2000 Entering Transfer Student Survey:
Frequency Distributions of Survey Item #19
(Goal Development and Importance)

 

This document reports the frequency distributions by gender and race/ethnicity of survey item #19 of the Fall 2000 Entering Transfer Student Survey. The exact wording of the survey item is as follows:

Below is a list of knowledge, skills, and personal development goals held by NC State for your undergraduate preparation.

In the left-hand column (of the survey), please indicate your current level of development using the following scale: 5=very high 4=high 3=average 2=low 1=very low 0=don't know.

In the right-hand column (of the survey), please rate how important this goal is to you right now, using the following scale: 5=very important 4=important 3=moderately important 2=of limited importance 1=not important 0=don't know

Note: "Don't know" responses were excluded from the analyses.

Current Level of Development

General Education Goals

Goal

All

Female

Male

Af. Am.

White

Other

Broad general education







Very high

15.6%

16.6%

14.6%

25.0%

14.5%

18.2%

High

41.2%

42.1%

40.4%

33.9%

42.1%

39.0%

Average

40.7%

40.2%

41.2%

41.1%

40.9%

39.0%

Low

2.1%

1.1%

3.0%

0.0%

2.2%

2.6%

Very low

0.4%

0.0%

0.8%

0.0%

0.3%

1.3%

Communicate ideas in writing







Very high

15.9%

18.4%

13.6%

22.8%

16.3%

7.8%

High

35.1%

35.4%

34.9%

45.6%

35.3%

26.0%

Average

41.5%

40.7%

42.2%

24.6%

41.6%

53.2%

Low

6.3%

4.5%

8.0%

7.0%

5.9%

9.1%

Very low

1.2%

1.1%

1.3%

0.0%

0.9%

3.9%

Communicate ideas orally







Very high

14.8%

15.5%

14.1%

22.8%

14.4%

11.8%

High

30.9%

31.6%

30.2%

42.1%

31.2%

19.7%

Average

41.9%

42.2%

41.6%

31.6%

41.7%

51.3%

Low

9.7%

7.8%

11.6%

3.5%

10.0%

11.8%

Very low

2.7%

2.9%

2.5%

0.0%

2.7%

5.3%

Good listening skills







Very high

19.7%

24.3%

15.4%

24.6%

18.9%

22.4%

High

44.6%

44.0%

45.1%

47.4%

44.3%

44.7%

Average

32.1%

28.0%

36.0%

26.3%

33.3%

26.3%

Low

3.2%

3.5%

3.0%

1.8%

3.0%

6.6%

Very low

0.4%

0.3%

0.5%

0.0%

0.5%

0.0%

Good reading comprehension skills







Very high

19.6%

23.0%

16.4%

38.6%

18.5%

14.7%

High

38.0%

