1998 First Year Student Survey:
Gender and Racial/Ethnic Comparisons of
Goals for Undergraduate Education
(Report No. 7)

This report focuses on gender and racial/ethnic differences in respondents� rating of their current development of and importance given to general education, personal development, and world view goals. Survey results for all respondents are provided in "1998 First Year Student Survey: All Respondents." For information about the survey and analysis methods, see "1998 First Year Student Survey: Introduction, Methods, and Student Demographic Profile."

General education | Personal development | World views | Rank order of average ratings for goals

Highlights

Gender Differences

There were persistent and striking gender differences in the ratings. With few exceptions, women consistently rated their own current development higher than men did. Women also tended rate the various goals as more important than the men did. The differences were smaller for general education goals than for personal development and world view goals. All personal development goals were rated more important by women than by men.

The overall rank order of current development and goal importance were generally similar for women and men, but with some interesting exceptions. For example, women tended to rate both current level and importance of diversity-related goals higher relative to other goals than men did.

Racial/Ethnic Differences

Racial/ethnic differences in goal ratings were also striking. African American respondents tended to rate their current development higher than whites or other minority respondents. With very few exceptions, they rated the goals as more important than whites or other minorities did. In general, whites and non-African American minority respondents had similar average ratings for personal development goals, while racial/ethnic differences in both current development and importance of general education and world view goals were less consistent. Non-African American minority respondents had ratings similar to African Americans for some goals, and similar to whites for others.

With a few noteworthy exceptions, the overall rank ordering of current level of development and goal importance were generally similar for whites, African Americans, and other minorities. Whites tended to rate goals related to diversity lower relative to other goals than African Americans and other minorities did.

General education (Tables 7-1 and 7-2)

Men's and women's ratings of their current development in general education areas fit gender stereotypes fairly well. On average, women gave higher ratings to goals related to communication and diversity, while men gave higher ratings to goals related to math and science. Interestingly, women gave higher ratings than men to their current development in critical analysis and independent work.

Average ratings given to the importance of general education goals varied less by gender than any goal type. Men gave higher ratings than women to understanding how science and technology influence everyday life, and ability to apply scientific principles. Women gave higher ratings than men to developing good reading comprehension skills, understanding diverse cultures and values, the ability to plan and carry out projects independently, and developing computer skills.

Ratings for current level of development also differed by race/ethnicity. African American respondents tended to rate their current development of the goals higher than white or other minority respondents did. African American respondents gave higher ratings than either whites or other minorities to acquiring a broad general education, developing good listening skills, and developing computer skills. African Americans and other minority respondents both gave higher ratings to their current development of understanding diverse cultures and values than white respondents did.

African Americans also consistently rated the importance of the general education goals higher than whites and/or other minorities did. African Americans gave higher ratings than either whites or other minorities (who gave similar ratings) to acquiring a broad general education, developing good listening and reading comprehension skills, and the ability to plan and carry out projects independently. African Americans and other minority respondents both gave higher ratings than white respondents to the ability to communicate ideas in writing, the ability to communicate ideas orally, and the ability to apply mathematics skills. Finally, all three racial/ethnic groups differed in areas related to diversity. African Americans gave the highest ratings to the importance of understanding diverse cultures and values, followed by other minorities, and then whites.

Table 7-1: General Education (Current Level of Development)
 

Mean Rating

Goal

All

Female

Male

Af. Am.

White

Other

Acquiring a broad general education

3.71

3.76

3.68

3.86

3.69

3.80

Ability to communicate ideas in writing

3.41

3.50

3.34

3.44

3.40

3.41

Ability to communicate ideas orally

3.51

3.59

3.46

3.63

3.51

3.39

Developing good listening skills

3.74

3.84

3.66

3.91

3.72

3.71

Developing good reading comprehension skills

3.46

3.52

3.42

3.62

3.45

3.40

Ability to apply math skills

3.68

3.54

3.78

3.68

3.67

3.81

Understanding how science and technology influence everyday life

3.62

3.47

3.72

3.66

3.60

3.70

Ability to apply scientific principles

3.35

3.18

3.46

3.27

3.36

3.33

Developing computer skills

3.40

3.26

3.51

3.66

3.37

3.42

Ability to critically analyze events, information and ideas

3.56

3.61

3.52

3.55

3.56

3.56

Ability to plan and carry out projects independently

3.72

3.85

3.62

3.73

3.72

3.68

Understanding diverse cultures/values

3.49

3.73

3.32

3.89

3.40

3.98



Table 7-2: General Education (Goal Importance)
 

Mean Ratings

Goal

All

Female

Male

Af. Am.

