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30. Many things are said about the engineering clinics. (Please indicate the extent to which you agree or disagree with the following statements about the clinic program.) a. The clinic system provides realistic experiences like in the work world b. The clinic projects provide useful hands-on experience in engineering c. The interdisciplinary nature of the clinic system enables me to connect things from different discipline which I wouldn’t have done without it d. Too much work is expected in the clinic courses for the amount of credit that is given e. The clinic setting serves to unify engineering students in the same class but from different majors f. The interdisciplinary nature of the engineering clinics means that a lot of time is spent learning material or approaches irrelevant to my major 31. What was your best course this year? Strongly Disagree Disagree Unsure Agree Strongly Agree ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ ¿ ¡ ¬ ➃ ƒ _____________________________________________ 32. Which course did you least like this year? ______________________________________________ Engineering Strengths 33. Students differ in terms of how well-suited they think they are to be an engineer. To what extent do you agree with the following statements about yourself? a. I am well-suited for my choice of college major Strongly Disagree Disagree Unsure Agree ¿ ¡ ¬ ➃ ƒ b. I consider myself mechanically inclined ¿ ¡ ¬ ➃ ƒ c. I am good at designing things ¿ ¡ ¬ ➃ ƒ d. I consider myself technically inclined. ¿ ¡ ¬ ➃ ƒ e. I am am well-suited for my chosen career ¿ ¡ ¬ ➃ ƒ Strongly Agree 34. How would you rate yourself on each of the following traits as compared with the average engineering student in your class? Lowest 10% Below average Average Above average Highest 10% a. drive to achieve ¿ ¡ ¬ ➃ ƒ b. mathematical ability ¿ ¡ ¬ ➃ ƒ c. interest in science ¿ ¡ ¬ ➃ ƒ d. speaking skills ¿ ¡ ¬ ➃ ƒ e. writing skills ¿ ¡ ¬ ➃ ƒ f. test-taking ¿ ¡ ¬ ➃ ƒ g. problem-solving skills ¿ ¡ ¬ ➃ ƒ h. computer skills ¿ ¡ ¬ ➃ ƒ i. library skills ¿ ¡ ¬ ➃ ƒ j. study skills ¿ ¡ ¬ ➃ ƒ k. critical thinking ¿ ¡ ¬ ➃ ƒ l. overall academic ability ¿ ¡ ¬ ➃ ƒ 35. Have your abilities in any of the following increased or decreased during this academic year? Increased Stayed the same Decreased a. Mathematical ability ¿ ¡ ¬ b. Interest in science ¿ ¡ ¬ c. Speaking ¿ ¡ ¬ d. Writing ¿ ¡ ¬ e. Speaking ¿ ¡ ¬ f. Test taking ¿ ¡ ¬ g. Problem-solving ¿ ¡ ¬ skills h. Computer skills ¿ ¡ ¬ i. Library skills ¿ ¡ ¬ j. Study skills ¿ ¡ ¬ k. Critical thinking ¿ ¡ ¬ l. Overall academic ability ¿ ¡ ¬ 36. A number of different factors influence grades. When you consider your grades in engineering this academic year, how important were each of the factors listed below as contributions to your grades? Least important Not so important In the middle Somewhat Important a. My ability ¿ ¡ ¬ ➃ ƒ b. How much effort I put in ¿ ¡ ¬ ➃ ƒ c. Luck ¿ ¡ ¬ ➃ ƒ d. Ease/difficulty of material ¿ ¡ ¬ ➃ ƒ e. Quality of teaching ¿ ¡ ¬ ➃ ƒ f. Amount of preparation ¿ ¡ ¬ ➃ ƒ Most 308
37. The statements listed below have been suggested as difficulties that especially women face in the pursuit of careers in science, mathematics, or engineering. Based on your observations and experiences, please indicate your opinions about these claims. Do you think these constitute no problem, minor problems, or serious problems for women? a. Long years of formal preparation needed b. Possible conflicts between career and family responsibilities c. View that women majoring in science or technical fields are unfeminine d. Less encouragement from teachers or counselors than male engineering students get e. Less encouragement from family or friends than male engineering students get f. Women’s lack of confidence that they can handle the work g. Lack of information about careers in scientific field h. Lack of female role models in scientific fields i. Women are not as competitive as science classes require j. Discriminatory attitudes toward women on part of teachers or others in scientific fields generally k. Discriminatory attitudes toward women on part of teachers or others in scientific fields at Rowan Future Expectations No problem Minor problem Serious problem ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ ¨ ② Æ 38. How likely do you think you are to change majors before you graduate? ¿ Very unlikely ¡ Not likely ¬ Not sure ➃ Possible ƒ Very likely 39. What is the highest degree you expect to complete? ¿ B.A./B.S ¡ M.A./M.S. ¬ Ph.D. ➃ Other (please specify)__________ 40. How likely is it that you might transfer to an engineering program in another institution before completing your degree? ¿ Very unlikely ¡ Not likely ¬ Not sure ➃ Possible ⑤ Very likely 41. How likely is it that you might drop out of the engineering program before earning a degree? ¿ Very unlikely ¡ Not likely ¬ Not sure ➃ Possible ƒ Very likely 42. Do you have any concern about your ability to finance your college education? ¿ I am confident that I will have sufficient funds ¡ I will probably have enough funds ¬ I am not sure I will have enough funds to complete college Ø I am seriously concerned about having enough funds to complete college 43. How likely is it that you will be working in an engineering-related field 10 years from now? ¿ Very unlikely ¡ Not likely ¬ Not sure ➃ Possible ⑤ Very likely 44. People have different expectations of what a degree in Engineering will lead to. (Please indicate the degree to which you agree or disagree with each of the following statements.) A degree in Science/Mathematics/Engineering will allow me to: Strongly Disagree Disagree Unsure Strongly Agree a. get a well-paying job ¿ ¡ ¬ ➃ ƒ b. choose to live in any geographic location I want ¿ ¡ ¬ ➃ ƒ c. get a job I like doing ¿ ¡ ¬ ➃ ƒ d. be respected by others ¿ ¡ ¬ ➃ ƒ e. get a job where I can use my talents ¿ ¡ ¬ ➃ ƒ f. get a secure job throughout my adult life ¿ ¡ ¬ ➃ ƒ g. get a challenging job ¿ ¡ ¬ ➃ ƒ h. have time to devote to interests outside my job ¿ ¡ ¬ ➃ ƒ i. get a job where I will associate with interesting people ¿ ¡ ¬ ➃ ƒ j. be an important contributor to society ¿ ¡ ¬ ➃ ƒ 309
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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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We also could analyze the perceptio
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TABLE IIG-5 PERCEPTION OF PROBLEMS
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TABLE IIG-7 CHANGE IN PERCEPTION OF
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presumably with an understanding th
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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 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: 26. From your experience, engineeri
Page 313 and 314: 1. Your background, how long at Row
Page 315: APPENDIX B ENGINEERING SELF-CONFIDE
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