37.7%

38.3%

26.3%

39.0%

38.7%

Average

37.2%

35.3%

39.0%

33.3%

37.1%

41.3%

Low

4.2%

2.9%

5.3%

1.8%

4.4%

4.0%

Very low

1.0%

1.1%

1.0%

0.0%

1.1%

1.3%

Apply math skills







Very high

17.6%

12.8%

22.2%

21.1%

17.4%

16.9%

High

32.4%

28.5%

36.1%

29.8%

31.1%

45.5%

Average

38.3%

42.9%

33.8%

43.9%

39.1%

27.3%

Low

9.2%

12.0%

6.6%

5.3%

9.7%

7.8%

Very low

2.5%

3.7%

1.3%

0.0%

2.7%

2.6%

Influence of science/technology







Very high

17.1%

13.7%

20.4%

22.8%

16.8%

15.8%

High

32.6%

28.4%

36.5%

29.8%

33.4%

27.6%

Average

42.6%

47.7%

37.8%

43.9%

41.3%

52.6%

Low

7.1%

9.4%

5.0%

3.5%

7.8%

3.9%

Very low

0.5%

0.8%

0.3%

0.0%

0.6%

0.0%

Apply scientific principles







Very high

11.2%

9.2%

13.1%

22.8%

10.7%

6.7%

High

26.4%

19.1%

33.2%

22.8%

26.4%

29.3%

Average

46.0%

48.2%

43.8%

42.1%

45.8%

50.7%

Low

14.5%

20.8%

8.6%

12.3%

14.8%

13.3%

Very low

2.0%

2.7%

1.3%

0.0%

2.4%

0.0%

Develop computer skills







Very high

15.5%

11.3%

19.4%

22.8%

15.3%

11.8%

High

32.4%

33.1%

31.8%

29.8%

32.6%

32.9%

Average

39.1%

40.3%

37.9%

42.1%

38.0%

46.1%

Low

11.3%

12.4%

10.4%

3.5%

12.4%

7.9%

Very low

1.7%

3.0%

0.5%

1.8%

1.7%

1.3%

Critically analyze information







Very high

14.3%

14.0%

14.6%

15.8%

14.1%

14.7%

High

43.4%

42.9%

44.0%

56.1%

42.5%

41.3%

Average

38.5%

39.4%

37.7%

24.6%

39.7%

38.7%

Low

3.3%

3.8%

2.8%

3.5%

3.1%

4.0%

Very low

0.5%

0.0%

1.0%

0.0%

0.5%

1.3%

Carry out projects independently







Very high

22.3%

26.3%

18.6%

33.3%

21.5%

21.1%

High

42.3%

42.4%

42.3%

43.9%

42.4%

40.8%

Average

31.0%

27.6%

34.3%

22.8%

32.2%

27.6%

Low

4.0%

3.8%

4.3%

0.0%

3.6%

10.5%

Very low

0.3%

0.0%

0.5%

0.0%

0.3%

0.0%

Diverse cultures/values







Very high

17.6%

21.0%

14.4%

36.8%

14.2%

31.6%

High

31.4%

34.7%

28.4%

29.8%

31.4%

32.9%

Average

42.8%

38.4%

46.8%

33.3%

45.1%

30.3%

Low

6.6%

5.4%

7.8%

0.0%

7.4%

5.3%

Very low

1.6%

0.5%

2.5%

0.0%

1.9%

0.0%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
Back to Top

Personal Development Goals

Goal

All

Female

Male

Af. Am.