White

Other

Acquiring a broad general education

4.35

4.47

4.27

4.61

4.31

4.42

Ability to communicate ideas in writing

4.13

4.28

4.02

4.39

4.07

4.41

Ability to communicate ideas orally

4.38

4.52

4.29

4.66

4.33

4.58

Developing good listening skills

4.36

4.48

4.28

4.66

4.32

4.42

Developing good reading comprehension skills

4.27

4.39

4.18

4.60

4.22

4.36

Ability to apply math skills

4.30

4.30

4.30

4.60

4.25

4.45

Understanding how science and technology influence everyday life

4.03

3.99

4.05

4.22

3.99

4.12

Ability to apply scientific principles

3.92

3.85

3.96

4.07

3.89

4.01

Developing computer skills

4.48

4.57

4.41

4.70

4.44

4.58

Ability to critically analyze events, information and ideas

4.15

4.24

4.08

4.31

4.12

4.21

Ability to plan and carry out projects independently

4.37

4.49

4.28

4.61

4.34

4.34

Understanding diverse cultures/values

3.86

4.16

3.65

4.39

3.77

4.12

Back to Top

Personal Development (Tables 7-3 and 7-4)

As with the general education goals, female respondents generally gave higher average ratings to their current development than the men did. The only personal development goals for which men had reliably higher average ratings than women were having self-confidence and handling stress.

Without exception, female respondents rated the importance of each of the personal development goals higher than men did.

African Americans rated their development of 15 of the 16 personal development goals higher than whites or other minorities did. Whites and non-African American respondents tended to rate the goals similarly.

African American respondents also gave higher ratings than white and/or other minority respondents did to the importance of 14 of the 16 personal development goals. The only personal development goals for which there were no significant racial/ethnic differences were recognizing and acting upon ethical principles and developing a commitment to personal health and fitness.

Table 7-3: Personal Development (Current Level of Development)
 

Mean Rating

Goal

All

Female

Male

Af. Am.

White

Other

Taking responsibility for my own behavior

4.30

4.39

4.23

4.51

4.27

4.30

Viewing learning as a lifelong process

4.09

4.25

3.97

4.28

4.06

4.15

Recognizing/acting on ethical principles

3.88

4.02

3.79

4.01

3.87

3.92

Improving leadership/management skills

3.59

3.66

3.55

3.81

3.57

3.53

Ability to function as part of team

3.98

4.06

3.91

4.23

3.94

3.96

Being involved in public/community affairs

3.28

3.50

3.12

3.43

3.25

3.31

Understanding own abilities/interests

3.91

3.98

3.86

4.12

3.89

3.82

Developing a commitment to personal health/fitness

3.60

3.57

3.62

3.64

3.60

3.51

Having self-confidence

3.72

3.66

3.76

4.12

3.68

3.58

Realizing my potential for success

3.76

3.75

3.77

4.13

3.73

3.66

Clarifying personal identity

3.71

3.79

3.65

3.97

3.67

3.68

Coping with change

3.62

3.59

3.64

3.77

3.60

3.61

Being independent and self-reliant

3.94

3.98

3.91

4.03

3.93

3.84

Handling stress

3.48

3.34

3.57

3.63

3.46

3.47

Managing my time

3.33

3.41

3.27

3.33

3.33

3.30

Having self-discipline

3.77

3.82

3.74

4.01

3.74

3.79



Table 7-4: Personal Development (Goal Importance)
 

Mean Rating

Goal

All

Female

Male

Af. Am.

