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North Carolina State University
2012 Incoming Freshmen 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 "2012 Incoming Freshmen 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
  NCSU Men Women Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Very well 52.8% 55.5% 50.5% 56.3% 42.0% 47.0% 54.2% 52.4%
Somewhat well 39.9% 37.8% 41.7% 37.3% 48.3% 47.0% 39.2% 35.5%
Not very well 7.3% 6.7% 7.7% 6.3% 9.7% 6.1% 6.7% 12.0%
Total (N) 2,192 1,001 1,191 126 176 115 1,609 166
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Q Self-preparation for college
  NCSU Men Women Asian Amer
Black / Afr
Amer
Hispanic
White
Other / Unknown
Very well 52.7% 52.7% 52.8% 46.0% 41.5% 44.3% 55.5% 48.5%
Somewhat well 45.3% 46.0% 44.8% 52.4% 56.3% 53.0% 42.7% 48.5%
Not very well 1.9% 1.3% 2.5% 1.6% 2.3% 2.6% 1.8% 3.0%
Total (N) 2,177 998 1,179 124 176 115 1,597 165
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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 2.2% 1.8% 2.5% 2.3% 4.5% 1.7% 1.5% 6.5%
Upward Bound 1.4% 1.2% 1.6% 0.0% 6.7% 1.7% 0.7% 3.6%
GEAR UP 1.7% 1.8% 1.7% 0.0% 6.1% 1.7% 1.3% 2.4%
Early College 4.6% 5.2% 4.1% 4.7% 11.2% 4.2% 3.5% 8.3%
Total (N) 2,239 1,028 1,211 129 179 118 1,644 169
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: Listening attentively 3.28 3.24 3.32 3.20 3.24 3.34 3.31 3.08
Development: Ability to plan/carry out projects independently 3.27 3.12 3.40 3.10 3.27 3.22 3.30 3.21
Development: Using technology appropriately 3.27 3.39 3.17 3.43 3.33 3.21 3.27 3.21
Development: Creating and being open to new and worthwhile ideas and perspectives 3.27 3.24 3.30 3.26 3.43 3.26 3.25 3.31
Development: Using mathematical skills 3.17 3.37 2.99 3.30 3.05 3.06 3.19 3.06
Development: Finding information using technology and evaluating it 3.15 3.22 3.08 3.17 3.25 3.14 3.14 3.06
Development: Comprehending written and oral information 3.15 3.14 3.16 3.06 3.13 3.13 3.17 3.03
Development: Effectively analyzing/evaluating evidence, arguments, claims, and beliefs 3.02 3.10 2.95 2.91 3.01 3.07 3.03 2.94
Development: Identifying a problem/concept and articulating its components 3.01 3.07 2.97 2.93 2.93 2.98 3.03 2.99
Development: Solving real world problems in ways that demonstrate imagination/creativity 2.94 2.99 2.90 2.81 2.91 2.84 2.96 2.91
Development: Creating/distributing information using multiple communication forms 2.88 2.88 2.88 3.08 2.98 2.83 2.86 2.84
Development: Applying scientific methods of inquiry 2.85 3.00 2.72 2.80 2.61 2.81 2.88 2.83
Development: Capacity to engage with/respond to creative works and evaluate significance 2.85 2.70 2.98 3.09 3.05 2.91 2.80 2.91
Development: Writing effectively 2.84 2.78 2.89 2.69 2.89 2.76 2.86 2.76
Development: Speaking effectively 2.69 2.74 2.65 2.50 2.74 2.63 2.71 2.62
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: Potential for success 3.54 3.55 3.54 3.38 3.63 3.57 3.56 3.39
Development: Taking responsibility for my own behavior 3.52 3.51 3.52 3.39 3.71 3.55 3.51 3.43
Development: Working effectively as part of a team 3.37 3.36 3.37 3.36 3.42 3.26 3.39 3.19
Development: Recognizing and acting on ethical principles 3.33 3.28 3.37 3.43 3.46 3.37 3.32 3.20
Development: Experiencing personal growth 3.31 3.30 3.32 3.30 3.35 3.27 3.31 3.30
Development: Developing leadership skills 3.07 3.05 3.09 2.77 3.07 3.07 3.10 3.01
Development: Developing and sustaining active and healthy lifestyle 3.06 3.13 3.01 2.80 2.81 2.94 3.13 2.96
Development: Ability to reflect, review, self-regulate, and self-examine 3.03 3.03 3.03 2.89 3.13 2.95 3.05 2.91
Development: Viewing failure as an opportunity to learn 2.94 3.03 2.87 2.97 3.11 2.82 2.93 2.90
Development: Being involved in public and community affairs 2.86 2.71 2.99 2.79 2.93 2.87 2.86 2.79
Development: Ability to handle stress 2.81 3.04 2.61 2.75 2.76 2.77 2.83 2.72
Development: Time management 2.69 2.60 2.76 2.42 2.45 2.58 2.75 2.57
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: Ability to work with people from diverse backgrounds 3.46 3.42 3.49 3.60 3.69 3.60 3.41 3.45
Development: Sensitivity to issues associated with racial equity 3.34 3.28 3.39 3.50 3.57 3.45 3.29 3.41
Development: Sensitivity to issues associated with gender equity 3.27 3.19 3.34 3.39 3.44 3.29 3.24 3.30
Development: Understanding/respecting diverse cultures, values, and perspectives 3.25 3.19 3.31 3.54 3.59 3.42 3.18 3.33
Development: Appreciating differences in sexual orientation 3.17 3.03 3.28 3.41 3.37 3.31 3.11 3.24
Development: Understanding the commonality of human problems globally 2.96 3.02 2.92 3.15 3.02 3.01 2.94 2.97
Development: Understanding the present as it relates to historical events 2.95 3.08 2.85 2.85 3.03 2.89 2.96 2.92
Development: Understanding issues and problems facing the world 2.86 2.96 2.78 2.85 2.95 2.89 2.86 2.80
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: Listening attentively 3.75 3.70 3.79 3.72 3.85 3.80 3.73 3.78
Importance: Comprehending written and oral information 3.74 3.67 3.79 3.78 3.80 3.76 3.73 3.74
Importance: Ability to plan/carry out projects independently 3.71 3.65 3.76 3.66 3.82 3.69 3.70 3.71
Importance: Using mathematical skills 3.63 3.72 3.55 3.63 3.63 3.65 3.62 3.64
Importance: Using technology appropriately 3.62 3.65 3.60 3.69 3.69 3.68 3.62 3.52
Importance: Creating and being open to new and worthwhile ideas and perspectives 3.61 3.54 3.67 3.72 3.69 3.64 3.59 3.64
Importance: Solving real world problems in ways that demonstrate imagination/creativity 3.60 3.57 3.63 3.64 3.65 3.57 3.60 3.64
Importance: Speaking effectively 3.60 3.52 3.67 3.66 3.75 3.63 3.57 3.68
Importance: Finding information using technology and evaluating it 3.56 3.56 3.56 3.65 3.68 3.63 3.54 3.53
Importance: Identifying a problem/concept and articulating its components 3.55 3.54 3.55 3.55 3.65 3.59 3.53 3.58
Importance: Effectively analyzing/evaluating evidence, arguments, claims, and beliefs 3.46 3.43 3.50 3.47 3.51 3.54 3.45 3.52
Importance: Writing effectively 3.38 3.22 3.51 3.37 3.64 3.45 3.32 3.55
Importance: Applying scientific methods of inquiry 3.37 3.41 3.32 3.43 3.29 3.45 3.36 3.38
Importance: Creating/distributing information using multiple communication forms 3.19 3.15 3.22 3.22 3.37 3.28 3.15 3.23
Importance: Capacity to engage with/respond to creative works and evaluate significance 2.98 2.83 3.11 3.33 3.17 3.10 2.91 3.16
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 3.87 3.84 3.90 3.88 3.94 3.88 3.86 3.88
Importance: Potential for success 3.87 3.86 3.89 3.78 3.96 3.90 3.88 3.84
Importance: Taking responsibility for my own behavior 3.81 3.77 3.84 3.76 3.88 3.87 3.80 3.83
Importance: Ability to handle stress 3.80 3.73 3.85 3.76 3.86 3.79 3.79 3.80
Importance: Experiencing personal growth 3.79 3.76 3.83 3.82 3.89 3.90 3.78 3.79
Importance: Working effectively as part of a team 3.77 3.74 3.79 3.71 3.81 3.74 3.77 3.77
Importance: Developing and sustaining active and healthy lifestyle 3.77 3.73 3.80 3.78 3.84 3.75 3.77 3.71
Importance: Developing leadership skills 3.72 3.68 3.76 3.66 3.83 3.73 3.71 3.71
Importance: Recognizing and acting on ethical principles 3.67 3.60 3.73 3.68 3.78 3.79 3.64 3.67
Importance: Viewing failure as an opportunity to learn 3.67 3.64 3.70 3.66 3.79 3.66 3.66 3.66
Importance: Ability to reflect, review, self-regulate, and self-examine 3.57 3.53 3.61 3.65 3.76 3.62 3.53 3.66
Importance: Being involved in public and community affairs 3.44 3.31 3.56 3.54 3.54 3.48 3.41 3.53
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: Ability to work with people from diverse backgrounds 3.71 3.62 3.78 3.77 3.88 3.77 3.68 3.74
Importance: Understanding/respecting diverse cultures, values, and perspectives 3.61 3.51 3.71 3.69 3.84 3.73 3.57 3.66
Importance: Understanding issues and problems facing the world 3.60 3.55 3.65 3.66 3.70 3.61 3.58 3.64
Importance: Sensitivity to issues associated with racial equity 3.53 3.41 3.62 3.63 3.77 3.66 3.47 3.60
Importance: Understanding the commonality of human problems globally 3.48 3.43 3.51 3.60 3.60 3.48 3.45 3.52
Importance: Sensitivity to issues associated with gender equity 3.44 3.33 3.54 3.54 3.61 3.56 3.40 3.47
Importance: Understanding the present as it relates to historical events 3.38 3.38 3.37 3.30 3.51 3.28 3.37 3.46
Importance: Appreciating differences in sexual orientation 3.30 3.15 3.43 3.43 3.52 3.44 3.25 3.45
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 general education, personal development, and world view goals)