White

Other

Responsibility for own behavior







Very high

56.8%

60.7%

53.1%

77.2%

54.5%

60.5%

High

33.5%

32.1%

34.8%

14.0%

35.7%

28.9%

Average

9.1%

7.2%

10.8%

8.8%

8.9%

10.5%

Low

0.5%

0.0%

1.0%

0.0%

0.6%

0.0%

Very low

0.1%

0.0%

0.3%

0.0%

0.2%

0.0%

Viewing learning as lifelong







Very high

46.5%

51.3%

41.9%

63.2%

44.9%

47.4%

High

37.0%

34.2%

39.6%

28.1%

37.7%

38.2%

Average

15.1%

13.6%

16.4%

8.8%

15.9%

13.2%

Low

1.0%

0.8%

1.3%

0.0%

1.3%

0.0%

Very low

0.4%

0.0%

0.8%

0.0%

0.3%

1.3%

Acting on ethical principles







Very high

34.6%

37.8%

31.6%

36.8%

34.0%

38.7%

High

40.5%

41.6%

39.5%

43.9%

40.3%

40.0%

Average

23.2%

20.1%

26.1%

19.3%

24.1%

18.7%

Low

1.3%

0.5%

2.0%

0.0%

1.3%

2.7%

Very low

0.4%

0.0%

0.8%

0.0%

0.5%

0.0%

Leadership/mgmt. skills







Very high

17.6%

18.5%

16.8%

26.3%

16.9%

17.1%

High

39.0%

36.8%

41.1%

47.4%

39.2%

31.6%

Average

36.6%

37.9%

35.3%

24.6%

36.8%

43.4%

Low

6.4%

6.5%

6.3%

1.8%

6.6%

7.9%

Very low

0.4%

0.3%

0.5%

0.0%

0.5%

0.0%

Function as part of team







Very high

30.3%

31.6%

29.1%

46.4%

28.9%

30.7%

High

43.8%

41.6%

45.9%

42.9%

45.1%

33.3%

Average

21.6%

22.0%

21.2%

10.7%

22.2%

24.0%

Low

3.5%

4.0%

3.1%

0.0%

3.0%

10.7%

Very low

0.8%

0.8%

0.8%

0.0%

0.8%

1.3%

Involve in public/community affairs







Very high

9.2%

10.2%

8.2%

12.3%

9.5%

4.1%

High

18.0%

17.8%

18.2%

24.6%

17.3%

18.9%

Average

43.7%

43.4%

44.0%

38.6%

44.2%

43.2%

Low

25.3%

24.5%

26.1%

22.8%

25.0%

29.7%

Very low

3.8%

4.0%

3.6%

1.8%

4.0%

4.1%

Understanding own abilities/interests







Very high

25.8%

28.2%

23.5%

30.4%

25.8%

22.7%

High

43.6%

40.6%

46.4%

42.9%

44.7%

34.7%

Average

27.5%

29.0%

26.0%

26.8%

26.9%

33.3%

Low

2.7%

1.6%

3.8%

0.0%

2.2%

9.3%

Very low

0.4%

0.5%

0.3%

0.0%

0.5%

0.0%

Commit to health/fitness







Very high

21.1%

20.4%

21.7%

26.8%

21.3%

14.7%

High

34.4%

30.6%

38.0%

33.9%

34.3%

36.0%

Average

32.9%

35.2%

30.6%

30.4%

33.2%

32.0%

Low

10.1%

12.1%

8.2%

7.1%

9.5%

17.3%

Very low

1.6%

1.6%

1.5%

1.8%

1.7%

0.0%

Having self-confidence







Very high

22.7%

21.9%

23.4%

48.2%

20.7%

20.0%

High

37.9%

33.2%

42.2%

35.7%

38.0%

38.7%

Average

31.8%

35.4%

28.5%

16.1%

32.9%

34.7%

Low

6.2%

7.6%

4.8%

0.0%

6.8%

5.3%

Very low

1.4%

1.9%

1.0%

0.0%

1.6%

1.3%

Realizing potential for success







Very high

22.1%

23.6%

20.7%

41.8%

20.8%

18.9%

High

40.7%

37.4%

43.7%

38.2%

41.4%

36.5%

Average

31.4%

31.7%

31.2%

20.0%

31.7%

37.8%

Low

5.1%

6.8%

3.6%

0.0%

5.5%

5.4%

Very low

0.7%

0.5%

0.8%

0.0%

0.6%

1.4%

Clarifying personal identity







Very high

21.9%

23.4%

20.5%

32.1%

20.2%

28.8%

High

41.9%

41.7%

42.1%

50.0%

42.7%

28.8%

Average

31.8%

31.5%

32.1%

17.9%

32.1%

39.7%

Low

3.3%

2.7%

3.8%

0.0%

3.6%

2.7%

Very low

1.2%

0.8%

1.5%

0.0%

1.4%

0.0%

Coping with change







Very high

21.1%

21.7%

20.6%

32.7%

20.0%

22.2%

High

41.3%

37.5%

45.0%

40.0%

42.4%

33.3%

Average

29.5%

31.3%

27.8%

25.5%

28.9%

37.5%

Low

6.6%

7.3%

5.9%

1.8%

7.1%

5.6%

Very low

1.5%

2.2%

0.8%

0.0%

1.6%

