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1997 First-Year Students' Profile

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Office of Institutional Planning and Research, December 1997
Philip Handwerk, Graduate Research Assistant
Denise Gardner, Coordinator of Survey Research


North Carolina State University
1997 First-Year Students' Profile

Summary

This report presents information regarding the demographics, background, marketing information, educational interests, and educational goals of the 1997 entering first-year students at NC State. No significant differences were found between the survey group and the broader population of registered students; thus, the results may be regarded as representative of the entire first-year class.

Marketing Research

Background and Interests

Goals for Undergraduate Education

The remainder of this report is organized into the following categories: introduction and methodology, demographics, background information, marketing research, educational intent and interests, and goals for undergraduate education.



Introduction And Methodology

Purpose

This report presents a profile of the 1997 entering first-year students at NC State. As in previous studies, it is based on responses to a survey that is given during the summer and fall orientation sessions. This report includes students entering into all 11 undergraduate academic units, including the Agricultural Institute and the First Year College.

Description of Sample

A total of 3,626 first-year students attended these orientation sessions. Of this total, 3,157 surveys, which represent 83.2% of the 3,796 first-year students who registered for the fall 1997 semester, were usable for this report. Tests of statistical significance revealed no significant differences between the survey group and the broader population of registered students (gender, Chi-sq. 0.02, df=1, p>0.01; ethnicity, Chi-sq. 4.14, df=2, p>0.01; academic unit Chi-sq. 18.58, df=10. p>0.01). Thus, the results obtained from analysis of the responses may be regarded as broadly representative of the entire group of entering first-year students. Significant differences were found in answers to some questions, however, when gender, ethnicity and academic unit were considered.

Methodology

The data obtained from the first-year orientation sessions were analyzed using standard statistical methods. Responses were tested to determine whether there were significant differences when gender or ethnicity were considered. Analysis was also done across baccalaureate academic units. However, only those differences regarding influential factors and developmental goals are addressed in this report.

All questions requiring categorical responses were analyzed using chi-square tests, and all questions with numerically coded responses were analyzed using either T-tests or one-way analysis of variance (ANOVA) with Duncan's multiple comparison procedure.

In tests of statistical significance, p values of 0.01 or less were considered to indicate significant differences. For tests that report an exact p-value (chi-square, T-test), the exact p-values are specified in the discussions when practical. Duncan's procedure does not report an exact p-value, so in this case it is reported as less than or equal to the specified significance level of the test (in this case, alpha = 0.01). To make identification of significant results easier, the category of significant responses as well as an approximate p-value (p < 0.01) appears below the corresponding table or chart.

Demographics Of The First-Year Class And Survey Respondents

The first-year class of 1997 numbered 3,650 four-year enrollees plus 146 enrollees in the Agricultural Institute (two-year program) for a total of 3,796 fall enrollees. The total number of usable surveys from the orientation sessions was 3,157 (83.2% of total). The breakdown of the first-year class by gender was: 40.1% female and 59.9% male; and by ethnicity: 81.3% white, 12.1% African-American, and 6.6% other minorities. Demographics by gender and ethnic group are found in Table 1.

Table 1: Demographics of First-Year Class and Survey Respondents

Ethnic
First-Year Class
Survey Respondents
Group
Female
Male
Total
Female
Male
Total

African-American
237

15.9%
223

9.8%
460

12.1%
180

14.3%
171

9.0%
351

11.1%

Asian
69

4.5%
86

3.8%
155

4.1%
54

4.3%
72

3.8%
126

4.0%

Hispanic
19

1.3%
38

1.7%
57

1.5%
14

1.1%
25

1.3%
39

1.24%

Native American
15

1.0%
22

1.0%
37

1.0%
13

1.0%
17

0.9%
30

1.0%

White
1,181

77.7%
1,906

83.8%
3,087

81.3%
1,001

79.3%
1,610

85.0%
2,611

82.7%

Total
1,521

40.1%
2,275

59.9%
3,796

100.0%
1,262

40.0%
1,895

60.0%
3,157

100.0%

Table 2 presents enrollment of first-year students as well as survey respondents by academic unit. The largest percentage of first-year students enrolled in the College of Engineering (27.3%) and First Year College (24.4%). The smallest percentage of first-year students enrolled in the College of Education and Psychology (2.4%) and School of Design (2.4%).