Scatterplot Comparing Goal Development and Goal Importance Ratings (All Respondents)
Scatterplot comparing goal development and goal importance ratings for all respondents
1 Potential for success 19 Developing/sustaining an active and healthy lifestyle
2 Taking responsibility for own behavior 20 Ability to reflect, review, self-regulate, and self-examine
3 Ability to work with people from diverse backgrounds 21 Analyzing/evaluating evidence, arguments, claims, and beliefs
4 Working effectively as part of a team 22 Identifying a problem/concept and articulating its components
5 Appreciating racial equity 23 Understanding the commonality of human problems globally
6 Acting on ethical principles 24 Understanding present as it relates to historical events
7 Experiencing personal growth 25 Viewing failure as an opportunity to learn
8 Listening attentively 26 Solving real world problems imaginatively and creatively
9 Using technology appropriately 27 Creating/distributing information using multiple communication forms
10 Ability to plan/carry out projects independently 28 Understanding issues/problems facing the world
11 Being open to new ideas and perspectives 29 Being involved in public and community affairs
12 Appreciating gender equity 30 Capacity to engage and respond to creative works and evaluate significance
13 Respecting diverse cultures, values and perspectives 31 Applying scientific methods of inquiry
14 Appreciating differences in sexual orientation 32 Writing effectively
15 Using mathematical skills 33 Ability to handle stress
16 Comprehending written and oral information 34 Time management
17 Finding and evaluating information using technology 35 Speaking effectively
18 Developing leadership skills