1.4%

Being independent







Very high

33.4%

36.4%

30.6%

58.9%

31.2%

33.3%

High

42.2%

40.4%

43.9%

25.0%

43.7%

42.7%

Average

20.1%

18.9%

21.2%

12.5%

20.6%

21.3%

Low

3.9%

4.3%

3.6%

3.6%

4.1%

2.7%

Very low

0.4%

0.0%

0.8%

0.0%

0.5%

0.0%

Handling stress







Very high

18.3%

12.4%

24.0%

26.8%

18.0%

14.7%

High

35.5%

35.0%

36.0%

46.4%

34.2%

38.7%

Average

34.2%

37.5%

31.1%

25.0%

34.8%

36.0%

Low

9.3%

11.9%

6.9%

0.0%

10.0%

10.7%

Very low

2.6%

3.2%

2.0%

1.8%

3.0%

0.0%

Managing my time







Very high

15.1%

17.0%

13.3%

28.6%

14.6%

9.5%

High

34.9%

34.5%

35.3%

26.8%

35.8%

33.8%

Average

37.3%

38.3%

36.3%

35.7%

37.2%

39.2%

Low

10.5%

8.1%

12.8%

7.1%

10.3%

14.9%

Very low

2.2%

2.2%

2.3%

1.8%

2.2%

2.7%

Having self-discipline







Very high

26.2%

28.0%

24.4%

46.4%

24.9%

21.6%

High

38.0%

35.6%

40.4%

35.7%

37.1%

47.3%

Average

28.7%

29.9%

27.5%

16.1%

30.0%

27.0%

Low

6.2%

5.4%

6.9%

1.8%

6.8%

4.1%

Very low

0.9%

1.1%

0.8%

0.0%

1.1%

0.0%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
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World View Goals

Goal

All

Female

Male

Af. Am.

White

Other

World problems/issues







Very high

10.0%

8.7%

11.3%

23.6%

8.6%

12.0%

High

29.4%

26.3%

32.3%

27.3%

29.7%

28.0%

Average

48.5%

49.6%

47.4%

47.3%

48.8%

46.7%

Low

10.8%

13.3%

8.5%

1.8%

11.3%

13.3%

Very low

1.3%

2.2%

0.5%

0.0%

1.6%

0.0%

Present as it relates to history







Very high

9.8%

7.1%

12.3%

14.5%

9.8%

6.7%

High

28.5%

24.5%

32.3%

30.9%

28.8%

24.0%

Average

47.6%

50.0%

45.4%

45.5%

47.4%

50.7%

Low

12.6%

16.2%

9.2%

9.1%

12.3%

17.3%

Very low

1.5%

2.2%

0.8%

0.0%

1.6%

1.3%

Work w/ diverse backgrounds







Very high

25.2%

28.8%

21.8%

44.4%

22.8%

30.7%

High

39.5%

41.6%

37.4%

37.0%

40.1%

36.0%

Average

31.8%

27.7%

35.6%

18.5%

33.1%

30.7%

Low

3.2%

1.9%

4.4%

0.0%

3.5%

2.7%

Very low

0.4%

0.0%

0.8%

0.0%

0.5%

0.0%

Appreciate arts/music/literature







Very high

17.2%

20.8%

13.8%

25.5%

17.1%

12.0%

High

29.0%

31.5%

26.7%

20.0%

29.8%

29.3%

Average

37.7%

36.2%

39.2%

45.5%

36.5%

42.7%

Low

13.1%

10.4%

15.6%

7.3%

13.8%

12.0%

Very low

2.9%

1.1%

4.6%

1.8%

2.9%

4.0%

Tolerance for different views







Very high

21.7%

24.9%

18.8%

45.5%

19.3%

24.3%

High

42.1%

43.2%

41.1%

32.7%

43.6%

36.5%

Average

30.9%

29.2%

32.4%

20.0%

31.9%

29.7%

Low

4.5%

2.5%

6.4%

1.8%

4.2%

9.5%

Very low

0.8%

0.3%

1.3%

0.0%

1.0%

0.0%

Valuing gender equity







Very high

40.1%

46.9%

33.6%

52.7%

38.1%

47.9%

High

37.0%

33.6%

40.3%

29.1%

38.5%

30.1%

Average

20.2%

17.3%

23.0%

14.5%

20.7%

20.5%

Low

2.1%

1.9%

2.3%

1.8%

2.2%

1.4%

Very low

0.5%

0.3%

0.8%

1.8%

0.5%

0.0%

Valuing racial equity







Very high

42.7%

48.4%

37.3%

61.8%

39.8%

52.7%

High

35.9%

33.4%

38.3%

25.5%

37.3%

32.4%

Average

19.4%

17.7%

21.1%

12.7%

20.5%

14.9%

Low

1.3%

0.5%

2.1%

0.0%

1.6%

0.0%

Very low

0.7%

0.0%

1.3%

0.0%

0.8%

0.0%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
Back to Top

 

Goal Importance

General Education Goals

Goal

All

Female

Male

Af. Am.

