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CHAPTER I-C THE POWRE STUDY To assess the experience of female engineering students in the Rowan undergraduate program, to determine the impact of the features of the Rowan program on them, and to explore the differential impact of the program on males and females, surveys were conducted, focus group interviews given, and objective data collected for each student. Interviews with faculty and administration and printed information from the College of Engineering provided greater insight into the nature of the program and the educational climate. Surveys All Rowan students were surveyed for the study. The first full set of surveys was administered toward the beginning of the Fall of 2000; the second full set of surveys toward the end of Spring, 2001. The beginning of the year survey gathered background data on family background and support, pre-college preparation both formal and extra- curricular, self-assessments of strengths and weaknesses, and learning style preferences to be used as control variables in the analysis of gender differences. It also queried attitudes toward engineering as a field of study and as a career, self-confidence in engineering-related skills and abilities, perceptions of difficulties for women in engineering, and future plans and commitment to engineering. The end of the year survey repeated most of the questions about self-confidence in engineering related skills, satisfaction with engineering as a major and a career, perceptions of difficulties for women in engineering, and future plans and commitment to engineering. Students were asked about their involvement in extra-curricular activities during the course of the IC-42
academic year and their satisfaction with many aspects of the program they had experienced during the year. Each questionnaire had close to 150 variables for analysis. A summary of the topics asked at each time of survey can be found in Table IC-1. All questionnaires used can be found in Appendix A. Questionnaires were developed after studying previous survey instruments. Those most comparable to the survey instrument developed include: the WECE questionnaire (especially for extra-curricular activities and support of significant others), the WEPAN questionnaire (especially for perception of the interpersonal climate and learning environment), the Pittsburgh Survey (especially on evaluation of the program at the end of the Spring semester), the Pathways survey (including perceptions of problems for women in math, science and engineering; high school background questions; and attribution of academic success or failure). Where available, comparisons are included between the Rowan survey and other survey results for comparable questions. IC-43
Page 1 and 2: A GENDER LENS ON ROWAN UNIVERSITY
Page 3 and 4: EXECUTIVE SUMMARY BACKGROUND TO THE
Page 5 and 6: the program? In particular, how do
Page 7 and 8: various aspects of the program and
Page 9 and 10: However, the empowering effect of t
Page 11 and 12: with the delivery of lab work, team
Page 13 and 14: The perception of problems for wome
Page 15 and 16: • Have as high or higher academic
Page 17 and 18: These are important findings for an
Page 19 and 20: CHAPTER I-A INTRODUCTION The under-
Page 21 and 22: incorporate an inclusive pedagogica
Page 23 and 24: has specifically been advocated as
Page 25 and 26: affect intellectual identity and ac
Page 27 and 28: CLIMATE ISSUES DIFFICULT FOR WOMEN
Page 29 and 30: atmosphere separates students from
Page 31 and 32: successfully serve as a model for m
Page 33 and 34: uilt itself up into a full-fledged
Page 35 and 36: sensitive policy to sophomore year
Page 37 and 38: work together to continuously creat
Page 39 and 40: that students, in their exit interv
Page 41 and 42: presentations convincing to practic
Page 43: chapter on campus, which sponsors s
Page 47 and 48: Additional Information from Univers
Page 49 and 50: CHAPTER I-D THE ROWAN ENGINEERING S
Page 51 and 52: The rest of this chapter is based o
Page 53 and 54: TABLE ID-3 COHORT BY MAJOR (%’s)
Page 55 and 56: TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
Page 57 and 58: Academic Achievement The level of a
Page 59 and 60: TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
Page 61 and 62: London, 1992). Almost a third of th
Page 63 and 64: Parental occupations of male studen
Page 65 and 66: As we have mentioned above, about h
