North Carolina State University
2003 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 "2003 First Year Student Survey: Frequency Distributions of Survey Item #18 (Goals)." For information about the survey and analysis methods, see " 2003 First-Year Student Survey: Introduction, Methods, and Student Demographic Profile." Exact question wording is available on the web or by clicking on the "Q" next to the table heading.

Current Level of Development | Level of Goal Importance | Scatterplots: Comparison of Goals Ratings

QCurrent Development
General Education Goals

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 3.76 3.91 3.65 3.94 3.75 3.87
Plan/carry out project independently 3.73 3.88 3.62 3.82 3.73 3.83
Apply mathematics skills 3.72 3.56 3.84 3.68 3.72 3.87
Broad general education 3.70 3.75 3.67 3.89 3.68 3.87
Develop computer skills 3.60 3.48 3.69 3.82 3.57 4.00
Understand diverse cultures 3.59 3.78 3.45 4.12 3.50 3.82
Critically analyze info. 3.58 3.57 3.59 3.69 3.57 3.61
Understand scientific influence 3.57 3.37 3.72 3.56 3.57 3.26
Good reading comprehension skills 3.52 3.60 3.47 3.77 3.51 3.73
Communicate ideas orally 3.47 3.52 3.42 3.68 3.45 3.52
Apply scientific principles 3.35 3.14 3.51 3.35 3.34 3.59
Communicate in writing 3.35 3.47 3.27 3.56 3.33 3.57
All Women Men Af. Am White Other
Taking responsibility for behavior 4.22 4.35 4.12 4.48 4.19 4.00
Learning as a lifelong process 4.04 4.17 3.93 4.31 4.00 4.04
Acting upon ethical principles 3.94 4.07 3.85 4.13 3.92 3.96
Function as part of a team 3.92 4.03 3.83 4.17 3.89 3.87
Being independent and self-reliant 3.90 3.96 3.86 3.99 3.90 3.87
Understanding own abilities and interests 3.83 3.87 3.80 4.12 3.80 3.87
Realizing my potential for success 3.77 3.80 3.76 4.16 3.73 4.00
Having self-discipline 3.76 3.82 3.71 4.00 3.73 3.32
Clarifying personal identity 3.73 3.82 3.67 4.04 3.71 3.83
Having self-confidence 3.69 3.66 3.71 4.09 3.65 3.83
Commitment to health and fitness 3.64 3.68 3.61 3.80 3.64 3.57
Improving leadership/management skills 3.63 3.71 3.57 3.92 3.60 3.78
Coping with change 3.59 3.58 3.60 3.88 3.56 3.57
Handling stress 3.52 3.42 3.60 3.64 3.51 3.35
Managing my time 3.36 3.49 3.27 3.46 3.36 3.35
Involved with public/community affairs 3.28 3.51 3.11 3.64 3.24 3.52
World View Goals All Women Men Af. Am White Other
Valuing racial equity 4.17 4.31 4.06 4.62 4.10 4.26
Valuing gender equity 4.15 4.33 4.01 4.50 4.10 4.17
Interact with diverse people 3.86 4.01 3.76 4.28 3.80 3.78
Tolerance for different views 3.76 3.90 3.66 4.07 3.71 3.74
Appreciation of the arts 3.46 3.69 3.28 3.62 3.42 3.83
World problems/issues 3.39 3.32 3.45 3.55 3.37 3.22
Present as it relates to history 3.30 3.19 3.39 3.46 3.28 3.17
Frequency distributions: Gender/Ethnicity
(To view frequencies for a specific goal section, click on the section heading in the table above.)
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Q Goal Importance
General Education Goals

Mean Rating

Scale: 5=very important, 4=important, 3=moderately important, 2=of limited importance, 1=not important