White

Other

Broad general education







Very important

45.9%

47.7%

44.3%

46.4%

45.6%

48.7%

Important

32.5%

31.7%

33.2%

26.8%

33.1%

31.6%

Moderately important

15.6%

14.1%

17.0%

17.9%

15.0%

18.4%

Of limited importance

3.4%

3.5%

3.3%

3.6%

3.8%

0.0%

Not important

2.6%

3.0%

2.3%

5.4%

2.5%

1.3%

Communicate ideas in writing







Very important

39.9%

41.9%

38.1%

59.6%

38.1%

40.3%

Important

38.0%

39.2%

36.8%

29.8%

38.3%

41.6%

Moderately important

18.5%

15.3%

21.6%

8.8%

19.6%

16.9%

Of limited importance

2.7%

2.4%

3.0%

0.0%

3.3%

0.0%

Not important

0.8%

1.1%

0.5%

1.8%

0.6%

1.3%

Communicate ideas orally







Very important

51.8%

56.7%

47.1%

71.9%

49.4%

55.8%

Important

35.0%

32.3%

37.7%

22.8%

36.6%

31.2%

Moderately important

11.0%

9.1%

12.7%

3.5%

11.7%

10.4%

Of limited importance

1.6%

1.1%

2.0%

1.8%

1.4%

2.6%

Not important

0.7%

0.8%

0.5%

0.0%

0.8%

0.0%

Good listening skills







Very important

51.6%

57.8%

45.7%

64.3%

50.4%

51.9%

Important

31.2%

28.1%

34.0%

23.2%

32.6%

24.7%

Moderately important

13.9%

10.8%

16.8%

8.9%

13.8%

18.2%

Of limited importance

2.2%

1.9%

2.5%

1.8%

2.1%

3.9%

Not important

1.2%

1.4%

1.0%

1.8%

1.1%

1.3%

Good reading comprehension skills







Very important

48.0%

53.2%

43.0%

62.5%

46.1%

52.6%

Important

35.2%

31.9%

38.2%

25.0%

36.5%

31.6%

Moderately important

13.6%

11.6%

15.4%

8.9%

13.9%

14.5%

Of limited importance

3.0%

3.2%

2.8%

3.6%

3.2%

1.3%

Not important

0.3%

0.0%

0.5%

0.0%

0.3%

0.0%

Apply math skills







Very important

40.2%

34.0%

46.1%

57.1%

37.8%

48.1%

Important

35.6%

39.1%

32.4%

21.4%

37.1%

33.8%

Moderately important

18.4%

19.7%

17.2%

16.1%

19.1%

14.3%

Of limited importance

4.8%

6.2%

3.5%

5.4%

4.9%

3.9%

Not important

0.9%

1.1%

0.8%

0.0%

1.1%

0.0%

Influence of science/technology







Very important

39.5%

35.4%

43.3%

48.2%

38.8%

39.0%

Important

33.7%

34.9%

32.7%

28.6%

33.4%

40.3%

Moderately important

20.7%

21.6%

19.7%

21.4%

20.7%

19.5%

Of limited importance

5.0%

7.3%

2.8%

1.8%

5.7%

1.3%

Not important

1.2%

0.8%

1.5%

0.0%

1.4%

0.0%

Apply scientific principles







Very important

34.5%

31.0%

37.8%

41.1%

33.5%

37.7%

Important

31.9%

30.2%

33.5%

33.9%

31.3%

35.1%

Moderately important

23.6%

25.5%

21.8%

19.6%

24.3%

20.8%

Of limited importance

7.9%

10.3%

5.6%

3.6%

8.7%

3.9%

Not important

2.1%

3.0%

1.3%

1.8%

2.1%

2.6%

Develop computer skills







Very important

58.7%

57.2%

60.1%

82.1%

56.1%

62.3%

Important

28.8%

30.6%

27.1%

14.3%

29.8%

31.2%

Moderately important

10.8%

10.3%

11.3%

3.6%

12.0%

6.5%

Of limited importance

1.4%

1.6%

1.3%

0.0%

1.8%

0.0%

Not important

0.3%

0.3%

0.3%

0.0%

0.3%

0.0%

Critically analyze information







Very important

43.1%

46.8%

39.7%

54.5%

41.1%

51.3%

Important

38.0%

36.2%

39.7%

36.4%

38.6%

34.2%

Moderately important

16.6%

14.9%

18.3%

9.1%

17.6%

14.5%

Of limited importance

2.0%

1.9%

2.0%

0.0%

2.4%

0.0%

Not important

0.3%

0.3%

0.3%

0.0%

0.3%

0.0%

Carry out projects independently







Very important

55.6%

59.6%

51.9%

71.4%

53.6%

60.5%

Important

31.8%

29.5%

33.8%

23.2%

33.3%

25.0%

Moderately important

11.5%

9.3%

13.5%

3.6%

11.8%

14.5%

Of limited importance

0.8%

1.1%

0.5%

1.8%

0.8%

0.0%

Not important

0.4%

0.5%

0.3%

0.0%

0.5%

0.0%

Diverse cultures/values







Very important

36.4%

43.3%

29.9%

57.1%

33.0%

48.7%

Important

30.2%

31.5%

28.9%

33.9%

30.0%

28.9%

Moderately important

24.5%

19.5%

29.2%

7.1%

26.9%

17.1%

Of limited importance

6.5%

4.4%

8.4%

0.0%

7.4%

3.9%

Not important

2.5%

1.4%

3.6%

1.8%

2.7%

1.3%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
Back to Top

Personal Development Goals

Goal

All

Female

Male

Af. Am.

