North Carolina State University
2001 First-Year Student Survey Data Tables:
Gender and Racial/Ethnic Comparisons of
Goals for Undergraduate Education
This document reports gender and racial/ethnic differences in the respondents' mean rating of their current development of and importance given to general education, personal development, and world view goals. Frequency distributions of responses by gender and race/ethnicity are available in "2000 First Year Student Survey: Frequency Distributions of Survey Item #18 (Goals)." Survey results for all respondents are provided in "2000 First-Year Student Survey: All Respondents." For information about the survey and analysis methods, see "2000 First-Year Student Survey: Introduction, Methods, and Student Demographic Profile."
Current Level of Development | Level of Goal Importance | Scatterplots: Comparison of Goals Ratings
Current Development
|
Mean Rating Scale: 5="very high," 4="high," 3="average," 2="low," 1="very low" |
||||||
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Good listening skills |
3.78 |
3.91 |
3.69 |
4.00 |
3.76 |
3.77 |
|
Plan/carry out project indep. |
3.72 |
3.86 |
3.61 |
3.85 |
3.71 |
3.72 |
|
Broad general education |
3.71 |
3.74 |
3.68 |
3.90 |
3.68 |
3.75 |
|
Apply mathematics skills |
3.69 |
3.50 |
3.84 |
3.65 |
3.70 |
3.70 |
|
Develop computer skills |
3.61 |
3.45 |
3.73 |
3.79 |
3.58 |
3.64 |
|
Understand scientific influence |
3.59 |
3.38 |
3.76 |
3.59 |
3.59 |
3.64 |
|
Critically analyze info. |
3.58 |
3.59 |
3.57 |
3.69 |
3.56 |
3.57 |
|
Communicate ideas orally |
3.53 |
3.55 |
3.51 |
3.74 |
3.52 |
3.40 |
|
Good reading comp. skills |
3.50 |
3.57 |
3.45 |
3.68 |
3.49 |
3.44 |
|
Understand diverse cultures |
3.48 |
3.64 |
3.35 |
4.00 |
3.38 |
3.99 |
|
Communicate in writing |
3.39 |
3.52 |
3.30 |
3.61 |
3.38 |
3.32 |
|
Apply scientific principles |
3.33 |
3.13 |
3.48 |
3.27 |
3.33 |
3.34 |
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Taking responsibility for behavior |
4.28 |
4.40 |
4.19 |
4.53 |
4.25 |
4.28 |
|
Learning as a lifelong process |
4.01 |
4.12 |
3.92 |
4.32 |
3.97 |
4.06 |
|
Acting upon ethical principles |
3.96 |
4.08 |
3.87 |
4.13 |
3.94 |
3.98 |
|
Function as part of a team |
3.95 |
4.02 |
3.89 |
4.17 |
3.93 |
3.92 |
|
Being independent and self-reliant |
3.95 |
3.98 |
3.92 |
4.20 |
3.92 |
3.89 |
|
Understanding own abilities and interests |
3.88 |
3.93 |
3.84 |
4.17 |
3.86 |
3.76 |
|
Realizing my potential for success |
3.77 |
3.79 |
3.75 |
4.22 |
3.72 |
3.71 |
|
Having self-discipline |
3.76 |
3.81 |
3.72 |
4.03 |
3.72 |
3.87 |
|
Clarifying personal identity |
3.74 |
3.80 |
3.70 |
4.08 |
3.70 |
3.70 |
|
Having self-confidence |
3.73 |
3.69 |
3.75 |
4.11 |
3.69 |
3.65 |
|
Improving leadership/management skills |
3.63 |
3.68 |
3.59 |
3.93 |
3.60 |
3.62 |
|
Commitment to health and fitness |
3.63 |
3.60 |
3.66 |
3.74 |
3.62 |
3.63 |
|
Coping with change |
3.62 |
3.61 |
3.63 |
3.84 |
3.60 |
3.56 |
|
Handling stress |
3.49 |
3.35 |
3.61 |
3.65 |
3.48 |
3.46 |
|
Managing my time |
3.37 |
3.45 |
3.30 |
3.48 |
3.35 |
3.41 |
|
Involved with public/community affairs |
3.30 |
3.49 |
3.15 |
3.55 |
3.27 |
3.28 |
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Valuing racial equity |
4.16 |
4.34 |
4.02 |
4.58 |
4.10 |
4.32 |
|
Valuing gender equity |
4.11 |
4.32 |
3.95 |
4.48 |
4.06 |
4.20 |
|
Interact with diverse people |
3.83 |
4.00 |
3.70 |
4.32 |
3.76 |
4.03 |
|
Tolerance for different views |
3.79 |
3.91 |
3.69 |
4.05 |
3.75 |
3.89 |
|
Appreciation of the arts |
3.41 |
3.62 |
3.26 |
3.54 |
3.39 |
3.53 |
|
Understanding world problems/issues |
3.33 |
3.24 |
3.40 |
3.54 |
3.30 |
3.42 |
|
Understanding present as it relates to history |
3.27 |
3.15 |
3.36 |
3.50 |
3.24 |
3.36 |
|
Mean Rating Scale: 5="very high," 4="high," 3="average," 2="low," 1="very low" |
||||||
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Develop computer skills |
4.41 |
4.42 |
4.40 |
4.63 |
4.38 |
4.49 |
|
Plan/carry out project indep. |
4.35 |
4.47 |
4.26 |
4.55 |
4.33 |
4.41 |
|
Communicate ideas orally |
4.34 |
4.47 |
4.25 |
4.65 |
4.31 |
4.38 |
|
Good listening skills |
4.31 |
4.45 |
4.21 |
4.64 |
4.27 |
4.40 |
|
Broad general education |
4.29 |
4.41 |
4.20 |
4.60 |
4.25 |
4.38 |
|
Apply mathematics skills |
4.22 |
4.11 |
4.30 |
4.50 |
4.18 |
4.29 |
|
Good reading comp. skills |
4.15 |
4.26 |
