington, Rowan) (%’s) University University of Washington Rowan University Gender Total Male Female Total Male Female Activity % Having any contact with a 62.0 60.0 64.2 80.5 80.1 82.1 mentor a % Having any involvement with study groups 75.8 72.8 77.9 89.3 88.3 92.5 % Having any involvement in professional societies or engineering-related activities b 62.5 62.9 62.7 63.6 60.9 74.6 (n) (132) (62) (68) (331) (263) (68) a At Rowan, the question read: “During this academic year, have there been any particular faculty who encouraged you or were personally supportive of you?” b At Rowan, the question was about participation in professional society only (as other engineering-related activities were covered in many separate questions). These comparisons show that compared to women in other engineering programs, Rowan women in engineering are well integrated into both enrichment and help activities, and that their involvement often exceeds that of the male students at Rowan, a pattern unlike that found at the University of Washington. COMPARISONS OF SATISFACTION Comparing the satisfaction of Rowan engineering students to that of students elsewhere gives us a perspective on general satisfaction with the Rowan program as well as the relative satisfaction of the female students in it. Some of the questions used in the Rowan survey, are the same as questions that appeared and have been reported for the national WEPAN study of 29 institutions, with over 8000 students. On these questions the most striking difference is that nationally women are less satisfied than men; at IIH-273
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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
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previous research, which suggests t
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WOMEN’S PARTICIPATION IN SWE AND
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ole models for engineering in the f
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difference in satisfaction with the
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program do not exhibit poorer pre-c
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Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
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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 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: Rowan females are also more involve
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
Page 309 and 310: 26. From your experience, engineeri
Page 311 and 312: 37. The statements listed below hav
Page 313 and 314: 1. Your background, how long at Row
Page 315: APPENDIX B ENGINEERING SELF-CONFIDE
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