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 "1999 Sophomore Student Survey: All Respondents." For information about the survey and analysis methods see "1999 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
|
|
||||||
|
Needs |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Intellectual growth |
3.27 |
3.31 |
3.25 |
3.16 |
3.30 |
3.15 |
|
Personal growth |
3.06 |
3.09 |
3.04 |
2.97 |
3.08 |
3.00 |
|
Career training |
3.04 |
3.01 |
3.06 |
3.05 |
3.04 |
2.94 |
|
|
||||||
|
General Education Goals |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Developing computer skills |
3.57 |
3.57 |
3.58 |
3.64 |
3.57 |
3.59 |
|
Enhancing analytical skills |
3.45 |
3.38 |
3.50 |
3.53 |
3.44 |
3.53 |
|
Ability to plan and carry out projects |
3.43 |
3.52 |
3.35 |
3.49 |
3.42 |
3.41 |
|
Understanding how science and technology influence everyday life |
3.39 |
3.35 |
3.41 |
3.35 |
3.40 |
3.26 |
|
Using math skills |
3.38 |
3.28 |
3.45 |
3.40 |
3.37 |
3.46 |
|
Ability to analyze ideas and information |
3.37 |
3.38 |
3.37 |
3.43 |
3.36 |
3.45 |
|
Applying scientific methods of inquiry |
3.32 |
3.23 |
3.39 |
3.30 |
3.32 |
3.42 |
|
Comprehension skills |
3.29 |
3.31 |
3.28 |
3.39 |
3.28 |
3.32 |
|
Listening skills |
3.26 |
3.30 |
3.23 |
3.34 |
3.25 |
3.23 |
|
Writing skills |
3.11 |
3.12 |
3.09 |
3.31 |
3.08 |
3.11 |
|
Understanding diverse cultures and values |
3.11 |
3.21 |
3.03 |
3.25 |
3.10 |
3.13 |
|
Speaking skills |
2.98 |
2.99 |
2.97 |
3.19 |
2.95 |
3.06 |
|
|
||||||
|
Personal Development Goal |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Independence and self-reliance |
3.54 |
3.63 |
3.47 |
3.58 |
3.54 |
3.51 |
|
Potential for success |
3.48 |
3.53 |
3.44 |
3.64 |
3.46 |
3.49 |
|
Personal growth |
3.45 |
3.49 |
3.42 |
3.60 |
3.43 |
3.50 |
|
Taking responsibility for behavior |
3.43 |
3.52 |
3.36 |
3.43 |
3.42 |
3.49 |
|
Coping with change |
3.41 |
3.50 |
3.34 |
3.56 |
3.40 |
3.35 |
|
Self discipline |
3.39 |
3.46 |
3.33 |
3.47 |
3.38 |
3.40 |
|
Valuing learning as a lifelong process |
3.37 |
3.42 |
3.33 |
3.36 |
3.36 |
3.45 |
|
Ability to function as part of team |
3.33 |
3.39 |
3.28 |
3.44 |
3.31 |
3.33 |
|
Time management |
3.33 |
3.33 |
3.33 |
3.45 |
3.32 |
3.28 |
|
Self-confidence |
3.26 |
3.29 |
3.24 |
3.35 |
3.24 |
3.31 |
|
Sense of personal identity |
3.25 |
3.32 |
3.19 |
3.42 |
3.22 |
3.31 |
|
Ability to handle stress |
3.19 |
3.21 |
3.17 |
3.30 |
3.17 |
3.28 |
|
Ability to lead and guide others |
3.15 |
3.19 |
3.11 |
3.25 |
3.14 |
3.09 |
|
Commitment to personal health and fitness |
3.11 |
3.17 |
3.06 |
3.10 |
3.10 |
3.24 |
|
Recognizing and acting on ethical principles |
3.09 |
3.21 |
2.99 |
3.00 |
3.11 |
3.15 |
|
Exercising public responsibility |
2.81 |
2.85 |
2.78 |
3.00 |
2.78 |
2.97 |
Extent of College Contribution to World View Goals
|
(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 |
|
Ability to work with diverse people |
3.26 |
3.30 |