White

Other

Taking responsibility for my own behavior

4.57

4.69

4.49

4.76

4.55

4.47

Viewing learning as a lifelong process

4.32

4.46

4.21

4.53

4.29

4.32

Recognizing/acting on ethical principles

4.26

4.41

4.16

4.38

4.25

4.28

Improving leadership/management skills

4.36

4.46

4.29

4.57

4.32

4.42

Ability to function as part of team

4.37

4.45

4.31

4.59

4.34

4.38

Being involved in public/community affairs

3.89

4.16

3.70

4.12

3.84

4.08

Understanding own abilities/interests

4.42

4.55

4.33

4.61

4.39

4.47

Developing a commitment to personal health/fitness

4.31

4.44

4.22

4.39

4.30

4.29

Having self-confidence

4.57

4.71

4.47

4.75

4.55

4.57

Realizing my potential for success

4.43

4.57

4.33

4.69

4.40

4.40

Clarifying personal identity

4.22

4.45

4.06

4.48

4.19

4.23

Coping with change

4.27

4.47

4.13

4.48

4.24

4.29

Being independent and self-reliant

4.51

4.68

4.39

4.68

4.50

4.47

Handling stress

4.50

4.68

4.37

4.64

4.48

4.46

Managing my time

4.64

4.76

4.55

4.81

4.62

4.64

Having self-discipline

4.56

4.69

4.48

4.75

4.54

4.58

Back to Top

World views (Tables 7-5 and 7-6)

Gender differences in respondents� ratings of their current development of world view goals were also persistent. On average, women clearly rated their current development on issues of diversity higher than did males. The only world view goals for which men had higher average ratings than women were understanding issues and problems facing the world; and understanding the present as it relates to historical events/processes.

Women gave higher ratings than men to the importance of all but one world view goal (understanding the present as it relates to historical events/processes).

The three racial/ethnic groups varied notably in their average rating for valuing racial equality. African American respondents had the highest rating, followed by other minority respondents, and then whites. Both African American and other minority respondents had higher ratings than whites for being able to interact and work with people from diverse backgrounds, and having a tolerance for different points of view. And, African American respondents gave higher ratings than whites and other minorities (who gave similar ratings) to valuing gender equality.

The most widespread racial/ethnic differences in respondents� ratings of the importance of world view goals also occurred in areas related to tolerance and diversity. African American respondents gave the highest ratings, followed by other minorities and then whites to being able to interact and work with people from diverse backgrounds, valuing racial equity, and valuing gender equity. African American respondents also rated the importance of understanding the present as it relates to historical events/processes, and of having a tolerance for different points of view higher than either whites or other minority respondents.

Table 7-5: World View Goals (Current Level of Development)
 

Mean Rating

Goal

All

Female

Male

Af. Am.

White

Other

Understanding issues/problems facing the world

3.32

3.26

3.36

3.42

3.30

3.36

Understanding the present as it relates to history

3.23

3.15

3.29

3.33

3.22

3.24

Being able to interact/work w/ people from diverse backgrounds

3.84

4.02

3.70

4.19

3.77

4.05

Advancing my appreciation of the arts, music and literature

3.37

3.59

3.21

3.44

3.35

3.50

Having a tolerance for different points of view

3.77

3.92

3.67

3.94

3.74

3.94

Valuing gender equity

4.09

4.32

3.93

4.39

4.05

4.17

Valuing racial equity

4.10

4.32

3.95

4.51

4.04

4.24



Table 7-6: World View (Goal Importance)
 

Mean Rating

Goal

All

Female

Male

Af. Am.

White

Other

Understanding issues/problems facing the world

3.99

4.17

3.87

4.15

3.97

4.03

Understanding the present as it relates to history

3.69

3.73

3.65

3.99

3.64

3.75

Being able to interact/work w/ people from diverse backgrounds

4.24

4.48

4.07

4.61

4.18

4.37

Advancing my appreciation of the arts, music and literature

3.70

3.94

3.53

3.79

3.68

3.82

Having a tolerance for different points of view

4.28

4.48

4.13

4.46

4.25

4.35

Valuing gender equity

4.26

4.46

4.12

4.59

4.21

4.40

Valuing racial equity

4.30

4.51

4.15

4.73

4.24

4.48

Back to Top

Overall Rankings

Current Development (Table 7-7)

There were some interesting differences in the rank orders of the ratings male and female respondents gave to their current development in the 35 goal areas. Most of the goals with the top ten average ratings were personal development goals. Men's and women's top 10 were similar, but there were a few noteworthy exceptions. Ability to apply mathematics skills had the 9th highest average current development rating for men, while this general education goal ranked 25th for women. Being able to interact and work with people from diverse backgrounds (a world view goal), ranked 6th for women, while men gave it the 14th highest average. Another world view goal, having a tolerance for different points of view, received the 10th highest average rating from females, but ranked 16th among males.

It is also useful to look at those goals that received the lowest average ratings for respondents� current level of development. The average rating of an understanding of how science and technology influence everyday life ranked 29th for females, compared to 13th for men. Handling stress ranked 31st for women, and 22nd for men. Among men understanding diverse cultures and values had one of the lowest average ratings (33rd), while women gave this general education goal the 17th highest rating. Finally, men�s average rating of their current development in advancing an appreciation of the arts, music and literature was second lowest for all the goals (34th), while women gave it the 23rd highest rating.

