North Carolina State University
2007 First-Year Student Survey:
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 "2007 First Year Student Survey: Frequency Distributions of Survey Item #18 (Goals)." For information about the survey and analysis methods, see " 2007 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.
| General Education Goals | Mean Rating Scale: 5="very high," 4="high," 3="average," 2="low," 1="very low" |
|||||
|---|---|---|---|---|---|---|
| All | Women | Men | AfAm | White | Other | |
| Apply math skills | 3.65 | 3.42 | 3.83 | 3.67 | 3.63 | 3.71 |
| Apply scientific principles | 3.31 | 3.11 | 3.48 | 3.34 | 3.30 | 3.37 |
| Broad general education | 3.63 | 3.70 | 3.58 | 3.85 | 3.61 | 3.62 |
| Communicate ideas in writing | 3.24 | 3.37 | 3.14 | 3.44 | 3.22 | 3.21 |
| Communicate ideas orally | 3.45 | 3.50 | 3.41 | 3.60 | 3.44 | 3.40 |
| Develop computer skills | 3.59 | 3.52 | 3.65 | 3.87 | 3.56 | 3.64 |
| Good listening skills | 3.75 | 3.86 | 3.67 | 3.89 | 3.74 | 3.77 |
| Good reading comprehension skills | 3.47 | 3.55 | 3.40 | 3.62 | 3.45 | 3.43 |
| Influence of science/technology | 3.59 | 3.37 | 3.78 | 3.67 | 3.58 | 3.64 |
| Carry out projects independently | 3.70 | 3.85 | 3.58 | 3.78 | 3.70 | 3.64 |
| Critically analyze information | 3.58 | 3.58 | 3.59 | 3.64 | 3.58 | 3.61 |
| Understanding diverse cultures/values | 3.57 | 3.78 | 3.40 | 4.08 | 3.46 | 3.98 |
| Personal Development Goals | Mean Rating Scale: 5="very high," 4="high," 3="average," 2="low," 1="very low" |
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|---|---|---|---|---|---|---|
| All | Women | Men | AfAm | White | Other | |
| Acting on ethical principles | 4.00 | 4.13 | 3.88 | 4.16 | 3.98 | 3.98 |
| Being independent | 3.83 | 3.85 | 3.81 | 3.94 | 3.83 | 3.74 |
| Clarifying personal identity | 3.73 | 3.78 | 3.69 | 4.05 | 3.70 | 3.71 |
| Commit to health/fitness | 3.66 | 3.65 | 3.67 | 3.72 | 3.67 | 3.51 |
| Coping with change | 3.54 | 3.47 | 3.59 | 3.74 | 3.50 | 3.62 |
| Function as part of team | 3.99 | 4.06 | 3.92 | 4.19 | 3.97 | 3.92 |
| Handling stress | 3.44 | 3.25 | 3.61 | 3.62 | 3.43 | 3.44 |
| Having self-confidence | 3.67 | 3.60 | 3.72 | 4.03 | 3.64 | 3.61 |
| Having self-discipline | 3.74 | 3.78 | 3.70 | 3.97 | 3.71 | 3.74 |
| Involved in public/community affairs | 3.33 | 3.56 | 3.14 | 3.50 | 3.32 | 3.28 |
| Leadership/mgmt. skills | 3.63 | 3.71 | 3.57 | 3.79 | 3.63 | 3.52 |
| Managing my time | 3.26 | 3.37 | 3.17 | 3.36 | 3.25 | 3.21 |
| Realizing potential for success | 3.75 | 3.74 | 3.75 | 4.15 | 3.71 | 3.69 |
| Responsibility for own behavior | 4.25 | 4.37 | 4.16 | 4.45 | 4.24 | 4.22 |
| Understanding own abilities/interests | 3.85 | 3.88 | 3.82 | 4.08 | 3.83 | 3.80 |
| Viewing learning as lifelong | 4.06 | 4.19 | 3.95 | 4.32 | 4.02 | 4.09 |
| World View Goals | Mean Rating Scale: 5="very high," 4="high," 3="average," 2="low," 1="very low" |
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|---|---|---|---|---|---|---|
| All | Women | Men | AfAm | White | Other | |
| Appreciate arts/music/literature | 3.43 | 3.65 | 3.24 | 3.69 | 3.38 | 3.55 |
| Present as it relates to history | 3.30 | 3.19 | 3.38 | 3.43 | 3.28 | 3.29 |
| Tolerance for different views | 3.81 | 3.93 | 3.71 | 4.09 | 3.75 | 3.97 |
| Valuing gender equity | 4.28 | 4.46 | 4.13 | 4.52 | 4.23 | 4.41 |
| Valuing racial equity | 4.29 | 4.46 | 4.15 | 4.61 | 4.23 | 4.48 |
| Work w/ people from diverse backgrounds | 3.92 | 4.06 | 3.80 | 4.34 | 3.84 | 4.11 |
| World problems/issues | 3.39 | 3.34 | 3.44 | 3.48 | 3.37 | 3.45 |
