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North Carolina State University
2011 First-Year Student Survey:
Gender and Racial/Ethnic Comparisons
Preparation for College


This document reports gender and racial/ethnic differences in how well respondents are preparation for college, such as high school preparation, participation in pre-college programs, and current development of various knowledge, skills, and personal development goals. For information about the survey and analysis methods see "2011 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.

High School Preparation | Self Preparation | Participation in Pre-College Programs
Knowledge, Skills, and Personal Development:
Current Development
Importance
Scatterplots: Comparisons of Goal Ratings


Q High school preparation for college
High School preparation for college NCSU Men Women Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Very well 48.9% 48.1% 49.7% 53.0% 42.9% 46.7% 49.1% 52.4%
Somewhat well 43.8% 44.9% 42.7% 39.6% 50.2% 45.0% 44.0% 36.8%
Not very well 7.3% 7.0% 7.6% 7.5% 6.8% 8.3% 7.0% 10.8%
Total (N) 2,711 1,326 1,385 134 205 120 2,067 185
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Q Self-preparation for college
Self preparation for college NCSU Men Women Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Very well 50.8% 49.8% 51.8% 36.6% 45.1% 50.0% 52.0% 55.2%
Somewhat well 47.4% 48.2% 46.7% 61.2% 52.9% 48.3% 46.5% 41.4%
Not very well 1.7% 2.0% 1.5% 2.2% 2.0% 1.7% 1.6% 3.3%
Total (N) 2,692 1,319 1,373 134 204 120 2,053 181
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Q Participation in pre-college program
  NCSU Men Women Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Educational Talent Search 2.5% 2.7% 2.3% 3.6% 5.3% 3.3% 1.8% 5.3%
Upward Bound 0.8% 0.8% 0.9% 1.4% 3.4% 0.8% 0.4% 2.1%
GEAR UP 2.2% 1.5% 2.8% 2.1% 4.8% 1.7% 2.2% 0.0%
Early College 3.8% 4.3% 3.3% 4.3% 5.8% 4.1% 3.5% 4.3%
Total (N) 2,748 1,344 1,404 140 207 121 2,093 187
Note: Respondents could select more than one program.
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Q Knowledge, Skills, and Personal Development

