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ENGINEERING STUDENT SURVEY I Please mark all answers clearly with an X. If you need to change an answer, please erase completely. 1. Year in School: (13) Freshman Sophomore Junior Senior 2. Your major: (14) Chemical engineering Civil engineering Electrical engineering Mechanical engineering General Engineering Other _______ __ 3. Year of Birth: 19 (15-16) 4. Sex: Male Female (17) 5. Marital Status: (18) Single Married Divorced Other 6a. Do you have any children? (19) Yes No 6b. If yes, number of children who are currently living with you: .______________ (20) 7. Please answer the following questions about your living arrangements for this academic year: 7a. Are you living: (21) In your parents’ or other relatives home Other private home, apartment, or room off-campus. On campus housing Other (10-11-12) 7b. Which best describes your roommates? (22) Other students majoring in science, mathematics or engineering Other students not majoring in science, mathematics or engineering. Not students 8a. How close is Rowan to your permanent home? (23) 5 miles or less 6-10 miles 11-50 miles 51-100 miles 101-500 miles Over 500 miles 8b. Is your permanent home (24) Urban or Suburban Rural 9. Your race/ethnicity: (25) African American/Black Asian American/Asian Caucasian/ White Mexican American/Chicano/Hispanic Native American/American Indian Other, specify:__ __ 10. Is your native language English? (26) Yes No 296
Family Background 11.What was the highest level of formal education obtained by your parents? Mark one in each column. 11a. Father 11b. Mother Elementary school or less Some high school High school graduate Post-secondary school other than college Some college College degree Some graduate school Master’s degree Ph.D./Doctorate Other graduate or professional degree (indicate which) (27) (28) 12. What is your father’s occupation? Please describe in detail 13. What is your mother’s occupation? Please describe in detail. (29-30) (31-32) 14. Please describe the history of your mother’s employment status during the following times. For each period in question, mark the answer that was true for most of the time in question. Not employed Employed part-time Employed full-time 14a. Before you were born (33) 14b. When you were a preschooler (34) 14c. When you were in elementary school (35) 14d. When you were in high school (36) 15. What are your parents’ ages? If one or both of your parents is no longer living or you don't know details about them, please write N/A. 15a. Mother ___ __ (37) 15b. Father ______ (38) 16a. When you were in elementary school or younger, did you live most of the time: (39) With both parents With your mother With your father Other_____ ______ 16b. When you were in middle or junior high or older, did you live most of the time: (40) With both parents With your mother With your father Other_____ ______ 17a. How many younger brothers do you have? (41) 17b. How many younger sisters do you have? (42) 17c. How many older brothers do you have? (43) 17d. How many older sisters do you have? (44) Yes No 18a. Have any of your siblings gone to college? (If no, go to #19) (45) 18b. If yes, do you have a brother who studied or studies Engineering? (46) 18c. Do you have a brother who studied or studies another science or math field? (47) 18d. Do you have a sister who studied or studies Engineering? (48) 18e. Do you have a sister who studied or studies another science or math field? (49) 297
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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
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TABLE IIF-5 ENGINEERING “STAYERS
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Leavers were less involved in engin
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TABLE IIF-9 ENGINEERING SELF-CONFID
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TABLE IIF-11 ACADEMIC ACHIEVEMENT O
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TABLE IIF-13 PARTICIPATION IN ENGIN
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TABLE IIF-14 ENGINEERING SELF-CONFI
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TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
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expected women’s perception of pr
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(4) We also expected the perception
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I’ll get hired somewhere.” Whil
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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
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: ENGINEERING STUDENT SURVEY I Dear S
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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