North Carolina State University
2004 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 "2004 Sophomore Student Survey: All Respondents." For information about the survey and analysis methods see " 2004 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
3.37
3.43
3.30
3.44
3.37
3.20
Career training needs
3.08
3.09
3.06
3.13
3.09
2.85
Personal growth needs
3.20
3.30
3.09
3.38
3.20
2.94
Frequency distributions: Gender/Ethnicity
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Q Extent of College Contribution to General Education Goals

General Education Goals
Mean Rating
(Based on a scale where 4='very much'
3='somewhat' 2='very little' and 1='not at all')
All
Women
Men
Af. Am
White
Other
Enhancing analytical skills
3.42
3.41
3.44
3.56
3.41
3.41
Ability to function as part of a team
3.32
3.37
3.28
3.51
3.30
3.34
Developing computer skills
3.24
3.20
3.28
3.36
3.22
3.32
Ability to adapt to chging tech
3.30
3.30
3.31
3.44
3.30
3.25
Understand sci/tech influence
3.34
3.33
3.36
3.43
3.34
3.31
Using math skills
3.34
3.23
3.46
3.46
3.32
3.40
Applying sci inquiry
3.33
3.28
3.40
3.38
3.32
3.40
Comprehension skills
3.30
3.35
3.25
3.42
3.28
3.37
Listening skills
3.30
3.38
3.20
3.42
3.27
3.39
Understanding of diverse values
3.19
3.28
3.08
3.33
3.18
3.12
Writing skills
3.09
3.18
3.00
3.25
3.08
3.01
Speaking skills
2.99
3.04
2.93
3.12
2.97
2.99
Frequency Distributions: Gender/Ethnicity
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Q Extent of College Contribution to Personal Development Goals

Personal Development Goals
Mean Rating
(Based on a scale where 4='very much'
3='somewhat' 2='very little' and 1='not at all')
All
Women
Men
Af. Am
White
Other
Sense of personal identity
3.29
3.38
3.18
3.34
3.28
3.30
Independence and self-reliance
3.48
3.55
3.39
3.57
3.47
3.48
Ability to handle stress
3.21
3.24
3.18
3.34
3.19
3.34
Commitment to fitness
3.13
3.18
3.08
3.21
3.12
3.20
Time mangement
3.35
3.41
3.27
3.60
3.32
3.34
Self discipline
3.41
3.48
3.33
3.56
3.40
3.37
Realizing my potential for success
3.46
3.53
3.38
3.62
3.45
3.44
Ability to do projects independently
3.41
3.48
3.32
3.58
3.39
3.37
Personal growth
3.44
3.53
3.34
3.59
3.43
3.44
Ability to lead/guide others
3.17
3.23
3.10
3.29
3.17
3.01
Self-confidence
3.25
3.30
3.18
3.41
3.23
3.24
Coping with change
3.39
3.46
3.31
3.55
3.37
3.44
Taking responsibility for behavior
3.42
3.47
3.37
3.55
3.41
3.48
Ability to work w/ diverse bckgrnds
3.29
3.36
3.22
3.38
3.29
3.20
Recognizing and acting ethical
3.17
3.25
3.07
3.22
3.16
3.12
Valuing learning as lifelong
3.41
3.47
3.34
3.54
3.41
3.31
Public responsibility & comm. service
2.95
3.02
2.88
3.19
2.94
2.87
Frequency Distributions: Gender/Ethnicity
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Q Extent of College Contribution to World View Goals

World View Goals
Mean Rating
(Based on a scale where 4='very much'
3='somewhat' 2='very little' and 1='not at all')
All
Women
Men
Af. Am
White
Other
Developing tolerance for divergent views
3.22
3.33
3.09
3.36
3.21
3.17
Ability to analyze ideas/info
3.36
3.38
3.35
3.52
3.35
3.31
Appreciating gender equity
3.10
3.17
3.03
3.26
3.09
3.07
Understanding world issues
3.15
3.24
3.05
3.26
3.15
3.05
Appreciating racial equity
3.09
3.17
2.99
3.18
3.09
2.99
Understand present as it relates to history
3.01
3.05
2.97
3.12
3.01
2.91
Advancing appreciation of arts
2.86
2.95
2.75
3.08
2.84
2.79
Frequency Distributions: Gender/Ethnicity
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For more information on the 2004 Sophomore 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: September, 2004

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