The rank orders also varied by racial/ethnic group. As with men and women, the top 10 goals were generally similar for the three racial/ethnic groups, with a few exceptions. The largest difference was for understanding diverse cultures and values. Non-African American respondents gave this goal the 6th highest average rating. African Americans ranked it 16th, and whites ranked it 27th. Having self-confidence ranked 9th for African American respondents, 16th for whites, and 21st for other minorities. Realizing my potential for success had the 7th highest ranking for African American respondents, but was ranked 12th by whites and 19th by other minorities.

Non-African American minority respondents rated the ability to apply mathematics skills relatively higher than African American respondents (12th vs 21st). With the exceptions noted above, the lowest ranking goals were generally similar across racial/ethnic groups.

Table 7-7: Rank Order of Average Ratings for Current Level of Development

Rank Order of Average Rating

Goal

All

Female

Male

Af. Am

White

Other

Taking responsibility for my own behavior

1

1

1

1

1

1

Valuing racial equity

2

2

3

2

4

2

Valuing gender equity

3

3

4

3

3

3

Viewing learning as a lifelong process

4

4

2

4

2

4

Ability to function as part of team

5

5

5

5

5

7

Being independent and self-reliant

6

9

6

10

6

10

Understanding own abilities/interests

7

8

7

8

7

11

Recognizing/acting on ethical principles

8

7

8

11

8

9

Being able to interact/work w/ people from diverse backgrounds

9

6

14

6

9

5

Having a tolerance for different points of view

10

10

16

14

11

8

Having self-discipline

11

13

12

12

10

14

Realizing my potential for success

12

16

10

7

12

19

Developing good listening skills

13

12

17

15

13

15

Having self-confidence

14

19

11

9

16

21

Ability to plan and carry out projects independently

15

11

20

20

14

17

Clarifying personal identity

16

14

18

13

17

18

Acquiring a broad general education

17

15

15

17

15

13

Ability to apply math skills

18

25

9

21

18

12

Understanding how science/technology influence everyday life

19

29

13

22

20

16

Coping with change

20

21

19

19

19

20

Commitment to personal health/fitness

21

24

21

24

21

24

Improving leadership/management skills

22

18

23

18

22

23

Ability to critically analyze events, information and ideas

23

20

24

28

23

22

Ability to communicate ideas orally

24

22

26

26

24

30

Understanding diverse cultures/values

25

17

31

16

27

6

Handling stress

26

31

22

25

25

26

Good reading comprehension skills

27

26

28

27

26

29

Ability to communicate ideas in writing

28

28

30

29

28

28

Developing computer skills

29

33

25

23

29

27

Advancing my appreciation of the arts, music, and literature

30

23

34

30

31

25

Ability to apply scientific principles

31

34

27

35

30

32

Managing my time

32

30

33

34

32

34

Understanding issues/problems facing the world

33

32

29

32

33

31

Being involved in public/community affairs

34

27

35

31

34

33

Understanding the present as relates to history

35

35

32

33

35

35

Goal Importance (Table 7-8)

As with respondents� ratings of their current development of the goals, there are interesting differences in the rank orders of the ratings given to the importance of the goals. Again, for the most part women and men gave the same 10 goals the highest ratings. The only noteworthy exception was that while men ranked the ability to function as part of a team 10th, for women it ranked 21st. And, while the ability to apply mathematics skills was ranked 11th by men, for women it ranked 26th.

On the other hand, the importance of being able to interact and work with people from diverse backgrounds ranked 26th for men, but had the 13th highest average rating for women. Similarly, while valuing racial equity received a relatively high average rating of importance from females (11th), males� relative ratings placed it 21st. Having tolerance for different points of view was also ranked higher by females than males (14th and 22nd respectively).

The rank orders also varied by race/ethnicity. The most striking difference was for valuing racial equity. This goal ranked 5th in importance among African Americans, and 6th among other minority respondents, compared to 21st among white respondents. Being able to interact and work with people from diverse backgrounds also ranked much higher among African Americans (15th) and other minorities (19th) than among whites (26th).

In contrast, whites ranked the importance of several goals higher than African American and other minority respondents, specifically the ability to function as part of a team (11th ,18th, and18th respectively); developing a commitment to personal health and fitness (16th, 25th, and 24th); and recognizing and acting upon ethical principles (20th, 28th and 26th).

