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CONCLUSIONS There were two purposes to this chapter. The first was to provide a description of the Rowan engineering students who form the population of this study, and to allow others to assess how comparable this population is to theirs. The second was to determine whether there were any significant gender differences that might serve at least as partial explanations for any gender differences in engineering outcomes that we find in the study. In light of previous literature, this was particularly interesting because while earlier research would lead us to expect a gender gap in pre- college preparation, family support for the pursuit of engineering, and same-sex role models (e.g., AAUW, 1992; Blaisdell, 1998; Cunningham et. al., 2000; Kahle and Meece, 1994; Kramarae and Treichler, 1990; Layzer, 1992; Leder and Fennema, 1990; Tobias, 1990), later research has shown parity at least in terms of high school math and science achievement (NCES, 2003), especially among women and men who actually go into math, science or engineering majors (Hoffer, 1995). In terms of gender differences in background variables, the most important conclusion is that the female students are not weaker in terms of high school math and science background or achievement. In fact, they had higher grades in math and science than did males, participated in more extra-curricular activities for math and science than did their male counterparts; however, they were somewhat less likely to have computer science courses and had lower math SAT scores. In terms of family background, females’ mothers had somewhat higher education, and more of their fathers were engineers; however, more of the males’ siblings were in engineering or a related math or ID-66
science field. Males and females shared relatively strong support from significant others for their pursuit of engineering. The background differences, therefore, are quite minimal, and suggest an equal footing for males and females as they enter Rowan, unlike expectations from previous research. ID-67
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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
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 and 44: chapter on campus, which sponsors s
Page 45 and 46: academic year and their satisfactio
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: All of the support items were recod
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
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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
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the junior female students to perce
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CHANGE IN PERCEPTION OF PROBLEMS OV
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TABLE IIG-13 CHANGE IN PERCEPTION O
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Issue TABLE IIG-14 CHANGE IN PERCEP
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TABLE IIG-17 PERCEPTIONS OF PROBLEM
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CHAPTER II-H COMPARISONS TO OTHER S
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TABLE IIH-1 ENGINEERING SELF-CONFID
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Rowan females are also more involve
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TABLE IIH-3 PARTICIPATION IN SELECT
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females agreed or strongly agreed t
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males vs. 50.0% females); at Rowan,
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Purpose of the Study PART III SUMMA
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Evidence that Rowan’s Program is
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tend to be more satisfied with the
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It is important to note that having
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new program, many changes were inst
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Cunningham, Christine M., Cathy Lac
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Marchese, A. J., Schmalzel, J. L, M
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Tinto, V. 1993. Leaving College: Re
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ENGINEERING STUDENT SURVEY I Dear S
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Family Background 11.What was the h
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29a. Did you ever have a female tea
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40. The statements listed below hav
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Name__________________ Social Secur
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7. During this academic year, how f
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26. From your experience, engineeri
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37. The statements listed below hav
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1. Your background, how long at Row
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APPENDIX B ENGINEERING SELF-CONFIDE
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