Current Development
General Education Goals Mean Rating
(4=Excellent, 3=Good, 2=Fair, 1=Poor)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Development: Logical reasoning skills 3.34 3.43 3.24 3.18 3.24 3.23 3.37 3.30
Development: Ability to adapt to changing technologies 3.30 3.39 3.22 3.32 3.39 3.37 3.29 3.30
Development: Ability to plan/carry out projects independently 3.29 3.17 3.41 3.21 3.23 3.23 3.31 3.24
Development: Listening skills 3.29 3.24 3.34 3.27 3.42 3.31 3.28 3.28
Development: Problem-solving skills 3.25 3.34 3.17 3.11 3.16 3.16 3.28 3.22
Development: Comprehension skills 3.16 3.19 3.14 3.08 3.19 3.23 3.16 3.13
Development: Ability to critically analyze ideas and information 3.12 3.18 3.06 3.05 3.12 3.16 3.11 3.23
Development: Using mathematics skills 3.11 3.31 2.91 3.17 2.88 2.90 3.13 3.16
Development: Understanding of diverse cultures and values 3.08 2.92 3.23 3.55 3.46 3.36 2.97 3.34
Development: Understanding everyday influence of science/technology 3.08 3.28 2.89 3.16 3.05 3.10 3.08 3.12
Development: Computer skills 3.06 3.11 3.02 3.20 3.18 2.95 3.05 3.02
Development: Using books/journals/articles from library/internet for research 2.91 2.77 3.05 3.05 3.04 2.89 2.89 2.88
Development: Writing skills 2.87 2.80 2.93 2.83 2.87 2.92 2.86 2.86
Development: Speaking skills 2.85 2.84 2.85 2.70 2.99 2.90 2.84 2.84
Development: Applying scientific methods of inquiry 2.76 2.91 2.60 2.82 2.64 2.70 2.76 2.85
View Frequency Distributions
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Personal Development Goals Mean Rating
(4=Excellent, 3=Good, 2=Fair, 1=Poor)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Development: Ability to function as part of a team 3.48 3.47 3.50 3.41 3.58 3.46 3.48 3.44
Development: Recognizing and acting upon ethical principles 3.35 3.31 3.38 3.37 3.49 3.33 3.33 3.38
Development: Ability to organize steps to complete group project 3.28 3.17 3.39 3.25 3.27 3.20 3.30 3.22
Development: Taking the initiative improve my work 3.26 3.17 3.34 3.16 3.33 3.18 3.26 3.29
Development: Personal growth 3.24 3.23 3.25 3.17 3.34 3.26 3.23 3.25
Development: Self-discipline 3.16 3.15 3.17 3.07 3.28 3.18 3.16 3.03
Development: Ability to lead or guide others 3.12 3.07 3.18 2.89 3.16 3.01 3.14 3.16
Development: Exercising public responsibility/community service 3.08 2.96 3.21 3.15 3.18 2.92 3.08 3.09
Development: Maintaining an active and healthy lifestyle 3.07 3.11 3.04 2.90 3.03 2.86 3.11 2.96
Development: Self-confidence 3.03 3.12 2.95 2.91 3.23 2.93 3.03 3.01
Development: Ability to handle stress 2.86 3.07 2.67 2.90 2.87 2.94 2.86 2.88
Development: Time management 2.73 2.64 2.81 2.63 2.61 2.55 2.76 2.66
View Frequency Distributions
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World View Goals Mean Rating
(4=Excellent, 3=Good, 2=Fair, 1=Poor)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Development: Appreciating gender equity 3.65 3.58 3.72 3.75 3.80 3.68 3.63 3.70
Development: Appreciating racial equity 3.65 3.60 3.69 3.78 3.83 3.75 3.61 3.75
Development: Ability to work with people from diverse backgrounds 3.42 3.37 3.48 3.71 3.66 3.59 3.36 3.56
Development: Tolerance for divergent views 3.27 3.21 3.33 3.53 3.42 3.24 3.23 3.35
Development: Appreciation for arts, music, literature 3.17 3.01 3.33 3.35 3.41 3.08 3.13 3.36
Development: Understanding present as it relates to history 3.02 3.11 2.93 2.91 3.06 3.01 3.01 3.08
Development: Understanding world issues/problems 2.86 2.96 2.77 2.83 2.90 2.80 2.85 2.97
View Frequency Distributions
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Importance
General Education Goals Mean Rating
(4=Very important, 3=Somewhat important, 2=Not very important, 1=Not at all important)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Importance: Problem-solving skills 3.77 3.78 3.76 3.75 3.77 3.80 3.76 3.79