Finally, other minority respondents ranked realizing my potential for success and the ability to plan and carry out projects independently lower than either whites or African Americans did (16th, 8th, and 7th, respectively; and 22nd, 10th, and 13th), and ranked the ability to communicate ideas in writing higher than whites and African Americans (15th, 28th, and 26th).

Table 7-8: Rank Order of Average Ratings for Importance of Goal

Rank Order of Average Rating

Goal

All

Female

Male

Af. Am

White

Other

Managing my time

1

1

1

1

1

1

Taking responsibility for my own behavior

2

3

2

2

2

7

Having self-confidence

3

2

4

4

3

5

Having self-discipline

4

4

3

3

4

2

Being independent and self-reliant

5

5

6

8

5

8

Handling stress

6

6

7

11

6

10

Developing computer skills

7

8

5

6

7

3

Realizing my potential for success

8

7

8

7

8

16

Understanding own abilities/interests

9

9

9

12

9

9

Ability to communicate ideas orally

10

10

12

9

12

4

Ability to function as part of team

11

21

10

18

11

18

Ability to plan and carry out projects independently

12

12

14

13

10

22

Improving leadership/management skills

13

20

13

20

14

13

Developing good listening skills

14

15

15

10

13

12

Acquiring a broad general education

15

17

16

14

15

14

Viewing learning as a lifelong process

16

19

18

21

17

23

Commitment to personal health/fitness

17

23

17

25

16

24

Valuing racial equity

18

11

21

5

21

6

Ability to apply math skills

19

26

11

16

18

11

Having a tolerance for different points of view

20

14

22

24

19

21

Coping with change

21

16

23

22

22

25

Good reading comprehension skills

22

25

19

17

23

20

Valuing gender equity

23

18

24

19

24

17

Recognizing/acting on ethical principles

24

24

20

28

20

26

Being able to interact/work w/ people from diverse backgrounds

25

13

26

15

26

19

Clarifying personal identity

26

22

27

23

25

27

Ability to critically analyze events, information and ideas

27

28

25

29

27

28

Ability to communicate ideas in writing

28

27

29

26

28

15

Understanding how science/technology influence everyday life

29

32

28

30

29

29

Understanding issues/problems facing the world

30

29

31

31

30

32

Ability to apply scientific principles

31

34

30

33

31

33

Being involved in public/community affairs

32

30

32

32

32

31

Understanding diverse cultures/values

33

31

33

27

33

30

Advancing my appreciation of the arts, music, and literature

34

33

35

35

34

34

Understanding the present as relates to history

35

35

34

34

35

35

Comparing the Rank Order for Average Ratings of Current Development and Importance of Goals (Table 7-9)

In some cases the average rating for current development of a goal ranked higher relative to other goals that did its average rating for importance, while in other cases the reverse was true. There were interesting gender and racial/ethnic differences in these comparisons. For both women and men valuing gender equity and viewing learning as a lifelong process ranked in the top five goals for current development, but 18th or lower in importance. For women the ability to function as part of a team had the 5th highest average rating for current development, but was ranked 21st in importance. Among men this goal was more consistently ranked (5th in current development and 10th in importance). Men had a much larger discrepancy than women between the rank order of average ratings given their current development of valuing racial equity and the rank order of its importance (3rd and 21st respectively for men, and 2nd and 11th for women).

Women and men both ranked their current level of development in managing my time and developing computer skills much lower than they ranked them in importance. Women, but not men, had particularly large discrepancies between development and importance ratings for having self-confidence and handling stress. Women ranked both goals much higher in importance than in current development.

There were also large rank order differences across racial/ethnic groups in the development and importance ratings for valuing gender equity and viewing learning as a lifelong process. Ratings for development in these areas ranked notably higher than ratings for importance, for all groups. White respondents, but not African American or other minority respondents, gave inconsistent ratings for current development and importance for valuing racial equity (ranked 4th and 21st respectively). For minority respondents, both current development and importance of valuing racial equity were ranked in the top ten. Non-African American minorities were more likely than either African Americans or whites to rank understanding diverse cultures and values much higher in current development than in importance.

All three racial/ethnic groups ranked managing my time and developing computing skills relatively low in current development but relatively high in importance. Non-African American minority students also ranked having self-confidence and ability to communicate ideas orally relatively low in current development but high in importance.