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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 | AfAm | White | Other | |
| Apply math skills | 4.25 | 4.15 | 4.32 | 4.48 | 4.22 | 4.24 |
| Apply scientific principles | 3.96 | 3.88 | 4.03 | 4.09 | 3.95 | 3.99 |
| Broad general education | 4.37 | 4.51 | 4.25 | 4.58 | 4.34 | 4.42 |
| Communicate ideas in writing | 4.05 | 4.26 | 3.88 | 4.43 | 4.00 | 4.10 |
| Communicate ideas orally | 4.35 | 4.49 | 4.24 | 4.64 | 4.31 | 4.42 |
| Develop computer skills | 4.18 | 4.18 | 4.19 | 4.50 | 4.16 | 4.11 |
| Good listening skills | 4.35 | 4.51 | 4.23 | 4.68 | 4.32 | 4.32 |
| Good reading comprehension skills | 4.26 | 4.41 | 4.13 | 4.65 | 4.21 | 4.29 |
| Influence of science/technology | 4.12 | 4.02 | 4.20 | 4.25 | 4.10 | 4.15 |
| Carry out projects independently | 4.42 | 4.54 | 4.32 | 4.51 | 4.41 | 4.41 |
| Critically analyze information | 4.26 | 4.33 | 4.20 | 4.47 | 4.23 | 4.28 |
| Understanding diverse cultures/values | 4.10 | 4.40 | 3.85 | 4.57 | 4.02 | 4.26 |
| Personal Development Goals | Mean Rating Scale: 5="very important," 4="important," 3="moderately important," 2="of limited importance," 1="not important" |
|||||
|---|---|---|---|---|---|---|
| All | Women | Men | AfAm | White | Other | |
| Acting on ethical principles | 4.47 | 4.60 | 4.36 | 4.61 | 4.45 | 4.49 |
| Being independent | 4.58 | 4.73 | 4.46 | 4.65 | 4.57 | 4.56 |
| Clarifying personal identity | 4.38 | 4.57 | 4.22 | 4.59 | 4.36 | 4.36 |
| Commit to health/fitness | 4.45 | 4.57 | 4.34 | 4.54 | 4.44 | 4.42 |
| Coping with change | 4.36 | 4.53 | 4.21 | 4.53 | 4.34 | 4.32 |
| Function as part of team | 4.44 | 4.52 | 4.37 | 4.61 | 4.43 | 4.38 |
| Handling stress | 4.56 | 4.71 | 4.44 | 4.68 | 4.55 | 4.53 |
| Having self-confidence | 4.60 | 4.72 | 4.51 | 4.76 | 4.58 | 4.65 |
| Having self-discipline | 4.64 | 4.73 | 4.56 | 4.76 | 4.63 | 4.65 |
| Involved in public/community affairs | 4.07 | 4.32 | 3.86 | 4.33 | 4.04 | 4.07 |
| Leadership/mgmt. skills | 4.46 | 4.55 | 4.39 | 4.67 | 4.44 | 4.47 |
| Managing my time | 4.71 | 4.81 | 4.62 | 4.80 | 4.69 | 4.76 |
| Realizing potential for success | 4.55 | 4.68 | 4.45 | 4.78 | 4.53 | 4.56 |
| Responsibility for own behavior | 4.64 | 4.75 | 4.54 | 4.75 | 4.63 | 4.63 |
| Understanding own abilities/interests | 4.50 | 4.60 | 4.41 | 4.66 | 4.48 | 4.49 |
| Viewing learning as lifelong | 4.43 | 4.57 | 4.32 | 4.61 | 4.40 | 4.48 |
| World View Goals | Mean Rating Scale: 5="very important," 4="important," 3="moderately important," 2="of limited importance," 1="not important" |
|||||
|---|---|---|---|---|---|---|
| All | Women | Men | AfAm | White | Other | |
| Appreciate arts/music/literature | 3.82 | 4.08 | 3.60 | 4.08 | 3.77 | 3.93 |
| Present as it relates to history | 3.98 | 4.08 | 3.90 | 4.22 | 3.96 | 3.94 |
| Tolerance for different views | 4.34 | 4.55 | 4.17 | 4.59 | 4.30 | 4.45 |
| Valuing gender equity | 4.50 | 4.66 | 4.37 | 4.75 | 4.46 | 4.56 |
| Valuing racial equity | 4.52 | 4.68 | 4.39 | 4.78 | 4.48 | 4.65 |
| Work w/ people from diverse backgrounds | 4.39 | 4.58 | 4.22 | 4.66 | 4.35 | 4.45 |
| World problems/issues | 4.28 | 4.44 | 4.15 | 4.35 | 4.27 | 4.29 |
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Scatterplots: Comparisons of Goal Ratings
Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)
| 1 Valuing racial equity | 19 Broad general education |
| 2 Valuing gender equity | 20 Improving leadership/management skills |
| 3 Taking responsibility for behavior | 21 Understand scientific influence |
| 4 Learning as lifelong | 22 Develop computer skills |
| 5 Acting upon ethical principles | 23 Critically analyze info. |
