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19. For each of the following people, what was their opinion about your pursuit of an engineering major or career? Mark whether their opinion was positive, negative, or neutral. Negative Neutral Positive 19a. Mother (50) 19b. Father (51) 19c. Other relative (52) 19d. Best friend(s) (53) 19e. Boyfriend/girlfriend (54) 19f. Most influential teacher (55) 19g. High school guidance counselor (56) 19h. Someone else you knew who works in a science/math/ engineering field (57) 20. To what extent do your parents support your being in engineering? Mark one answer in each column. 20a. Mother 20b. Father Strongly supportive Moderately supportive Neutral Moderately oppose Strongly oppose (58) (59) High School Background 21. In what year did you graduate from high school? (60-61) 22. Approximately how many students were in your high school senior class?___ _ (62-63-64) 23. Which of the following describes your high school? Mark one answer for each question. 23a. My high school was: (65) Public Parochial/religious Other private I was home schooled 23b. My high school was: (66) Co-ed Single-sex 23c. My high school was located in (67) an urban area a suburban area a rural area. 24a. What was your overall GPA in high school? (68) 24b. In your high school science courses, did you receive (69) Mostly A’s Mostly A’s and B’s Mostly B’s and C’s Mostly C’s or lower 24c. In your high school mathematics courses, did you receive: (70) Mostly A’s Mostly A’s and B’s Mostly B’s and C’s Mostly C’s or lower 25a. What was your verbal SAT score? ____ __ (71-72-73) 25b. What was your math SAT score? _______ (74-75-76) 26. How many semesters of each of the following subjects did you study during grades 9 to 12 (including summers)? Count a yearlong course as two semesters and a summer course as one. Include AP courses and courses taken at a local college. Number of Semesters 26a. Biology _______ (77) 26b. Chemistry _______ (78) 26c. Earth science/Geology/ Anthropology _______ (79) 26d. Physics _______ (80) 26e. Environmental science _______ (81) 26f. Engineering _______ (82) 26g. Computer science _______ (83) 26h. Other science (Specify:___________) _______ (84) 26i. Calculus _______ (85) 26j. Math/Statistics other than calculus _______ (86) 27. Did any of your high school science courses have a lab component? Yes No (87) 28. Prior to entering college did you take any of the following advanced placement courses? Yes No 28a. AP Calculus AB (88) 28b. AP Chemistry (89) 28c. AP Calculus BC (90) 28d. AP Biology (91) 28e. AP Physics (92) 28f. AP Environmental science (93) 28g. Other honors or advanced science or math course (94) (Specify:____________ __) 298
29a. Did you ever have a female teacher for math or science in high school? Yes No (95) 29b. If yes, how many? (96) 1-2 3-4 5 or more 30. Did you participate in any of the following science, math or engineering activities during grades 9 to 12? Yes No 30a. Summer science, math or engineering programs 30b. Science or math competitions (97) or contests (98) 30c. After-school clubs 30d. Special programs or workshops (99) (on weekends, after-school) 30e. Independent science research (100) course 30f. A science or math course at (101) a local college 30g. Teaching science, math, or (102) engineering (103) 30h. Research experience 30i. Paid work experience in science, (104) math or engineering 30j. Volunteer work experience (105) or internship (106) You As A Student 31. How would you rate yourself on each of the following traits as compared with the average student your age? Mark one answer for each trait. Highest 10% Above average Average Below average Lowest 10% 31a. academic ability (107) 31b. drive to achieve (108) 31c. mathematical ability (109) 31d. popularity with the opposite sex (110) 31e. self-confidence (111) 31f. interest in science (112) 31g. communication skills (113) 32. A number of different factors influence grades. When you consider your grades in science and mathematics in the previous year, how much of your grades were due to each of the factors listed below? Please rank from 1-5, 1 being the least important, 5 being the most important. 32a. My ability (114) 32b. How much effort I put in (115) 32c. Luck (116) 32d. Ease/difficulty of material (117) 32e. Quality of teaching (118) 33. Please indicate the extent to which you agree or disagree with the following statement: Getting help for my academic work would be an admission of my own lack of ability or ignorance. (119) Strongly disagree Disagree Unsure Agree Strongly agree 34. The following items relate to different study habits. Please indicate how strongly you agree or disagree with the following statements. Strongly Agree Agree Unsure Disagree Strongly Disagree 34a. Studying in a group is better than studying by myself (120) 34b. Creative thinking is one of my strengths (121) 34c. I need to spend more time studying than I currently do (122) 34d. I have strong problem solving skills (123) 34e. I prefer studying alone (124) 34f. I enjoy group assignments or projects in class (125) 299
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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
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As standardized factor scores, the
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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
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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 and 298: ENGINEERING STUDENT SURVEY I Dear S
Page 299: Family Background 11.What was the h
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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