This document reports survey data on gender and racial/ethnic differences in respondents’ ratings of NC State’s contribution toward their development. Specifically, results are presented for respondents’ ratings of how well NC State has met their needs for intellectual, personal and professional growth, and the extent to which the University contributed to their knowledge, skills and personal development. Survey results for all respondents are provided in "2000 Sophomore Student Survey: All Respondents." For information about the survey and analysis methods see "2000 Sophomore Student Survey: Introduction, Methods, and Student Demographic Profile."
Meeting Student Needs |
General Education Goals |
Personal Development Goals |
World View Goals |
Knowledge, Skills and Personal Development: Rank Order of Goal Ratings
How Well Needs Have Been Met by NC State
|
Mean Rating (Based on a scale where 4=’very well’ 3=’adequately’ 2=’somewhat’ and 1=’poorly’) |
||||||
|
Needs |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Intellectual growth |
3.29 |
3.36 |
3.23 |
3.27 |
3.31 |
3.14 |
|
Personal growth |
3.10 |
3.24 |
2.99 |
3.04 |
3.10 |
3.14 |
|
Career training |
3.02 |
3.06 |
2.98 |
2.92 |
3.04 |
2.90 |
|
Mean Rating (Based on a scale where 4=’very much’ 3=’somewhat’ 2=’very little’ and 1=’not at all’) |
||||||
|
General Education Goals |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Developing computer skills |
3.55 |
3.53 |
3.56 |
3.71 |
3.53 |
3.56 |
|
Enhancing analytical skills |
3.50 |
3.44 |
3.55 |
3.50 |
3.51 |
3.44 |
|
Understanding the influence of science and technology |
3.43 |
3.39 |
3.46 |
3.46 |
3.43 |
3.32 |
|
Ability to do projects independently |
3.43 |
3.49 |
3.38 |
3.56 |
3.42 |
3.30 |
|
Using math skills |
3.41 |
3.29 |
3.51 |
3.49 |
3.40 |
3.42 |
|
Applying scientific methods of inquiry |
3.40 |
3.31 |
3.47 |
3.39 |
3.39 |
3.44 |
|
Ability to critically analyze ideas/information |
3.40 |
3.39 |
3.41 |
3.43 |
3.40 |
3.34 |
|
Comprehension skills |
3.32 |
3.36 |
3.30 |
3.47 |
3.32 |
3.16 |
|
Listening skills s |
3.27 |
3.31 |
3.24 |
3.44 |
3.26 |
3.16 |
|
Understanding diverse cultures and values |
3.18 |
3.27 |
3.11 |
3.32 |
3.15 |
3.28 |
|
Writing skills |
3.14 |
3.20 |
3.09 |
3.27 |
3.13 |
3.07 |
|
Speaking skills |
2.99 |
3.05 |
2.95 |
3.20 |
2.96 |
3.10 |
|
Mean Rating (Based on a scale where 4=’very much’ 3=’somewhat’ 2=’very little’ and 1=’not at all’) |
||||||
|
Personal Development Goal |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Independence and self-reliance |
3.54 |
3.60 |
3.49 |
3.58 |
3.54 |
3.45 |
|
Potential for success |
3.46 |
3.52 |
3.41 |
3.58 |
3.46 |
3.38 |
|
Taking responsibility for behavior |
3.44 |
3.53 |
3.37 |
3.52 |
3.44 |
3.41 |
|
Personal growth |
3.44 |
3.52 |
3.37 |
3.52 |
3.43 |
3.50 |
|
Valuing learning as a lifelong process |
3.43 |
3.52 |
3.37 |
3.47 |
3.43 |
3.47 |
|
Self discipline |
3.42 |
3.49 |
3.35 |
3.55 |
3.40 |
3.44 |
|
Coping with change |
3.40 |
3.49 |
3.32 |
3.56 |
3.37 |
3.51 |
|
Ability to function as part of team |
3.32 |
3.37 |
3.28 |
3.56 |
3.30 |
3.30 |
|
Time management |
3.31 |
3.37 |
3.26 |
3.49 |
3.29 |
3.29 |
|
Sense of personal identity |
3.29 |
3.38 |
3.22 |
3.39 |
3.28 |
3.25 |
|
Self-confidence |
3.24 |
3.30 |
3.19 |
3.36 |
3.22 |
3.30 |
|
Ability to handle stress |
3.18 |
3.20 |
3.16 |
3.33 |
3.15 |
3.30 |
|
Ability to lead and guide others |
3.17 |
3.25 |
3.10 |
3.28 |
3.15 |
3.15 |
|
Recognizing and acting on ethical principles |