White

Other

Responsibility for own behavior







Very important

73.8%

78.0%

69.8%

85.7%

71.9%

80.3%

Important

18.1%

15.5%

20.6%

5.4%

20.2%

10.5%

Moderately important

5.8%

4.6%

6.9%

5.4%

5.4%

9.2%

Of limited importance

1.3%

0.8%

1.8%

1.8%

1.4%

0.0%

Not important

1.0%

1.1%

1.0%

1.8%

1.1%

0.0%

Viewing learning as lifelong







Very important

60.1%

62.9%

57.4%

71.4%

58.8%

61.8%

Important

26.7%

25.9%

27.4%

21.4%

27.3%

25.0%

Moderately important

10.6%

8.4%

12.7%

5.4%

10.8%

13.2%

Of limited importance

1.7%

1.6%

1.8%

0.0%

2.1%

0.0%

Not important

0.9%

1.1%

0.8%

1.8%

1.0%

0.0%

Acting on ethical principles







Very important

51.5%

57.7%

45.8%

58.9%

51.2%

48.7%

Important

31.5%

27.3%

35.4%

25.0%

31.9%

32.9%

Moderately important

14.4%

13.1%

15.5%

16.1%

13.7%

18.4%

Of limited importance

2.0%

1.4%

2.5%

0.0%

2.4%

0.0%

Not important

0.7%

0.5%

0.8%

0.0%

0.8%

0.0%

Leadership/mgmt. skills







Very important

53.2%

52.6%

53.7%

64.3%

52.4%

51.3%

Important

31.2%

32.4%

30.0%

26.8%

31.7%

30.3%

Moderately important

12.9%

11.7%

14.0%

8.9%

13.1%

14.5%

Of limited importance

2.2%

2.5%

2.0%

0.0%

2.4%

2.6%

Not important

0.5%

0.8%

0.3%

0.0%

0.5%

1.3%

Function as part of team







Very important

52.2%

52.6%

51.9%

69.6%

51.0%

50.0%

Important

33.6%

33.5%

33.6%

16.1%

35.2%

32.9%

Moderately important

11.7%

11.4%

12.0%

12.5%

11.1%

15.8%

Of limited importance

1.7%

1.4%

2.0%

0.0%

1.9%

1.3%

Not important

0.8%

1.1%

0.5%

1.8%

0.8%

0.0%

Involve in public/community affairs







Very important

26.4%

29.8%

23.2%

28.6%

26.2%

26.3%

Important

33.2%

36.9%

29.8%

39.3%

32.5%

34.2%

Moderately important

30.6%

26.6%

34.4%

28.6%

30.3%

34.2%

Of limited importance

7.7%

5.4%

9.9%

1.8%

9.0%

1.3%

Not important

2.1%

1.4%

2.8%

1.8%

1.9%

3.9%

Understanding own abilities/interests







Very important

59.7%

63.9%

55.9%

71.4%

58.9%

58.4%

Important

27.5%

25.8%

29.1%

19.6%

27.9%

29.9%

Moderately important

11.3%

9.2%

13.3%

8.9%

11.6%

10.4%

Of limited importance

1.2%

1.1%

1.3%

0.0%

1.3%

1.3%

Not important

0.3%

0.0%

0.5%

0.0%

0.3%

0.0%

Commit to health/fitness







Very important

55.3%

58.5%

52.3%

62.5%

56.0%

44.7%

Important

28.8%

28.2%

29.3%

21.4%

28.6%

35.5%

Moderately important

12.9%

10.6%

15.1%

14.3%

12.2%

17.1%

Of limited importance

2.4%

2.2%

2.6%

1.8%

2.4%

2.6%

Not important

0.7%

0.5%

0.8%

0.0%

0.8%

0.0%