Importance: Comprehension skills 3.73 3.68 3.79 3.69 3.80 3.82 3.72 3.76
Importance: Listening skills 3.72 3.65 3.78 3.62 3.87 3.77 3.70 3.74
Importance: Logical reasoning skills 3.72 3.74 3.70 3.73 3.78 3.68 3.72 3.71
Importance: Ability to plan/carry out projects independently 3.70 3.64 3.76 3.69 3.71 3.75 3.70 3.73
Importance: Ability to critically analyze ideas and information 3.62 3.63 3.61 3.70 3.69 3.73 3.60 3.67
Importance: Speaking skills 3.62 3.55 3.69 3.66 3.76 3.72 3.59 3.72
Importance: Ability to adapt to changing technologies 3.59 3.61 3.58 3.65 3.66 3.63 3.58 3.63
Importance: Using mathematics skills 3.57 3.68 3.46 3.60 3.53 3.66 3.56 3.54
Importance: Computer skills 3.55 3.57 3.53 3.64 3.59 3.55 3.54 3.54
Importance: Using books/journals/articles from library/internet for research 3.46 3.36 3.56 3.49 3.60 3.54 3.44 3.51
Importance: Understanding of diverse cultures and values 3.43 3.25 3.60 3.69 3.72 3.64 3.35 3.60
Importance: Understanding everyday influence of science/technology 3.43 3.52 3.35 3.48 3.43 3.47 3.43 3.42
Importance: Writing skills 3.33 3.15 3.50 3.26 3.65 3.44 3.28 3.54
Importance: Applying scientific methods of inquiry 3.22 3.29 3.15 3.25 3.09 3.27 3.22 3.26
View Frequency Distributions
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Personal Development Goals Mean Rating
(4=Very important, 3=Somewhat important, 2=Not very important, 1=Not at all important)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Importance: Time management 3.86 3.81 3.91 3.91 3.93 3.90 3.85 3.82
Importance: Self-discipline 3.83 3.80 3.86 3.87 3.93 3.84 3.82 3.77
Importance: Ability to handle stress 3.81 3.75 3.87 3.85 3.90 3.82 3.80 3.78
Importance: Ability to function as part of a team 3.78 3.76 3.79 3.78 3.83 3.77 3.77 3.77
Importance: Personal growth 3.77 3.72 3.82 3.78 3.92 3.86 3.75 3.77
Importance: Self-confidence 3.76 3.71 3.80 3.81 3.93 3.74 3.74 3.73
Importance: Maintaining an active and healthy lifestyle 3.75 3.70 3.80 3.74 3.85 3.80 3.74 3.74
Importance: Taking the initiative improve my work 3.74 3.69 3.79 3.70 3.84 3.72 3.74 3.72
Importance: Recognizing and acting upon ethical principles 3.65 3.59 3.70 3.69 3.81 3.76 3.62 3.64
Importance: Ability to organize steps to complete group project 3.63 3.58 3.68 3.63 3.75 3.64 3.62 3.62
Importance: Ability to lead or guide others 3.62 3.61 3.63 3.60 3.72 3.67 3.61 3.66
Importance: Exercising public responsibility/community service 3.52 3.39 3.64 3.54 3.70 3.50 3.50 3.49
View Frequency Distributions
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World View Goals Mean Rating
(4=Very important, 3=Somewhat important, 2=Not very important, 1=Not at all important)
All
Men
Women
Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Importance: Appreciating racial equity 3.71 3.63 3.78 3.82 3.92 3.73 3.68 3.75
Importance: Ability to work with people from diverse backgrounds 3.68 3.59 3.76 3.84 3.85 3.79 3.64 3.75
Importance: Appreciating gender equity 3.67 3.60 3.74 3.80 3.84 3.64 3.65 3.71
Importance: Understanding world issues/problems 3.59 3.54 3.64 3.60 3.67 3.64 3.57 3.64
Importance: Tolerance for divergent views 3.59 3.49 3.68 3.80 3.75 3.66 3.55 3.62
Importance: Understanding present as it relates to history 3.32 3.31 3.34 3.22 3.42 3.34 3.32 3.35
Importance: Appreciation for arts, music, literature 3.27 3.11 3.42 3.42 3.51 3.26 3.22 3.43
View Frequency Distributions
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Scatterplots: Comparisons of Goal Ratings
(a graphical representation of the relationship between current development and importance ratings of knowledge, skills, and personal development goals)

Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)
Scatterplot comparing goal development and goal importance ratings for all respondents
1 Appreciating gender equity 18 Ability to lead or guide others
2 Appreciating racial equity 19 Ability to critically analyze ideas and information
3 Ability to function as part of a team 20 Using mathematics skills
4 Ability to work with people from diverse backgrounds 21 Exercising public responsibility/community service
5 Recognizing and acting upon ethical principles 22 Understanding everyday influence of science/technology
6 Logical reasoning skills 23 Understanding of diverse cultures and values
7 Ability to adapt to changing technologies 24 Maintaining an active and healthy lifestyle
8 Ability to plan/carry out projects independently 25 Computer skills
9 Listening skills 26 Self-confidence
10 Ability to organize steps to complete group project 27 Understanding present as it relates to history
11 Tolerance for divergent views 28 Using books/journals/articles from library/internet for research
12 Taking the initiative improve my work 29 Writing skills
13 Problem-solving skills 30 Ability to handle stress
14 Personal growth 31 Understanding world issues/problems
15 Appreciation for arts, music, literature 32 Speaking skills
16 Comprehension skills 33 Applying scientific methods of inquiry
17 Self-discipline 34 Time management

View rank ordering of development and importance ratings
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Scatterplot Comparing Goal Development and Goal Importance Ratings (By Gender)
Scatterplot comparing goal development and goal importance ratings among males
Scatterplot comparing goal development and goal importance ratings  among females
1 Appreciating gender equity 18 Ability to lead or guide others
2 Appreciating racial equity 19 Ability to critically analyze ideas and information
3 Ability to function as part of a team 20 Using mathematics skills
4 Ability to work with people from diverse backgrounds 21 Exercising public responsibility/community service
5 Recognizing and acting upon ethical principles 22 Understanding everyday influence of science/technology
6 Logical reasoning skills 23 Understanding of diverse cultures and values
7 Ability to adapt to changing technologies 24 Maintaining an active and healthy lifestyle
8 Ability to plan/carry out projects independently 25 Computer skills
9 Listening skills 26 Self-confidence
10 Ability to organize steps to complete group project 27 Understanding present as it relates to history
11 Tolerance for divergent views 28 Using books/journals/articles from library/internet for research
12 Taking the initiative improve my work 29 Writing skills
13 Problem-solving skills 30 Ability to handle stress
14 Personal growth 31 Understanding world issues/problems
15 Appreciation for arts, music, literature 32 Speaking skills
16 Comprehension skills 33 Applying scientific methods of inquiry
17 Self-discipline 34 Time management

View rank ordering of development and importance ratings
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Scatterplot Comparing Goal Development and Goal Importance Ratings (By Race/Ethnicity)
Scatterplot comparing goal development and goal importance ratings among Asian American respondents
Scatterplot comparing goal development and goal importance ratings among Black/African American respondents
Scatterplot comparing goal development and goal importance ratings among Hispanic respondents
Scatterplot comparing goal development and goal importance ratings among white respondents
Scatterplot comparing goal development and goal importance ratings among respondents with Other/Unknown Race/Ethnicity
1 Appreciating gender equity 18 Ability to lead or guide others
2 Appreciating racial equity 19 Ability to critically analyze ideas and information
3 Ability to function as part of a team 20 Using mathematics skills
4 Ability to work with people from diverse backgrounds 21 Exercising public responsibility/community service
5 Recognizing and acting upon ethical principles 22 Understanding everyday influence of science/technology
6 Logical reasoning skills 23 Understanding of diverse cultures and values
7 Ability to adapt to changing technologies 24 Maintaining an active and healthy lifestyle
8 Ability to plan/carry out projects independently 25 Computer skills
9 Listening skills 26 Self-confidence
10 Ability to organize steps to complete group project 27 Understanding present as it relates to history
11 Tolerance for divergent views 28 Using books/journals/articles from library/internet for research
12 Taking the initiative improve my work 29 Writing skills
13 Problem-solving skills 30 Ability to handle stress
14 Personal growth 31 Understanding world issues/problems
15 Appreciation for arts, music, literature 32 Speaking skills
16 Comprehension skills 33 Applying scientific methods of inquiry
17 Self-discipline 34 Time management

View rank ordering of development and importance ratings
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For more information on the 2011 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
Email: Nancy_Whelchel@ncsu.edu

Posted: April 2011

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