Table 2: Classifications by Academic Unit

Academic Unit
First-Year Class
Survey Respondents
Agriculture and Life Sciences (Bachelor's)
606
16.0%
514
16.3%
Design
92
2.4%
84
2.7%
Education and Psychology
93
2.4%
80
2.5%
Engineering
1,038
27.3%
922
29.2%
First Year College
925
24.4%
772
24.5%
Forest Resources
98
2.6%
84
2.7%
Humanities and Social Sciences
295
7.8%
210
6.7%
Management
234
6.2%
176
5.6%
Physical and Mathematical Sciences
128
3.4%
104
3.3%
Textiles
141
3.7%
117
3.7%
Subtotal
3,650
96.2%
3,063
97.0%
Agricultural Institute (Two-Year)
146
3.8%
94
3.0%
Total
3,796
100.0%
3,157
100.0%

NOTE: Textile Engineering Undesignated is included in the College of Engineering for enrollment and in the College of Textiles for statistics.

Statistics for Fall 1997 first-year bachelor's degree students are shown in Table 3. The mean total SAT for all students was 1,154, which is comparable to the 1996 first-year mean of 1,149. Highest mean scores for SAT Total scores were found for students enrolled in the College of Physical and Mathematical Sciences and the School of Design. Physical and Mathematical Sciences and Design students also registered the highest Admissions Index (AI). Design students recorded the highest High School Grade Point Average (HSGPA).

Table 3: Fall 1997 First-Year Bachelor's Students Statistics by Academic Unit



Academic Unit
Number Reporting SAT


SAT Math


SAT Verbal


SAT Total


AI


HSGPA
Agriculture and Life Sciences (Bachelor's)
605

572

565

1,138

2.88

3.72

Design

92

612

611

1,223

3.07

4.00

Education and Psychology

93

565

561

1,126

2.94

3.81

Engineering

1037

632

587

1,219

3.02

3.93

First Year College

925

564

545

1,109

2.64

3.42

Forest Resources

98

574

552

1,126

2.80

3.65
Humanities and Social Sciences

294

540

570

1,110

2.70

3.47

Management

233

575

552

1,127

2.77

3.57
Physical and Mathematical Sciences

128

635

600

1,235

3.07

3.92

Textiles

138

565

545

1,110

2.81

3.68
Overall
3,643
587
567
1,154
2.84
3.69

NOTE: Textile Engineering Undesignated is included in the College of Engineering for enrollment and in the College of Textiles for statistics.

The HSGPA remained relatively unchanged in 1997 at 3.69, after climbing to 3.65 in 1996 from 3.56 in 1995. The overall AI rebounded somewhat to 2.84 from 2.77 in 1996 and 2.93 in 1995. A mixed trend exists over the past seven years for SAT Total scores, although scores have risen slowly since 1994.

Background Information

This section presents background information about first-year students, including whether they receive financial aid, information about their households, employment plans, and other personal information.

Financial Aid

First-year students indicated whether or not they are receiving any type of financial aid including work study, grants, loans, and scholarships. The majority (57.8%) denoted that they are receiving some sort of financial aid, although significant differences occurred across ethnic groupings (p=0.001). Most African-Americans (85.8%) indicated obtaining financial aid, while 55.1% of other minorities, and 54.4% of whites agreed. Table 4 below examines the various types of financial aid given across gender and ethnicity. Note that in all but the Other (dance, music, etc.) category, there existed a significant difference among ethnic groups.

Table 4: Financial Aid


Basis of aid (%)
African-American


White
Other Minorities


All
Financial need++ 54.729.5 34.932.6
Academic++ 36.828.8 26.729.6
Other than listed++ 17.79.5 9.210.4
Athletic-based++ 5.11.8 0.52.1
Other (dance, music, etc.) 0.9 1.00.5 0.9

++ Ethnicity: p < 0.01

Parent/Guardian Income

Students indicated the combined pre-tax income of their parents/guardians for 1996. Most students denoted that they come from middle to upper-middle class families. The plurality of students (40.0%) marked their family's income to be between $40,001 and $75,000. Better than one in three (35.5%) came from households with incomes greater than $75,000, while 24.5% marked incomes of $40,000 or below. When viewing income across ethnicity, significant differences occurred (p=0.001). Most African-American students marked their parent/guardian incomes to be either $40,000 or below, or $40,001-$75,000. White students divided more evenly between the $40,001-$75,000 grouping and above $75,000, while other minority students resided equally in all three income classifications (see Chart 1).

