North Carolina State University
2006 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 "2006 Sophomore
Student Survey: All Respondents." For information about the survey
and analysis methods see "2006 Sophomore Student
Survey: Introduction, Methods, and Student Demographic Profile."
For exact question wording, see the
survey instrument, or click on the "Q" in
the table headers below.Meeting Student Needs | General Education Goals | Personal Development Goals | World View Goals
Q How Well NC State is Meeting Needs
| 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 | 3.40 | 3.44 | 3.36 | 3.41 | 3.28 | 3.38 |
| Career training needs | 3.13 | 3.09 | 3.17 | 3.16 | 3.05 | 2.94 |
| Personal growth needs | 3.20 | 3.26 | 3.15 | 3.23 | 3.17 | 3.01 |
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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 | 3.43 | 3.39 | 3.47 | 3.42 | 3.48 | 3.46 |
| Ability to analyze ideas/info | 3.41 | 3.41 | 3.41 | 3.41 | 3.45 | 3.40 |
| Ability to plan/carry out projects indep | 3.39 | 3.43 | 3.35 | 3.39 | 3.40 | 3.38 |
| Using math skills | 3.39 | 3.26 | 3.52 | 3.38 | 3.45 | 3.48 |
| Applying sci inquiry | 3.39 | 3.31 | 3.46 | 3.40 | 3.31 | 3.36 |
| Using books/journals for research | 3.39 | 3.49 | 3.30 | 3.37 | 3.56 | 3.38 |
| Comprehension skills | 3.37 | 3.40 | 3.35 | 3.37 | 3.42 | 3.36 |
| Understand sci/tech influence | 3.33 | 3.29 | 3.37 | 3.33 | 3.34 | 3.31 |
| Ability to adapt to chging tech | 3.30 | 3.29 | 3.31 | 3.30 | 3.29 | 3.28 |
| Listening skills | 3.30 | 3.34 | 3.26 | 3.29 | 3.36 | 3.30 |
| Understanding of diverse cultures/values | 3.26 | 3.35 | 3.17 | 3.25 | 3.31 | 3.33 |
| Developing computer skills | 3.24 | 3.17 | 3.31 | 3.23 | 3.31 | 3.27 |
| Writing skills | 3.19 | 3.26 | 3.12 | 3.17 | 3.35 | 3.17 |
| Speaking skills | 3.05 | 3.13 | 2.98 | 3.04 | 3.14 | 3.11 |
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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 | White | AfAm | Other | |
| Independence and self-reliance | 3.58 | 3.63 | 3.53 | 3.57 | 3.58 | 3.59 |
| Potential for success | 3.52 | 3.57 | 3.48 | 3.51 | 3.63 | 3.52 |
| Personal growth | 3.50 | 3.56 | 3.44 | 3.49 | 3.55 | 3.52 |
| Self discipline | 3.46 | 3.51 | 3.41 | 3.46 | 3.51 | 3.43 |
| Coping with change | 3.45 | 3.50 | 3.39 | 3.43 | 3.52 | 3.50 |
| Time management | 3.42 | 3.47 | 3.37 | 3.42 | 3.56 | 3.30 |
| Taking responsibility for behavior | 3.41 | 3.45 | 3.36 | 3.41 | 3.41 | 3.44 |
| Valuing learning as lifelong | 3.36 | 3.43 | 3.30 | 3.35 | 3.41 | 3.39 |
| Ability to function as part of a team | 3.35 | 3.37 | 3.33 | 3.34 | 3.45 | 3.34 |
| Self-confidence | 3.28 | 3.29 | 3.27 | 3.28 | 3.26 | 3.26 |
| Sense of personal identity | 3.28 | 3.32 | 3.23 | 3.28 | 3.33 | 3.22 |
| Ability to handle stress | 3.30 | 3.33 | 3.26 | 3.29 | 3.39 | 3.28 |
| Ability to lead/guide others | 3.21 | 3.24 | 3.18 | 3.20 | 3.31 | 3.22 |
| Recognizing and acting ethical | 3.21 | 3.26 | 3.15 | 3.19 | 3.30 | 3.26 |
| Commitment to fitness | 3.16 | 3.16 | 3.16 | 3.16 | 3.15 | 3.15 |
| Public responsibility & comm. service | 3.05 | 3.11 | 2.99 | 3.04 | 3.13 | 3.05 |
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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 | White | AfAm | Other | |
| Ability to work w/ diverse bckgrnds | 3.30 | 3.34 | 3.25 | 3.28 | 3.37 | 3.37 |
| Developing tolerance for divergent views | 3.25 | 3.32 | 3.19 | 3.24 | 3.28 | 3.29 |
| Appreciating racial equity | 3.18 | 3.27 | 3.10 | 3.19 | 3.16 | 3.21 |
| Appreciating gender equity | 3.18 | 3.24 | 3.11 | 3.17 | 3.15 | 3.23 |
| Understanding world issues | 3.18 | 3.21 | 3.14 | 3.16 | 3.32 | 3.17 |
| Understand present as it relates to history | 3.08 | 3.07 | 3.09 | 3.08 | 3.18 | 3.06 |
| Advancing appreciation of arts | 2.91 | 3.00 | 2.83 | 2.89 | 3.00 | 3.02 |
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For more information on the 2006 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: November, 2006
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