North
Carolina State University
2004 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 "2004 First Year Student Survey: Frequency Distributions of Survey Item #18 (Goals)." For information about the survey and analysis methods, see " 2004 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 Mean
Rating Scale:
5="very high," 4="high," 3="average," 2="low," 1="very low"
Mean
Rating Scale:
5=very important, 4=important, 3=moderately important,
QCurrent
Development
Frequency distributions: Gender/Ethnicity
General
Education Goals
All
Women
Men
White
Af
Am
Other
Plan/carry out project
indep.
3.75
3.89
3.64
3.74
3.85
3.70
Good listening skills
3.73
3.86
3.64
3.72
3.89
3.68
Apply mathematics skills
3.70
3.54
3.84
3.72
3.60
3.71
Broad general education
3.68
3.73
3.63
3.65
3.89
3.65
Understand diverse
cultures
3.60
3.79
3.44
3.48
4.16
4.05
Develop computer skills
3.58
3.45
3.68
3.55
3.84
3.55
Critically analyze
info.
3.56
3.55
3.57
3.56
3.69
3.46
Understand scientific
influence
3.52
3.31
3.69
3.51
3.56
3.59
Good reading comp.
skills
3.48
3.56
3.42
3.47
3.68
3.37
Communicate ideas orally
3.45
3.49
3.41
3.44
3.65
3.34
Communicate in writing
3.32
3.43
3.24
3.30
3.57
3.27
Apply scientific principles
3.29
3.09
3.45
3.29
3.28
3.37
All
Women
Men
White
Af
Am
Other
Taking responsibility
for behavior
4.21
4.31
4.12
4.18
4.41
4.22
Learning as lifelong
4.03
4.19
3.90
4.00
4.21
4.06
Acting upon ethical
principles
3.95
4.09
3.84
3.93
4.12
3.98
Function as part of
a team
3.89
3.97
3.83
3.87
4.12
3.85
Being independent and
self-reliant
3.87
3.90
3.85
3.86
4.02
3.83
Understanding own abilities
and interests
3.84
3.88
3.81
3.81
4.14
3.81
Having self-discipline
3.75
3.79
3.72
3.73
3.97
3.73
Realizing my potential
for success
3.74
3.73
3.75
3.70
4.11
3.65
Clarifying personal
identity
3.72
3.74
3.70
3.69
4.01
3.64
Having self-confidence
3.64
3.60
3.68
3.60
4.05
3.57
Improving leadership/management
skills
3.64
3.71
3.58
3.62
3.92
3.49
Commitment to health
and fitness
3.63
3.59
3.66
3.62
3.80
3.54
Coping with change
3.56
3.51
3.59
3.53
3.82
3.53
Handling stress
3.48
3.35
3.59
3.47
3.59
3.51
Managing my time
3.39
3.50
3.30
3.38
3.55
3.31
Involved with public/community
affairs
3.31
3.50
3.17
3.28
3.60
3.34
World
View Goals
All
Women
Men
White
Af
Am
Other
Valuing racial equity
4.14
4.33
4.00
4.08
4.50
4.36
Valuing gender equity
4.14
4.34
3.99
4.09
4.43
4.29
Interact with diverse
people
3.86
4.01
3.75
3.79
4.24
4.10
Tolerance for different
views
3.75
3.87
3.65
3.69
4.00
4.01
Appreciation of the
arts
3.48
3.72
3.29
3.44
3.68
3.65
World problems/issues
3.37
3.27
3.45
3.34
3.64
3.41
Present as it relates
to history
3.30
3.18
3.40
3.28
3.57
3.20
(To view frequencies for a specific goal section, click on the section heading
in the table above.)
Back to Top
Q Goal Importance
Frequency distributions: Gender/Ethnicity
General
Education Goals
2=of limited importance,
1=not important
All
Women
Men
White
Af
Am
Other
Plan/carry out project
indep.
4.35
4.48
4.25
4.33
4.41
4.43
Broad general education
4.33
4.46
4.22
4.28
4.59
4.43
Good listening skills
4.26
4.39
4.15
4.21
4.57
4.37
Communicate ideas orally
4.26
4.41
4.14
4.21
4.58
4.37
Develop computer skills
4.21
4.17
4.25
4.18
4.47
4.25
Apply mathematics skills
4.20
4.08
4.30
4.18
4.35
4.28
Good reading comp.
skills
4.17
4.30
4.06
4.11
4.55
4.25
Critically analyze
info.