4.07 |
4.61 |
4.10 |
4.21 |
|
Critically analyze info. |
4.12 |
4.18 |
4.07 |
4.33 |
4.09 |
4.25 |
|
Communicate in writing |
3.99 |
4.13 |
3.87 |
4.48 |
3.93 |
4.07 |
|
Understand scientific influence |
3.98 |
3.86 |
4.07 |
4.18 |
3.95 |
4.06 |
|
Understand diverse cultures |
3.90 |
4.20 |
3.67 |
4.44 |
3.81 |
4.25 |
|
Apply scientific principles |
3.82 |
3.65 |
3.94 |
3.98 |
3.79 |
3.89 |
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Managing my time |
4.61 |
4.72 |
4.53 |
4.81 |
4.59 |
4.67 |
|
Taking responsibility for behavior |
4.58 |
4.71 |
4.48 |
4.84 |
4.55 |
4.62 |
|
Having self-confidence |
4.55 |
4.70 |
4.43 |
4.83 |
4.51 |
4.59 |
|
Having self-discipline |
4.55 |
4.66 |
4.47 |
4.79 |
4.52 |
4.65 |
|
Being independent and self-reliant |
4.53 |
4.68 |
4.41 |
4.73 |
4.50 |
4.60 |
|
Handling stress |
4.49 |
4.64 |
4.37 |
4.68 |
4.47 |
4.48 |
|
Realizing my potential for success |
4.45 |
4.59 |
4.34 |
4.81 |
4.40 |
4.52 |
|
Understanding own abilities and interests |
4.43 |
4.58 |
4.31 |
4.71 |
4.40 |
4.44 |
|
Improving leadership/management skills |
4.38 |
4.49 |
4.30 |
4.66 |
4.35 |
4.46 |
|
Function as part of a team |
4.37 |
4.46 |
4.30 |
4.58 |
4.34 |
4.41 |
|
Acting upon ethical principles |
4.34 |
4.50 |
4.21 |
4.56 |
4.31 |
4.44 |
|
Commitment to health and fitness |
4.34 |
4.47 |
4.24 |
4.46 |
4.33 |
4.33 |
|
Clarifying personal identity |
4.28 |
4.48 |
4.12 |
4.61 |
4.24 |
4.34 |
|
Learning as a lifelong process |
4.26 |
4.41 |
4.15 |
4.63 |
4.22 |
4.33 |
|
Coping with change |
4.26 |
4.43 |
4.13 |
4.51 |
4.23 |
4.28 |
|
Involved with public/community affairs |
3.90 |
4.13 |
3.73 |
4.28 |
3.86 |
3.96 |
|
All |
Women |
Men |
Af. Am |
White |
Other |
|
|
Valuing racial equity |
4.34 |
4.54 |
4.17 |
4.77 |
4.28 |
4.45 |
|
Tolerance for different views |
4.27 |
4.47 |
4.11 |
4.56 |
4.23 |
4.40 |
|
Valuing gender equity |
4.27 |
4.50 |
4.10 |
4.66 |
4.22 |
4.33 |
|
Interact with diverse people |
4.26 |
4.49 |
4.08 |
4.66 |
4.20 |
4.42 |
|
Understanding world problems/issues |
4.00 |
4.12 |
3.90 |
4.16 |
3.97 |
4.10 |
|
Appreciation of the arts |
3.71 |
3.95 |
3.52 |
3.86 |
3.68 |
3.84 |
|
Understanding present as it relates to history |
3.70 |
3.73 |
3.68 |
4.04 |
3.66 |
3.77 |
Scatterplots: Comparisons of Goal Ratings
Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Goal Importance Ratings (Female Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Goal Importance Ratings (Male Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Goal Importance Ratings (White Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Goal Importance Ratings (African American Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Goal Importance Ratings (Other Minority Respondents)
|
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
|
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
|
3 Ability to communicate ideas orally |
21 Having self-confidence |
|
4 Developing good listening skills |
22 Realizing my potential for success |
|
5 Developing reading comp. skills |
23 Clarifying personal identity |
|
6 Ability to apply math skills |
24 Coping with change |
|
7 Understanding scientific influence |
25 Being independent and self-reliant |
|
8 Apply scientific principles |
26 Handling stress |
|
9 Developing computer skills |
27 Managing my time |
|
10 Critically analyze info. |
28 Having self-discipline |
|
11 Plan/carry out project independently |
29 World problems/issues |
|
12 Understanding diverse cultures |
30 Present as it relates to history |
|
13 Taking responsibility for behavior |
31 Interact with diverse people |
|
14 Learning as lifelong process |
32 Appreciation of the arts |
|
15 Acting on ethical principles |
33 Tolerance for different views |
|
16 Leadership/management skills |
34 Valuing gender equity |
|
17 Function as part of a team |
35 Valuing racial equity |
|
18 Involved with public and comm. affairs |
For more information on the 2001 First-Year Student Survey contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
E-mail: Nancy_Whelchel@ncsu.edu
Download a Microsoft Word Version (Word
6.0 or higher) of this report.
We've named the file .bin so your browser gives you a download
window instead of displaying the file. When you download it you can rename
it to .doc to indicate that it's a Word file.
Return to 2000 First-Year Student Survey Table of Contents Page