Page 67 and 68: All of the support items were recod
Page 69 and 70: science field. Males and females sh
Page 71 and 72: 5) pre-college academic preparation
Page 73 and 74: program. Other students may opt to
Page 75 and 76: confidence at the beginning of each
Page 77 and 78: STUDENT INPUT Family and Socio- Dem
Page 79 and 80: CHAPTER II-B THE RELATIONSHIP BETWE
Page 81 and 82: making up this factor, while 22.4%
Page 83 and 84: (CONF STAY ENG) as the dependent va
Page 85 and 86: contrary to our expectations, it is
Page 87 and 88: students is .568, and for all stude
Page 89 and 90: However, the importance of backgrou
Page 91 and 92: TABLE IIB-4 MULTIPLE REGRESSION ANA
Page 93 and 94: oth that they will stay with engine
Page 95 and 96:
The main gender differences through
Page 97 and 98:
CHAPTER II-C ENGINEERING BEHAVIOR A
Page 99 and 100:
grades is statistically significant
Page 101 and 102:
shows us that the impact of both fa
Page 103 and 104:
men’s and their mean GPA in engin
Page 105 and 106:
TABLE IIC-4 ACADEMIC PERFORMANCE BY
Page 107 and 108:
(1) The first type of involvement r
Page 109 and 110:
participation in enrichment activit
Page 111 and 112:
Having a sibling who went to colleg
Page 113 and 114:
These background characteristics ha
Page 115 and 116:
In sum, in terms of enrichment acti
Page 117 and 118:
Table IIC-11 SUPPORT BY FACULTY BY
Page 119 and 120:
For males, living with other scienc
Page 121 and 122:
TABLE IIC-14 PARTICIPATION IN HELP
Page 123 and 124:
primarily the male’s career couns
Page 125 and 126:
Finally, involvement in non-enginee
Page 127 and 128:
The Rowan engineering females fall
Page 129 and 130:
members to have slightly higher GPA
Page 131 and 132:
CHAPTER II-D CHANGES IN ENGINEERING
Page 133 and 134:
However, there is a gender differen
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Considering the possibility that no
Page 137 and 138:
achievement. Academic self-confiden
Page 139 and 140:
While the four self-confidence fact
Page 141 and 142:
We separated our analysis by year i
Page 143 and 144:
Similarly, for junior females, a hi
Page 145 and 146:
In summary, we can see that over th
Page 147 and 148:
in their computer skills and in the
Page 149 and 150:
TABLE IID-3 CHANGE IN SELF-CONFIDEN
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engineering as the right major for
Page 153 and 154:
TABLE IID-5 MEAN GRADE POINT AVERAG
Page 155 and 156:
the senior year, we find the larges
Page 157 and 158:
The programmatic elements of most i
Page 159 and 160:
elated to satisfaction at the end o
Page 161 and 162:
The second indicator of satisfactio
Page 163 and 164:
of classroom hours”, “are frien
Page 165 and 166:
Satisfaction Item TABLE IIE-2 SATIS
Page 167 and 168:
Considering high school background
Page 169 and 170:
TABLE IIE-5 MULTIPLE CORRELATIONS R
Page 171 and 172:
TABLE IIE-6 MULTIPLE REGRESSION ANA
Page 173 and 174:
with team work is lowest in the jun
Page 175 and 176:
High School Background High school
Page 177 and 178:
teams are also more likely to join
Page 179 and 180:
Satisfaction Item TABLE IIE-12 SATI
Page 181 and 182:
TABLE IIE-14 SATISFACTION WITH INTE
Page 183 and 184:
TABLE IIE-16 MULTIPLE REGRESSION AN
Page 185 and 186:
course of the academic year. It cou
Page 187 and 188:
gender difference are female studen
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a. Labwork (SATLAB) There is no gen
Page 191 and 192:
TABLE IIE-22 SATISFACTION WITH ENGI
Page 193 and 194:
indicated that there does not seem
Page 195 and 196:
I. Programmatic Elements a-b. Satis
Page 197 and 198:
II. Satisfaction with Applied Aspec
Page 199 and 200:
administered during the different y
Page 201 and 202:
higher among seniors. For both male
Page 203 and 204:
TABLE IIE-26 MEAN SATISFACTION WITH
Page 205 and 206:
engineering self-confidence was sim
Page 207 and 208:
previous research, which suggests t
Page 209 and 210:
WOMEN’S PARTICIPATION IN SWE AND
Page 211 and 212:
ole models for engineering in the f
Page 213 and 214:
difference in satisfaction with the
Page 215 and 216:
program do not exhibit poorer pre-c
Page 217 and 218:
Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
Page 221 and 222:
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
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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 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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