4.16
4.22
4.12
4.12
4.38
4.27
Understand diverse
cultures
4.04
4.30
3.83
3.94
4.54
4.37
Understand scientific
influence
4.02
3.89
4.11
3.99
4.09
4.15
Communicate in writing
3.93
4.10
3.80
3.86
4.36
4.09
Apply scientific principles
3.89
3.75
4.00
3.87
3.97
4.03
All
Women
Men
White
Af
Am
Other
Managing my time
4.55
4.66
4.47
4.52
4.74
4.64
Taking responsibility
for behavior
4.53
4.68
4.41
4.50
4.75
4.53
Having self-confidence
4.53
4.64
4.44
4.50
4.71
4.61
Having self-discipline
4.51
4.62
4.43
4.48
4.69
4.57
Being independent and
self-reliant
4.48
4.63
4.37
4.46
4.57
4.57
Handling stress
4.46
4.60
4.35
4.43
4.67
4.48
Realizing my potential
for success
4.44
4.54
4.35
4.40
4.69
4.51
Understanding own abilities
and interests
4.43
4.57
4.31
4.38
4.64
4.56
Improving leadership/management
skills
4.39
4.47
4.33
4.35
4.65
4.45
Acting upon ethical
principles
4.36
4.52
4.23
4.33
4.55
4.38
Function as part of
a team
4.36
4.45
4.28
4.32
4.60
4.41
Commitment to health
and fitness
4.35
4.46
4.26
4.32
4.49
4.42
Learing as lifelong
4.31
4.45
4.20
4.27
4.57
4.46
Clarifying personal
identity
4.29
4.47
4.14
4.24
4.59
4.35
Coping with change
4.27
4.42
4.15
4.23
4.57
4.29
Involved with public/community
affairs
4.02
4.22
3.85
3.97
4.36
4.12
World
View Goals
All
Women
Men
White
Af
Am
Other
Valuing racial equity
4.38
4.56
4.24
4.33
4.66
4.60
Valuing gender equity
4.37
4.56
4.22
4.33
4.59
4.54
Interact with diverse
people
4.31
4.50
4.16
4.25
4.63
4.52
Tolerance for different
views
4.27
4.47
4.11
4.22
4.49
4.49
World problems/issues
4.19
4.32
4.08
4.15
4.39
4.33
Present as it relates
to history
3.93
3.97
3.90
3.89
4.19
4.00
Appreciation of the
arts
3.84
4.08
3.65
3.79
4.06
4.06
(To view frequencies for a specific goal section, click on the section heading
in the table above.)
Back to Top
Scatterplots: Comparisons of Goal Ratings
Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)
|
1 Taking responsibility for behavior |
19 Improving leadership/management skills |
|
2 Valuing racial equity |
20 Commitment to health and fitness |
|
3 Valuing gender equity |
21 Understand diverse cultures/values |
|
4 Learning as a lifelong process |
22 Develop computer skills |
|
5 Recognizing/acting upon ethical principles |
23 Critically analyze information |
|
6 Function as part of a team |
24 Coping with change |
|
7 Being independent and self-reliant |
25 Understand influence of science/technology |
|
8 Interact with diverse people |
26 Handling stress |
|
9 Understanding own abilities and interests |
27 Appreciation of arts/music/literature |
|
10 Having self-discipline |
28 Good reading comprehension |
|
11 Plan/carry out projects independently |
29 Communicate ideas orally |
|
12 Tolerance for different views |
30 Time management |
|
13 Realizing my potential for success |
31 Understanding world problems/issues |
|
14 Good listening skills |
32 Communicate ideas in writing |
|
15 Clarifying personal identity |
33 Involvement in public/community affairs |
|
16 Apply mathematics skills |
34 Present as it relates to history |
|
17 Broad general education |
35 Apply scientific principles |
|
18 Having self-confidence |
Goal development/importance by rank
order: Gender/Ethnicity
Back to Top
Scatterplot Comparing Goal Development and Goal Importance Ratings (By Gender)
|
1 Taking responsibility for behavior |
19 Improving leadership/management skills |
|
2 Valuing racial equity |
20 Commitment to health and fitness |
|
3 Valuing gender equity |
21 Understand diverse cultures/values |
|
4 Learning as a lifelong process |
22 Develop computer skills |
|
5 Recognizing/acting upon ethical principles |
23 Critically analyze information |
|
6 Function as part of a team |
24 Coping with change |
|
7 Being independent and self-reliant |
25 Understand influence of science/technology |
|
8 Interact with diverse people |
26 Handling stress |
|
9 Understanding own abilities and interests |
27 Appreciation of arts/music/literature |
|
10 Having self-discipline |
28 Good reading comprehension |
|
11 Plan/carry out projects independently |
29 Communicate ideas orally |
|
12 Tolerance for different views |
30 Time management |
|
13 Realizing my potential for success |
31 Understanding world problems/issues |
|
14 Good listening skills |
32 Communicate ideas in writing |
|
15 Clarifying personal identity |
33 Involvement in public/community affairs |
|
16 Apply mathematics skills |
34 Present as it relates to history |
|
17 Broad general education |
35 Apply scientific principles |
|
18 Having self-confidence |
Goal development/importance by rank
order: Gender/Ethnicity
Back to Top
Scatterplot Comparing Goal Development and Goal Importance Ratings (By Race)
|
1 Taking responsibility for behavior |
19 Improving leadership/management skills |
|
2 Valuing racial equity |
20 Commitment to health and fitness |
|
3 Valuing gender equity |
21 Understand diverse cultures/values |
|
4 Learning as a lifelong process |
22 Develop computer skills |
|
5 Recognizing/acting upon ethical principles |
23 Critically analyze information |
|
6 Function as part of a team |
24 Coping with change |
|
7 Being independent and self-reliant |
25 Understand influence of science/technology |
|
8 Interact with diverse people |
26 Handling stress |
|
9 Understanding own abilities and interests |
27 Appreciation of arts/music/literature |
|
10 Having self-discipline |
28 Good reading comprehension |
|
11 Plan/carry out projects independently |
29 Communicate ideas orally |
|
12 Tolerance for different views |
30 Time management |
|
13 Realizing my potential for success |
31 Understanding world problems/issues |
|
14 Good listening skills |
32 Communicate ideas in writing |
|
15 Clarifying personal identity |
33 Involvement in public/community affairs |
|
16 Apply mathematics skills |
34 Present as it relates to history |
|
17 Broad general education |
35 Apply scientific principles |
|
18 Having self-confidence |
Goal development/importance by rank
order: Gender/Ethnicity
Back to Top
For more information on the 2004
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, 2005
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