Chart 1: Parent/Guardian Pre-tax Income by Ethnicity


Parent/Guardian Education

Over one-third of all students surveyed (39.9%) reported that both of their parents/guardians graduated from college, and two out of three (68.8%) said both have at least some college education. Fathers/male guardians (59.7%) were more likely than mothers/female guardians (51.4%) to have earned bachelor's degree or higher. However, mothers/female guardians were more likely to have at least some college education (28.6% vs. 22.5% fathers/male guardians).

Significant differences occurred between ethnic groups (p=0.001) for both parent/guardian education levels. The majority of white and other minority students reported that both their parents/guardians experienced at least some college education. Just under half of the African-American students (44.7%) indicated that both parents/guardians received education beyond high school (see Chart 2).

Chart 2: Education of Both Parents/Guardians by Ethnicity


Household Information

Two-thirds of survey respondents indicated they came from households with four or more persons. Significant differences (p = 0.001) were found when ethnic groups were considered. A larger percentage of African-American than white and other minority students indicated they lived in households supporting either one or two persons. Most of the first-year students (68.5%) reported that they were the only dependent in their family household who was enrolled in college at the time of the survey. Significantly greater (p=0.001) percentages of African-American students indicated they were the only dependent in their household currently enrolled in college.

Home Community

The first-year students surveyed reported that they came to NC State from a wide variety of population densities. The greatest percentage indicated that they went to high school in moderate cities (29.2%) or in small towns (24.6%). A considerable percentage said they hail from rural areas (18.4%) and urban areas (16.0%), while 11.9% resided in large cities. Significant differences occurred across ethnic groups (p=0.001), although the distribution remained relatively unchanged. Those students in the other minority group indicated more often that they went to high school in urban areas. Whites and African-Americans reported in greater percentages that they attended rural high schools.

Prepared for College

Most first-year students (52.2%) indicated that they believed their high schools "adequately" prepared them for college. One-third reported that they felt to be "well prepared" by their high schools. Female students reported being "well prepared" significantly more often than did male students (p=0.002).

The majority of respondents (60.5%) also denoted that they thought they had "adequately" prepared themselves for college. Over one-third said they had "well prepared" themselves. Again, the female students significantly more often (p=0.001) reported being "well prepared" through their own efforts than did the male students.

Personal Information

Almost all (97.2%) first-year students reported having no dependent children. Significant differences (p = 0.001), however, were found when ethnicity was considered. A larger percentage of African-American than whites and other minority students indicated they had at least one dependent child. Of those with children, the greatest number had children in the secondary age group or older (n=23), while 12 students recorded that they had infant children of their own.

Religion

Overall, the students surveyed reported a wide variety of religious and denominational preferences. One-third of the respondents said they are Baptists, and roughly 15% each said they are Methodist or that they have no preference. First-year students indicated their religious preferences with significant differences between both ethnic groups (p=0.001) and genders (p=0.001).

Disabilities of First-Year Students

Few first-year students reported having any disabilities. However, significant differences (p=0.003) did occur among ethnic groups: more white students (2.8%) than African-American (0.3%) or other minority students (0.5%) said they have a learning disability or Attention Deficit Disorder.

Musical Instruments

First-year students indicated whether they played any of the instruments from a list of nine. Only a small percentage of students responded 'yes' to these questions, with the highest percentage (8.2%) denoting that they played clarinet/saxophone. For nearly every instrument listed, significantly more females than males indicated they played that particular instrument.

ROTC

Nearly all first-year students (97.1%) indicated that they had not received any level of ROTC training. However, significantly more (p=0.001) African-American students said they received ROTC training in high school.

Intended Work Community

First-year students marked with the greatest frequency (43.5%) that when they graduate they will seek employment anywhere, that location was not an important factor to them.

Ethnic groups differed significantly (p=0.001) on this issue as well. White students reported a greater interest in staying in North Carolina upon graduation than did either of the other two groups. Other minority students and African-American students indicated a greater willingness to go anywhere than did white students. Significant differences were also found by gender (p=0.003). Males said they were more interested than females in seeking employment outside of NC but in the US.