| 6 Function as part of a team | 24 Understand diverse cultures |
| 7 Interact with diverse people | 25 Coping with change |
| 8 Understanding own abilities and interests | 26 Good reading comp. skills |
| 9 Being independent and self-reliant | 27 Communicate ideas orally |
| 10 Tolerance for different views | 28 Handling stress |
| 11 Good listening skills | 29 Appreciation of the arts |
| 12 Realizing my potential for success | 30 World problems/issues |
| 13 Having self-discipline | 31 Involved with public/community affairs |
| 14 Clarifying personal identity | 32 Apply scientific principles |
| 15 Plan/carry out project indep. | 33 Present as it relates to history |
| 16 Having self-confidence | 34 Managing my time |
| 17 Commitment to health and fitness | 35 Communicate in writing |
| 18 Apply mathematics skills | |
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Scatterplot Comparing Goal Development and Goal Importance Ratings (By Race)
| 1 Valuing racial equity | 19 Broad general education |
| 2 Valuing gender equity | 20 Improving leadership/management skills |
| 3 Taking responsibility for behavior | 21 Understand scientific influence |
| 4 Learning as lifelong | 22 Develop computer skills |
| 5 Acting upon ethical principles | 23 Critically analyze info. |
| 6 Function as part of a team | 24 Understand diverse cultures |
| 7 Interact with diverse people | 25 Coping with change |
| 8 Understanding own abilities and interests | 26 Good reading comp. skills |
| 9 Being independent and self-reliant | 27 Communicate ideas orally |
| 10 Tolerance for different views | 28 Handling stress |
| 11 Good listening skills | 29 Appreciation of the arts |
| 12 Realizing my potential for success | 30 World problems/issues |
| 13 Having self-discipline | 31 Involved with public/community affairs |
| 14 Clarifying personal identity | 32 Apply scientific principles |
| 15 Plan/carry out project indep. | 33 Present as it relates to history |
| 16 Having self-confidence | 34 Managing my time |
| 17 Commitment to health and fitness | 35 Communicate in writing |
| 18 Apply mathematics skills | |
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Scatterplot Comparing Goal Development and Goal Importance Ratings (By Gender)
| 1 Valuing racial equity | 19 Broad general education |
| 2 Valuing gender equity | 20 Improving leadership/management skills |
| 3 Taking responsibility for behavior | 21 Understand scientific influence |
| 4 Learning as lifelong | 22 Develop computer skills |
| 5 Acting upon ethical principles | 23 Critically analyze info. |
| 6 Function as part of a team | 24 Understand diverse cultures |
| 7 Interact with diverse people | 25 Coping with change |
| 8 Understanding own abilities and interests | 26 Good reading comp. skills |
| 9 Being independent and self-reliant | 27 Communicate ideas orally |
| 10 Tolerance for different views | 28 Handling stress |
| 11 Good listening skills | 29 Appreciation of the arts |
| 12 Realizing my potential for success | 30 World problems/issues |
| 13 Having self-discipline | 31 Involved with public/community affairs |
| 14 Clarifying personal identity | 32 Apply scientific principles |
| 15 Plan/carry out project indep. | 33 Present as it relates to history |
| 16 Having self-confidence | 34 Managing my time |
| 17 Commitment to health and fitness | 35 Communicate in writing |
| 18 Apply mathematics skills | |
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Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu
Posted: March, 2008
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