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North Carolina State University |
2002 Sophomore Student Survey: |
Gender and Racial/Ethnic Comparisons |
Of
Knowledge, Skills, and Personal Development Ratings |
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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. |
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Meeting
Student Needs | General Education Goals | Personal Development Goals | World
View Goals | |
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Knowledge, Skills and Personal Development: Rank Order of Goal
Ratings |
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Q How Well Needs Have Been Met by NC State |
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Mean Rating |
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(Based on a scale where 4=’very
well’ 3=’adequately’ 2=’somewhat’ and 1=’poorly’) |
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All |
Women |
Men |
Af.
Am |
White |
Other |
Intellectual growth needs |
3.34 |
3.39 |
3.3 |
3.2 |
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 |
Frequency Distributions: Gender/Ethnicity |
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Back to Top |
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Q Extent of College Contribution to
General Education Goals |
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Mean Rating |
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(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 |
3.3 |
Understand sci/tech
influence |
3.34 |
3.34 |
3.34 |
3.3 |
3.35 |
3.29 |
Using math skills |
3.34 |
3.24 |
3.44 |
3.4 |
3.34 |
3.31 |
Applying sci inquiry |
3.3 |
3.23 |
3.36 |
3.29 |
3.31 |
3.21 |
Comprehension skills |
3.3 |
3.38 |
3.22 |
3.36 |
3.31 |
3.14 |
Listening skills |
3.26 |
3.38 |
3.15 |
3.36 |
3.27 |
3.1 |
Understanding of
diverse values |
3.2 |
3.34 |
3.06 |
3.26 |
3.19 |
3.26 |
Writing skills |
3.11 |
3.22 |
3.01 |
3.2 |
3.11 |
3.09 |
Speaking skills |
2.98 |
3.12 |
2.85 |
3.11 |
2.97 |
2.98 |
Frequency Distributions: Gender/Ethnicity |
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Top |
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Q Extent of College Contribution to
Personal Development Goals |
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Mean Rating |
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(Based on a scale where 4=’very
much’ 3=’somewhat’ 2=’very little’ and 1=’not at all’) |
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 |
3.6 |
3.35 |
3.57 |
3.47 |
3.37 |
Taking
responsibility for behavior |
3.43 |
3.56 |
3.3 |
3.46 |
3.44 |
3.33 |
Self discipline |
3.43 |
3.56 |
3.3 |
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 |
3.5 |
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 |
3.3 |
3.32 |
Sense of personal identity |
3.3 |
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 |
3.1 |
3.21 |
3.17 |
3.11 |
Commitment to fitness |
3.12 |
3.2 |
3.03 |
3.12 |
3.12 |
3.06 |
Recognizing and acting
ethical |
3.1 |
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 |
Frequency Distributions: Gender/Ethnicity |
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Q Extent of College Contribution to
World View Goals |
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Mean Rating |
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(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 |
3.2 |
3.27 |
3.27 |
3.26 |
Understanding world issues |
3.1 |
3.18 |
3.03 |
3.06 |
3.11 |
3.09 |
Appreciating gender equity |
3.07 |
3.2 |
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 |
Frequency
Distributions: Gender/Ethnicity |
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Top |
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Rank Order of Average Ratings for Extent of College Contribution |
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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 |
Survey item #D1 (exact wording) |
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Top |
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For
more information on the 2002 Sophomore Student Survey contact: |
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Dr.
Nancy Whelchel, Coordinator for Survey Research |
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University Planning and
Analysis |
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Box 7002 |
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NCSU |
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Phone: (919) 515-4184 |
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Email: Nancy_Whelchel@ncsu.edu |
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Posted: October, 2002 |
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