North Carolina
State University
2002 Sophomore Student Survey:
Gender and Racial/Ethnic Comparisons
Of Knowledge, Skills, and Personal Development Ratings
North Carolina
State University
2002 Sophomore Student Survey:
Gender and Racial/Ethnic Comparisons
Of Knowledge, Skills, and Personal Development Ratings
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 "2002 Sophomore Student Survey: All Respondents." For information about the survey and analysis methods see "2002 Sophomore Student Survey: Introduction, Methods, and Student Demographic Profile." Exact question wording is available on the web, or by clicking on the "Q" in the table header.
Meeting
Student Needs | General Education Goals | Personal
Development Goals | World View Goals
Q 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�) |
||||||
| All | Women | Men | Af. Am | White | Other | |
| Intellectual growth needs | 3.34 | 3.39 | 3.30 | 3.20 | 3.38 | 3.16 |
| Career training needs | 3.05 | 3.09 | 3.02 | 2.86 | 3.07 | 3.04 |
| Personal growth needs | 3.14 | 3.23 | 3.04 | 3.02 | 3.15 | 3.04 |
Q Extent of College Contribution to Goals
|
Mean Rating (Based on a scale where 4=�very much� 3=�somewhat� 2=�very little� and 1=�not at all�) |
||||||
| General Education Goals | All | Women | Men | Af. Am | White | Other |
| Enhancing analytical skills | 3.44 | 3.41 | 3.46 | 3.45 | 3.44 | 3.43 |
| Ability to do projects independently | 3.42 | 3.53 | 3.31 | 3.38 | 3.42 | 3.37 |
| Developing computer skills | 3.37 | 3.32 | 3.41 | 3.54 | 3.35 | 3.37 |
| Ability to analyze ideas/info | 3.36 | 3.38 | 3.35 | 3.44 | 3.36 | 3.30 |
| Understand sci/tech influence | 3.34 | 3.34 | 3.34 | 3.30 | 3.35 | 3.29 |
| Using math skills | 3.34 | 3.24 | 3.44 | 3.40 | 3.34 | 3.31 |
| Applying sci inquiry | 3.30 | 3.23 | 3.36 | 3.29 | 3.31 | 3.21 |
| Comprehension skills | 3.30 | 3.38 | 3.22 | 3.36 | 3.31 | 3.14 |
| Listening skills | 3.26 | 3.38 | 3.15 | 3.36 | 3.27 | 3.10 |
| Understanding of diverse values | 3.20 | 3.34 | 3.06 | 3.26 | 3.19 | 3.26 |
| Writing skills | 3.11 | 3.22 | 3.01 | 3.20 | 3.11 | 3.09 |
| Speaking skills | 2.98 | 3.12 | 2.85 | 3.11 | 2.97 | 2.98 |
Q Extent of College Contribution to Personal Development Goals
|
Mean Rating (Based on a scale where 4=�very much� 3=�somewhat� 2=�very little� and 1=�not at all�) |
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| Personal Development Goals | All | Women | Men | Af. Am | White | Other |
| Independence and self-reliance | 3.53 | 3.64 | 3.42 | 3.61 | 3.53 | 3.46 |
| Realizing my potential for success | 3.49 | 3.61 | 3.37 | 3.54 | 3.49 | 3.39 |
| Personal growth | 3.47 | 3.60 | 3.35 | 3.57 | 3.47 | 3.37 |
| Taking responsibility for behavior | 3.43 | 3.56 | 3.30 | 3.46 | 3.44 | 3.33 |
| Self discipline | 3.43 | 3.56 | 3.30 | 3.55 | 3.43 | 3.27 |
| Coping with change | 3.43 | 3.53 | 3.33 | 3.54 | 3.43 | 3.28 |
| Valuing learning as lifelong | 3.42 | 3.51 | 3.32 | 3.50 | 3.43 | 3.23 |
| Time mangement | 3.36 | 3.45 | 3.27 | 3.51 | 3.36 | 3.15 |
| Ability to function as part of a team | 3.31 | 3.38 | 3.24 | 3.39 | 3.30 | 3.32 |
| Sense of personal identity | 3.30 | 3.44 | 3.17 | 3.31 | 3.31 | 3.24 |
| Ability to handle stress | 3.25 | 3.33 | 3.18 | 3.33 | 3.26 | 3.16 |
| Self-confidence | 3.25 | 3.35 | 3.16 | 3.24 | 3.26 | 3.19 |
| Ability to lead/guide others | 3.17 | 3.25 | 3.10 | 3.21 | 3.17 | 3.11 |
| Commitment to fitness | 3.12 | 3.20 | 3.03 | 3.12 | 3.12 | 3.06 |
| Recognizing and acting ethical | 3.10 | 3.24 | 2.97 | 3.17 | 3.09 | 3.11 |
| Public responsibility & comm. service | 2.89 | 3.01 | 2.77 | 3.01 | 2.89 | 2.69 |
Q
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 Goals | All | Women | Men | Af. Am | White | Other |
| Developing tolerance for divergent views | 3.24 | 3.38 | 3.12 | 3.28 | 3.24 | 3.27 |
| Ability to work w/ diverse bckgrnds | 3.27 | 3.34 | 3.20 | 3.27 | 3.27 | 3.26 |
| Understanding world issues | 3.10 | 3.18 | 3.03 | 3.06 | 3.11 | 3.09 |
| Appreciating gender equity | 3.07 | 3.20 | 2.94 | 2.99 | 3.09 | 2.97 |
| Appreciating racial equity | 3.06 | 3.18 | 2.94 | 2.95 | 3.07 | 3.03 |
| Understand present as it relates to history | 2.96 | 3.01 | 2.91 | 2.95 | 2.96 | 2.88 |
| Advancing appreciation of arts | 2.81 | 2.95 | 2.67 | 2.76 | 2.81 | 2.81 |
For more information on the 2002 Sophomore Student Survey contact:
Posted: October, 2002
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