3.14 |
3.23 |
3.07 |
3.29 |
3.11 |
3.24 |
|
Commitment to personal health and fitness |
3.11 |
3.24 |
3.01 |
3.30 |
3.09 |
3.18 |
|
Exercising public responsibility & community service |
2.97 |
3.04 |
2.90 |
3.08 |
2.93 |
3.15 |
Extent of College Contribution to World View Goals
|
Mean Rating (Based on a scale where 4=’very much’ 3=’somewhat’ 2=’very little’ and 1=’not at all’) |
||||||
|
World View Goal |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Developing a tolerance for divergent views |
3.28 |
3.35 |
3.22 |
3.48 |
3.25 |
3.38 |
|
Ability to work with diverse people |
3.28 |
3.36 |
3.22 |
3.45 |
3.25 |
3.38 |
|
Appreciating gender equity |
3.10 |
3.19 |
3.04 |
3.16 |
3.10 |
3.08 |
|
Appreciating racial equity |
3.09 |
3.16 |
3.03 |
3.23 |
3.07 |
3.11 |
|
Understanding issues facing the world |
3.03 |
3.08 |
2.99 |
3.28 |
3.00 |
3.06 |
|
Understanding present as it relates to history |
3.02 |
3.03 |
3.01 |
3.23 |
3.00 |
3.00 |
|
Advancing appreciation of arts |
2.79 |
2.88 |
2.73 |
2.97 |
2.75 |
3.08 |
|
Rank Order of Average Rating |
||||||
|
Goal |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Developing computer skills |
1 |
2 |
1 |
1 |
2 |
1 |
|
Independence and self-reliance |
2 |
1 |
3 |
2 |
1 |
14 |
|
Enhancing analytical skills |
3 |
5 |
11 |
4 |
3 |
6 |
|
Potential for success |
4 |
4 |
2 |
8 |
4 |
9 |
|
Taking responsibility for own behavior |
5 |
6 |
12 |
14 |
5 |
2 |
|
Personal growth |
6 |
9 |
7 |
16 |
6 |
3 |
|
Understanding the influence of science/technology |
7 |
8 |
4 |
10 |
7 |
10 |
|
Ability to do projects independently |
8 |
10 |
13 |
5 |
9 |
12 |
|
Valuing learning as lifelong process |
9 |
14 |
8 |
6 |
8 |
11 |
|
Self discipline |
10 |
3 |
5 |
3 |
10 |
5 |
|
Using math skills |
11 |
7 |
6 |
11 |
11 |
4 |
|
Applying scientific methods of inquiry |
12 |
13 |
9 |
17 |
13 |
19 |
|
Ability to critically analyze ideas/information |
13 |
18 |
10 |
19 |
12 |
20 |
|
Coping with change |
14 |
16 |
14 |
9 |
14 |
13 |
|
Comprehension skills |
15 |
17 |
15 |
15 |
15 |
7 |
|
Ability to function as part of team |
16 |
15 |
16 |
7 |
16 |
8 |
|
Time mangement |
17 |
20 |
17 |
20 |
17 |
16 |
|
Sense of personal identity |
18 |
19 |
21 |
21 |
18 |
22 |
|
Developing tolerance for divergent views |
19 |
12 |
18 |
13 |
21 |
24 |
|
Ability to work w/ people from diverse backgrounds |
20 |
21 |
19 |
12 |
19 |
17 |
|
Listening skills |
21 |
22 |
20 |
18 |
20 |
23 |
|
Self-confidence |
22 |
11 |
22 |
22 |
22 |
18 |
|
Understanding of diverse cultures/values |
23 |
23 |
24 |
24 |
23 |
27 |
|
Ability to handle stress |
24 |
25 |
23 |
23 |
24 |
28 |
|
Ability to lead/guide others |
25 |
28 |
25 |
28 |
25 |
15 |
|
Writing skills |
26 |
27 |
26 |
27 |
26 |
21 |
|
Recognizing and acting on ethical principles |
27 |
24 |
27 |
25 |
27 |
25 |
|
Commitment to fitness/personal health |
28 |
26 |
29 |
31 |
29 |
34 |
|
Appreciating gender equity |
29 |
29 |
30 |
26 |
28 |
30 |
|
Appreciating racial equity |
30 |
30 |
28 |
30 |
30 |
33 |
|
Understanding issues facing the world |
31 |
31 |
32 |
32 |
31 |
29 |
|
Understanding the present as it relates to history |
32 |
33 |
31 |
33 |
32 |
35 |
|
Speaking skills |
33 |
34 |
33 |
29 |
33 |
26 |
|
Exercising public responsibility & comunnity service |
34 |
32 |
34 |
34 |
34 |
31 |
|
Advancing appreciation of arts |
35 |
35 |
35 |
35 |
35 |
32 |
For more information on the 2000 Sophomore Student Survey contact:
Posted: March, 2001
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