Having self-confidence







Very important

65.8%

71.2%

60.7%

75.0%

65.1%

64.9%

Important

25.7%

22.6%

28.6%

17.9%

25.8%

29.9%

Moderately important

7.5%

5.7%

9.2%

5.4%

8.0%

5.2%

Of limited importance

0.7%

0.3%

1.0%

0.0%

0.8%

0.0%

Not important

0.4%

0.3%

0.5%

1.8%

0.3%

0.0%

Realizing potential for success







Very important

63.7%

67.8%

59.7%

82.1%

62.1%

63.2%

Important

25.3%

23.2%

27.2%

10.7%

26.6%

25.0%

Moderately important

9.3%

7.3%

11.3%

5.4%

9.4%

11.8%

Of limited importance

1.4%

1.4%

1.5%

1.8%

1.6%

0.0%

Not important

0.3%

0.3%

0.3%

0.0%

0.3%

0.0%

Clarifying personal identity







Very important

51.2%

59.5%

43.3%

55.4%

50.5%

54.1%

Important

29.4%

25.3%

33.2%

28.6%

29.6%

28.4%

Moderately important

14.9%

12.0%

17.8%

14.3%

14.9%

16.2%

Of limited importance

2.9%

1.9%

3.9%

0.0%

3.4%

1.4%

Not important

1.6%

1.4%

1.8%

1.8%

1.8%

0.0%

Coping with change







Very important

50.5%

55.6%

45.6%

61.8%

49.4%

50.7%

Important

30.5%

29.8%

31.2%

16.4%

32.4%

24.7%

Moderately important

15.2%

11.3%

18.8%

18.2%

14.0%

23.3%

Of limited importance

2.1%

1.1%

3.1%

0.0%

2.6%

0.0%

Not important

1.7%

2.2%

1.3%

3.6%

1.6%

1.4%

Being independent







Very important

64.5%

71.7%

57.7%

76.8%

64.2%

58.4%

Important

24.1%

20.7%

27.4%

10.7%

24.8%

28.6%

Moderately important

9.0%

5.7%

12.1%

8.9%

8.6%

11.7%

Of limited importance

1.6%

1.1%

2.1%

0.0%

1.8%

1.3%

Not important

0.8%

0.8%

0.8%

3.6%

0.6%

0.0%

Handling stress







Very important

60.9%

65.8%

56.4%

67.9%

59.7%

65.8%

Important

27.4%

27.2%

27.6%

21.4%

29.1%

17.1%

Moderately important

10.5%

6.8%

14.0%

10.7%

9.9%

15.8%

Of limited importance

0.7%

0.3%

1.0%

0.0%

0.6%

1.3%

Not important

0.5%

0.0%

1.0%

0.0%

0.6%

0.0%

Managing my time







Very important

65.7%

70.7%

61.0%

75.0%

64.1%

72.4%

Important

25.8%

23.6%

27.9%

19.6%

27.3%

18.4%

Moderately important

7.5%

4.6%

10.3%

5.4%

7.5%

9.2%

Of limited importance

0.5%

0.5%

0.5%

0.0%

0.6%

0.0%

Not important

0.4%

0.5%

0.3%

0.0%

0.5%

0.0%

Having self-discipline







Very important

66.0%

69.2%

63.0%

78.6%

64.5%

69.3%

Important

26.6%

24.5%

28.5%

17.9%

27.5%

25.3%

Moderately important

6.5%

5.7%

7.2%

3.6%

6.9%

5.3%

Of limited importance

0.7%

0.3%

1.0%

0.0%

0.8%

0.0%

Not important

0.3%

0.3%

0.3%

0.0%

0.3%

0.0%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
Back to Top

World View Goals

Goal

All

Female

Male

Af. Am.