All Women Men Af. Am White Other
Plan/carry out project independently 4.34 4.48 4.24 4.53 4.32 4.22
Broad general education 4.31 4.42 4.23 4.58 4.28 4.22
Develop computer skills 4.27 4.25 4.29 4.52 4.25 4.00
Communicate ideas orally 4.26 4.41 4.16 4.61 4.23 4.26
Good listening skills 4.23 4.40 4.11 4.60 4.19 4.26
Apply mathematics skills 4.21 4.10 4.29 4.45 4.18 4.04
Critically analyze info. 4.15 4.24 4.09 4.38 4.12 4.13
Good reading comprehension skills 4.14 4.27 4.04 4.61 4.07 4.35
Understand diverse cultures 4.02 4.28 3.82 4.50 3.95 4.27
Understand scientific influence 4.01 3.88 4.10 4.13 3.99 3.74
Communicate in writing 3.95 4.14 3.80 4.44 3.88 4.17
Apply scientific principles 3.87 3.72 3.98 4.01 3.85 3.78
All Women Men Af. Am White Other
Managing my time 4.56 4.69 4.47 4.77 4.54 4.52
Taking responsibility for behavior 4.54 4.66 4.45 4.76 4.51 4.43
Having self-discipline 4.53 4.65 4.44 4.71 4.51 4.36
Having self-confidence 4.51 4.63 4.41 4.77 4.47 4.70
Being independent and self-reliant 4.50 4.67 4.37 4.65 4.47 4.43
Realizing my potential for success 4.43 4.54 4.35 4.72 4.39 4.35
Handling stress 4.42 4.58 4.30 4.63 4.40 4.35
Understanding own abilities and interests 4.40 4.52 4.31 4.68 4.37 4.52
Improving leadership/management skills 4.37 4.46 4.30 4.66 4.33 4.39
Commitment to health and fitness 4.35 4.49 4.23 4.56 4.32 4.39
Function as part of a team 4.35 4.43 4.28 4.61 4.31 4.35
Acting upon ethical principles 4.32 4.47 4.22 4.55 4.30 4.48
Learning as a lifelong process 4.30 4.43 4.20 4.62 4.26 4.43
Clarifying personal identity 4.27 4.47 4.13 4.63 4.22 4.17
Coping with change 4.23 4.41 4.10 4.54 4.19 4.35
Involved with public/community affairs 3.93 4.17 3.75 4.38 3.86 4.04
World View Goals All Women Men Af. Am White Other
Valuing racial equity 4.39 4.56 4.26 4.80 4.33 4.43
Valuing gender equity 4.34 4.53 4.21 4.72 4.29 4.43
Interact with diverse people 4.28 4.47 4.13 4.66 4.22 4.39
Tolerance for different views 4.25 4.44 4.11 4.50 4.21 4.48
World problems/issues 4.14 4.28 4.04 4.32 4.11 4.13
Present as it relates to history 3.89 3.95 3.84 4.12 3.85 3.96
Appreciation of the arts 3.80 4.05 3.61 4.08 3.75 4.22
Frequency distributions: Gender/Ethnicity
(To view frequencies for a specific goal section, click on the section heading in the table above.)
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Scatterplots: Comparisons of Goal Ratings

 

Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
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Scatterplot Comparing Goal Development and Goal Importance Ratings (Female Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
Back to Top

Scatterplot Comparing Goal Development and Goal Importance Ratings (Male Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
Back to Top

Scatterplot Comparing Goal Development and Goal Importance Ratings (African American Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
Back to Top

Scatterplot Comparing Goal Development and Goal Importance Ratings (White Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
Back to Top

Scatterplot Comparing Goal Development and Goal Importance Ratings (Non-African American Minority Respondents)


1 Taking responsibility for behavior

19 Commitment to health and fitness

2 Valuing racial equity

20 Improving leadership/management skills

3 Valuing gender equity

21 Develop computer skills

4 Learning as a lifelong process

22 Understand diverse cultures

5 Acting upon ethical principles

23 Coping with change

6 Function as part of a team

24 Critically analyze info.

7 Being independent and self-reliant

25 Understand scientific influence

8 Interact with diverse people

26 Good reading comprehension

9 Understanding own abilities and interests

27 Handling stress

10 Realizing my potential for success

28 Communicate ideas orally

11 Tolerance for different views

29 Appreciation of the arts

12 Good listening skills

30 World problems/issues

13 Having self-discipline

31 Managing my time

14 Clarifying personal identity

32 Apply scientific principles

15 Plan/carry out project independently

33 Communicate in writing

16 Apply mathematics skills

34 Present as it relates to history

17 Broad general education

35 Involved with public/community affairs

18 Having self-confidence

 
Goal development/importance by rank order: Gender/Ethnicity
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For more information on the 2003 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

Posted: January, 2004

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