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 Potential for success 19 Developing/sustaining an active and healthy lifestyle
2 Taking responsibility for own behavior 20 Ability to reflect, review, self-regulate, and self-examine
3 Ability to work with people from diverse backgrounds 21 Analyzing/evaluating evidence, arguments, claims, and beliefs
4 Working effectively as part of a team 22 Identifying a problem/concept and articulating its components
5 Appreciating racial equity 23 Understanding the commonality of human problems globally
6 Acting on ethical principles 24 Understanding present as it relates to historical events
7 Experiencing personal growth 25 Viewing failure as an opportunity to learn
8 Listening attentively 26 Solving real world problems imaginatively and creatively
9 Using technology appropriately 27 Creating/distributing information using multiple communication forms
10 Ability to plan/carry out projects independently 28 Understanding issues/problems facing the world
11 Being open to new ideas and perspectives 29 Being involved in public and community affairs
12 Appreciating gender equity 30 Capacity to engage and respond to creative works and evaluate significance
13 Respecting diverse cultures, values and perspectives 31 Applying scientific methods of inquiry
14 Appreciating differences in sexual orientation 32 Writing effectively
15 Using mathematical skills 33 Ability to handle stress
16 Comprehending written and oral information 34 Time management
17 Finding and evaluating information using technology 35 Speaking effectively
18 Developing leadership skills

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 Potential for success 19 Developing/sustaining an active and healthy lifestyle
2 Taking responsibility for own behavior 20 Ability to reflect, review, self-regulate, and self-examine
3 Ability to work with people from diverse backgrounds 21 Analyzing/evaluating evidence, arguments, claims, and beliefs
4 Working effectively as part of a team 22 Identifying a problem/concept and articulating its components
5 Appreciating racial equity 23 Understanding the commonality of human problems globally
6 Acting on ethical principles 24 Understanding present as it relates to historical events
7 Experiencing personal growth 25 Viewing failure as an opportunity to learn
8 Listening attentively 26 Solving real world problems imaginatively and creatively
9 Using technology appropriately 27 Creating/distributing information using multiple communication forms
10 Ability to plan/carry out projects independently 28 Understanding issues/problems facing the world
11 Being open to new ideas and perspectives 29 Being involved in public and community affairs
12 Appreciating gender equity 30 Capacity to engage and respond to creative works and evaluate significance
13 Respecting diverse cultures, values and perspectives 31 Applying scientific methods of inquiry
14 Appreciating differences in sexual orientation 32 Writing effectively
15 Using mathematical skills 33 Ability to handle stress
16 Comprehending written and oral information 34 Time management
17 Finding and evaluating information using technology 35 Speaking effectively
18 Developing leadership skills

View rank ordering of development and importance ratings
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For more information on the 2012 Incoming Freshmen 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 2012

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