White

Other

World problems/issues







Very important

38.3%

42.2%

34.7%

56.4%

37.6%

31.2%

Important

38.9%

38.9%

38.8%

25.5%

38.3%

53.2%

Moderately important

19.2%

15.6%

22.6%

18.2%

20.1%

13.0%

Of limited importance

2.8%

2.5%

3.1%

0.0%

3.2%

1.3%

Not important

0.8%

0.8%

0.8%

0.0%

0.8%

1.3%

Present as it relates to history







Very important

26.9%

26.2%

27.6%

34.5%

27.1%

19.5%

Important

38.7%

43.3%

34.5%

30.9%

38.9%

42.9%

Moderately important

27.0%

24.0%

29.9%

27.3%

26.7%

29.9%

Of limited importance

6.4%

6.1%

6.7%

7.3%

6.3%

6.5%

Not important

0.9%

0.6%

1.3%

0.0%

1.0%

1.3%

Work w/ diverse backgrounds







Very important

50.9%

59.3%

42.9%

69.1%

48.8%

54.5%

Important

31.3%

29.1%

33.3%

23.6%

32.0%

31.2%

Moderately important

14.0%

9.6%

18.1%

7.3%

14.7%

13.0%

Of limited importance

3.1%

1.4%

4.7%

0.0%

3.6%

1.3%

Not important

0.8%

0.5%

1.0%

0.0%

1.0%

0.0%

Appreciate arts/music/literature







Very important

33.4%

38.9%

28.3%

41.8%

34.5%

18.7%

Important

27.2%

30.0%

24.7%

18.2%

27.0%

36.0%

Moderately important

27.4%

24.2%

30.4%

30.9%

26.2%

34.7%

Of limited importance

8.1%

4.4%

11.4%

5.5%

8.3%

8.0%

Not important

3.9%

2.5%

5.2%

3.6%

4.1%

2.7%

Tolerance for different views







Very important

49.5%

60.2%

39.4%

61.1%

48.9%

46.1%

Important

33.5%

26.9%

39.6%

29.6%

33.7%

34.2%

Moderately important

13.1%

10.4%

15.5%

5.6%

13.2%

17.1%

Of limited importance

3.2%

2.2%

4.1%

3.7%

3.2%

2.6%

Not important

0.8%

0.3%

1.3%

0.0%

1.0%

0.0%

Valuing gender equity







Very important

55.7%

62.7%

49.0%

72.7%

54.4%

53.3%

Important

27.2%

24.4%

29.8%

12.7%

28.0%

30.7%

Moderately important

13.2%

9.0%

17.1%

10.9%

13.7%

10.7%

Of limited importance

2.8%

3.3%

2.3%

1.8%

2.6%

5.3%

Not important

1.2%

0.5%

1.8%

1.8%

1.3%

0.0%

Valuing racial equity







Very important

58.2%

65.9%

50.9%

78.2%

56.2%

60.0%

Important

25.4%

21.7%

28.9%

12.7%

26.9%

22.7%

Moderately important

12.6%

10.2%

15.0%

9.1%

13.0%

12.0%

Of limited importance

2.8%

1.9%

3.6%

0.0%

2.7%

5.3%

Not important

0.9%

0.3%

1.6%

0.0%

1.1%

0.0%

Return to:
2000 Transfer Student Survey: All Respondents
Return to: Gender/ethnic comparisons of Goals
Back to Top


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For more information on the 2000 Entering Transfer Student Survey reports contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Campus Box 7002
North Carolina State University
Raleigh, NC 27965-7002
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: August, 2001

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