3.22 |
3.41 |
3.24 |
3.31 |
|
Developing a tolerance for divergent views |
3.20 |
3.29 |
3.13 |
3.31 |
3.18 |
3.29 |
|
Appreciating gender equity |
2.94 |
2.97 |
2.91 |
2.99 |
2.92 |
3.06 |
|
Understanding issues facing the world |
2.94 |
2.95 |
2.94 |
3.05 |
2.94 |
2.91 |
|
Appreciating racial equity |
2.93 |
2.96 |
2.90 |
3.05 |
2.91 |
3.03 |
|
Understanding present as it relates to history |
2.92 |
2.93 |
2.91 |
3.09 |
2.91 |
2.80 |
|
Advancing appreciation of arts |
2.66 |
2.71 |
2.61 |
2.74 |
2.64 |
2.72 |
|
|
||||||
|
Goal |
All |
Female |
Male |
Af.Am. |
White |
Other |
|
Developing computer skills |
1 |
2 |
1 |
1 |
1 |
1 |
|
Independence and self-reliance |
2 |
1 |
3 |
4 |
2 |
3 |
|
Potential for success |
3 |
3 |
5 |
1 |
3 |
5 |
|
Enhancing analytical skills |
4 |
11 |
2 |
6 |
4 |
2 |
|
Personal growth |
4 |
7 |
6 |
3 |
5 |
4 |
|
Ability to plan and carry out projects |
6 |
4 |
11 |
7 |
6 |
11 |
|
Taking responsibility for behavior |
6 |
4 |
10 |
11 |
6 |
5 |
|
Coping with change |
8 |
6 |
12 |
5 |
8 |
13 |
|
Understanding how science and technology influence everyday life |
9 |
13 |
7 |
18 |
8 |
22 |
|
Self discipline |
9 |
8 |
13 |
8 |
10 |
12 |
|
Using math skills |
11 |
21 |
4 |
15 |
11 |
7 |
|
Ability to analyze ideas and information |
12 |
11 |
9 |
11 |
12 |
8 |
|
Valuing learning as a lifelong process |
12 |
9 |
13 |
17 |
12 |
8 |
|
Ability to function as part of team |
14 |
10 |
16 |
10 |
16 |
14 |
|
Time management |
14 |
14 |
13 |
9 |
14 |
20 |
|
Applying scientific methods of inquiry |
16 |
22 |
8 |
23 |
14 |
10 |
|
Comprehension skills |
17 |
16 |
16 |
16 |
17 |
15 |
|
Listening skills |
18 |
17 |
19 |
20 |
18 |
24 |
|
Self-confidence |
18 |
19 |
18 |
18 |
19 |
16 |
|
Ability to work with diverse people |
18 |
17 |
20 |
14 |
19 |
16 |
|
Sense of personal identity |
21 |
15 |
21 |
13 |
21 |
16 |
|
Developing a tolerance for divergent views |
22 |
19 |
23 |
21 |
22 |
19 |
|
Ability to handle stress |
23 |
23 |
22 |
23 |
23 |
20 |
|
Ability to lead and guide others |
24 |
26 |
24 |
25 |
24 |
28 |
|
Writing skills |
25 |
28 |
25 |
21 |
28 |
27 |
|
Understanding diverse cultures and values |
25 |
23 |
27 |
25 |
26 |
26 |
|
Commitment to personal health and fitness |
25 |
27 |
26 |
28 |
26 |
23 |
|
Recognizing and acting on ethical principles |
28 |
23 |
28 |
32 |
25 |
25 |
|
Speaking skills |
29 |
29 |
29 |
27 |
29 |
29 |
|
Appreciating gender equity |
30 |
30 |
31 |
34 |
31 |
29 |
|
Understanding issues facing the world |
30 |
32 |
30 |
30 |
30 |
33 |
|
Appreciating racial equity |
32 |
31 |
33 |
30 |
32 |
31 |
|
Understanding present as it relates to history |
33 |
33 |
31 |
29 |
32 |
34 |
|
Exercising public responsibility |
34 |
34 |
34 |
32 |
34 |
32 |
|
Advancing appreciation of arts |
35 |
35 |
35 |
35 |
35 |
35 |
For more information on the 1999 Sophomore Student Survey contact:
Posted: February, 2000
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