Link to NC State Tables




Marketing Research

Marketing research concerns the experiences new students had with the application process, and also examines those factors students considered influential in their decision to attend NC State.

Factors Influencing Attendance Decision

First-year students indicated the extent that any of nineteen factors influenced their decision to attend NC State. The scale used was: 5 = Very Strong Influence, 4 = Strong Influence, 3 = Moderate Influence, 2 = Weak Influence, and 1 = Very Weak Influence. Respondents recorded that academic reputation had the strongest influence on their decision to attend NC State (see Chart 3). They additionally indicated that availability of program, support for my intended major, facilities and resources available, and location had strong influences on their decision. A second tier of influence contained the factors recommended by a friend, family member, teacher, counselor, etc., campus visit prior to orientation, cost, and contact with a current student. Few first-year students considered publications from NC State, letter from someone other than Admissions Office, attendance at a College Fair, or number of hours transferred to be important influences in their decision to attend NC State. Factors that respondents frequently listed in the "other" category varied but included: athletics, having a reputable (specific name) program, the university having a friendly environment, always wanted to attend NC State, and have friends here.

When examining responses by gender, it was discovered that the female students tended to rate nearly all of the factors as more influential than did the male students. However, male respondents and female respondents differed significantly (p=0.001) on only a few factors. For each of the following, females rated the factor as having greater influence: location, size, campus visit prior to orientation, and contact with a current student.

Students rated most factors significantly different (p < 0.01) when looking across ethnic groups. In all but one instance where there were significant differences, African-American students rated the factor as more influential than whites or other minority. The only significantly different factor where African-American students rated the influence lower than another group was on the factor of cost. Other minority students regarded cost as more influential than did either African-American or white students.

An ANOVA was run for this question, looking for significant differences among the baccalaureate academic units. On every factor except for number of hours transferred/credited, contact with a graduate, attendance at a College Fair, and other students from various baccalaureate academic units significantly differed (p < 0.01) in their influence ratings.

Chart 3: Factors Influencing Decision to Attend NC State


Link to NC State Tables
Link to Detailed Marketing Research Report




Educational Intent And Interests

Educational intent and interests concern students' majors, course load, and extra-curricular interests.

Plans to Work

About one-third of the students (31.8%) marked that they intend to work during their first semester (see Chart 4).

Chart 4: Employment Plans During First Semester

Student Affairs

First-year students indicated their interest in 26 programs and activities. The highest percentage of respondents indicated an interest in intramurals. Males tended to express more interest in recreational activities while females more often pursued non-recreational activities. African-American students expressed more interest in Union Activities Board and Judicial Board. Other minority students indicated significantly more interest in volunteer services, and student publications/media, while white students marked more interest in intramurals and outdoor adventures (see Chart 5).

Chart 5: Interest in Program or Activity


Link to NC State Tables
Link to Detailed Educational Intent Report




Goals For Undergraduate Education

First-year students rated their current level of development and importance of goals concerning students' general educational, personal development, and world view goals.

Weighted Gap Analysis

A weighed analysis was conducted of the gaps between students' current level of development and the importance they attributed to each of the goals. Initially, the mean score for the importance of a particular goal was subtracted from the mean of that goal's reported current level of development, resulting in the difference between where the student is now (current level) and where they hope to be (importance). The outcome of this process yielded negative scores for each goal. Therefore, for each goal the first-year students hoped to develop beyond their current levels.

Next, the gap was multiplied by the mean importance score given the particular goal creating a weighted gap score. This weighted gap score not only took into account how far apart present development and desired development were, but also how meaningful that gap was to the student. For example, consider two goals with a gap score of -1. The first goal had a current level mean of 1 and importance mean of 2. The second goal's current level was 4 with an importance of 5. Clearly, the population regarded the second goal as more important and thus should be considered over the first goal, even though they had identical gap scores.

When viewing Chart 6 it is not as important what the weighted score is, but the focus should be given to the length of a goal's bar relative to the other goals. According to the analysis, the first-year students would place a priority on addressing the goals of: managing my time, developing computer skills, and handling stress. Three of the top five weighted gaps concern general education goals. Goals involving personal development tended to cluster more towards the middle of the 35 issues, while the world view goals generally filtered out as the lowest priorities.

Chart 6: Weighted Gap Analysis


Link to NC State Tables
Link to Detailed Goals Report



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