Table 7-9: Comparison of Rank Order of Average Ratings of Current Development and Importance of Goals

Goal

Rank Order of Current Development / Importance

All

Female

Male

Af. Am

White

Other

Taking responsibility for my own behavior

1 / 2

1 / 3

1 / 2

1 / 2

1 / 2

1 / 7

Valuing racial equity

2 / 18

2 / 11

3 / 21

2 / 5

4 / 21

2 / 6

Valuing gender equity

3 / 23

3 /18

4 / 24

3 / 19

3 / 24

3 / 17

Viewing learning as a lifelong process

4 / 16

4 / 19

2 / 18

4 / 21

2 / 17

4 / 23

Ability to function as part of team

5 / 11

5 / 21

5 / 10

5 / 18

5 / 11

7 / 18

Being independent and self-reliant

6 / 5

9 / 5

6 / 6

10 / 18

6 / 5

10 / 8

Understanding own abilities/interests

7 / 9

8 / 9

7 / 9

8 / 12

7 / 9

11 / 9

Recognizing/acting on ethical principles

8 / 24

7 / 24

8 / 20

11 / 28

8 / 20

9 / 26

Being able to interact/work w/ people from diverse backgrounds

9 / 25

6 / 13

14 / 26

6 / 15

9 / 26

5 / 19

Having a tolerance for different points of view

10 / 20

10 / 14

16 / 22

14 / 24

11 / 19

8 / 21

Having self-discipline

11 / 4

13 / 4

12 / 3

12 / 3

10 / 4

14 / 2

Realizing my potential for success

12 / 8

16 / 7

10 / 8

7 / 7

12 / 8

19 / 16

Developing good listening skills

13 / 14

12 / 15

17 / 15

15 / 10

13 / 13

15 / 12

Having self-confidence

14 / 3

19 / 2

11 / 4

9 / 4

16 / 3

21 / 5

Ability to plan and carry out projects independently

15 / 12

11 / 12

20 / 14

20 / 13

14 / 10

17 / 22

Clarifying personal identity

16 / 26

14 / 22

18 / 27

13 / 23

17 / 25

18 / 27

Acquiring a broad general education

17 / 15

15 / 17

15 / 16

17 / 14

15 / 15

13 / 14

Ability to apply math skills

18 / 19

25 / 26

9 / 11

21 / 16

18 / 18

12 / 11

Understanding how science/technology influence everyday life

19 / 29

29 / 32

13 / 28

22 / 30

20 / 29

16 / 29

Coping with change

20 / 21

21 / 16

19 / 23

19 / 22

19 / 22

20 / 25

Commitment to personal health/fitness

21 / 17

24 / 23

21 / 17

24 / 25

21 / 16

24 / 24

Improving leadership/management skills

22 / 13

18 / 20

23 / 13

18 / 20

22 / 14

23 / 13

Ability to critically analyze events, information and ideas

23 / 27

20 / 28

24 / 25

28 / 29

23 / 27

22 / 28

Ability to communicate ideas orally

24 / 10

22 / 10

26 / 12

26 / 9

24 / 12

30 / 4

Understanding diverse cultures/values

25 / 33

17 / 31

31 / 33

16 / 27

27 / 33

6 / 30

Handling stress

26 / 6

31 / 6

22 / 7

25 / 11

25 / 6

26 / 10

Good reading comprehension skills

27 / 22

26 / 25

28 / 19

27 / 17

26 / 23

29 / 20

Ability to communicate ideas in writing

28 / 28

28 / 27

30 / 29

29 / 26

28 / 28

28 / 15

Developing computer skills

29 / 7

33 / 8

25 / 5

23 / 6

29 / 7

27 / 3

Advancing my appreciation of the arts, music, and literature

30 / 34

23 / 33

34 / 35

30 / 35

31 / 34

25 / 34

Ability to apply scientific principles

31 / 31

34 / 34

27 / 30

35 / 33

30 / 31

32 / 33

Managing my time

32 / 1

30 / 1

33 / 1

34 / 1

32 / 1

34 / 1

Understanding issues/problems facing the world

33 / 30

32 / 29

29 / 31

32 / 31

33 / 30

31 / 32

Being involved in public/community affairs

34 / 32

27 / 30

35 / 32

31 / 32

34 / 32

33 / 31

Understanding the present as relates to history

35 / 35

35 / 35

32 / 34

33 / 32

35 / 35

35 / 35

Back to Top



For more information on the 1998 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: August, 1999

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