This document reports survey data on gender and racial/ethnic differences in the respondents' mean rating of their current development of and importance given to general education, personal development, and world view goals. Frequency distributions of responses by gender and race/ethnicity are available in "1999 Entering Transfer Student Survey: Frequency Distributions of Survey Item #18 (Goals)." Survey results for all respondents are provided in "1999 Entering Transfer Student Survey: All Respondents." For information about the survey and analysis methods, see "1999 Entering Transfer Student Survey: Introduction, Methods, and Student Demographic Profile."
Current Level of Development | Goal Importance | Comparison of Average Ratings for Importance and Development
Mean Rating 2="low," 1="very low" |
||||||
All |
Female |
Male |
White |
Af. Am. |
Other |
|
3.71 |
3.76 |
3.67 |
3.70 |
3.78 |
3.70 |
|
3.59 |
3.67 |
3.51 |
3.59 |
3.69 |
3.48 |
|
3.50 |
3.50 |
3.51 |
3.49 |
3.71 |
3.48 |
|
3.80 |
3.87 |
3.73 |
3.79 |
3.78 |
3.86 |
|
3.69 |
3.79 |
3.59 |
3.67 |
3.90 |
3.61 |
|
3.53 |
3.37 |
3.68 |
3.50 |
3.52 |
3.80 |
|
3.61 |
3.42 |
3.80 |
3.60 |
3.68 |
3.69 |
|
3.31 |
3.07 |
3.54 |
3.30 |
3.27 |
3.44 |
|
3.42 |
3.32 |
3.52 |
3.38 |
3.64 |
3.64 |
|
3.66 |
3.62 |
3.70 |
3.66 |
3.78 |
3.56 |
|
3.84 |
3.89 |
3.79 |
3.85 |
3.75 |
3.84 |
|
3.54 |
3.64 |
3.45 |
3.46 |
3.98 |
3.94 |
|
All |
Female |
Male |
White |
Af. Am. |
Other |
|
4.44 |
4.48 |
4.41 |
4.44 |
4.55 |
4.38 |
|
4.25 |
4.31 |
4.18 |
4.25 |
4.32 |
4.16 |
|
4.05 |
4.14 |
3.96 |
4.05 |
4.12 |
4.03 |
|
3.63 |
3.60 |
3.67 |
3.64 |
3.75 |
3.48 |
|
3.95 |
3.91 |
3.98 |
3.96 |
3.98 |
3.80 |
|
3.14 |
3.19 |
3.09 |
3.12 |
3.27 |
3.15 |
|
3.93 |
3.95 |
3.91 |
3.93 |
3.98 |
3.81 |
|
3.56 |
3.45 |
3.67 |
3.58 |
3.47 |
3.44 |
|
3.72 |
3.65 |
3.78 |
3.70 |
3.83 |
3.77 |
|
3.77 |
3.75 |
3.79 |
3.75 |
3.95 |
3.78 |
|
3.78 |
3.74 |
3.81 |
3.77 |
3.93 |
3.70 |
|
3.72 |
3.67 |
3.77 |
3.69 |
4.03 |
3.67 |
|
4.06 |
4.07 |
4.04 |
4.06 |
4.14 |
3.97 |
|
3.52 |
3.36 |
3.67 |
3.48 |
3.88 |
3.61 |
|
3.46 |
3.46 |
3.46 |
3.46 |
3.39 |
3.56 |
|
3.78 |
3.72 |
3.84 |
3.76 |
3.88 |
3.92 |
|
All |
Female |
Male |
White |
Af. Am. |
Other |
|
3.44 |
3.35 |
3.53 |
3.42 |
3.53 |
3.57 |
|
3.37 |
3.24 |
3.49 |
3.34 |
3.55 |
3.44 |
|
3.86 |
3.92 |
3.79 |
3.80 |
4.19 |
4.08 |
|
3.41 |
3.53 |
3.29 |
3.40 |
3.45 |
3.46 |
|
3.84 |
3.88 |
3.79 |
3.82 |
4.09 |
3.71 |
|
4.09 |
4.18 |
4.00 |
4.06 |
4.31 |
4.14 |
|
4.16 |
4.24 |
4.07 |
4.11 |
4.50 |
4.33 |
Mean Rating 2="of limited importance," 1="not important" |
||||||
All |
Female |
Male |
White |
Af. Am. |
Other |
|
4.21 |
4.21 |
4.20 |
4.17 |
4.37 |
4.42 |
|
4.16 |
4.24 |
4.08 |
4.10 |
4.41 |
4.44 |
|
4.37 |
4.45 |
4.29 |
4.31 |
4.68 |
4.63 |
|
4.37 |
4.43 |
4.30 |
4.32 |
4.66 |
4.52 |
|
4.27 |
4.33 |
4.22 |
4.22 |
4.64 |
4.47 |
|
4.21 |
4.09 |
4.34 |
4.16 |
4.54 |
4.40 |
|
4.11 |
3.98 |
4.23 |
4.04 |
4.41 |
4.45 |
|
3.96 |
3.78 |
4.13 |
3.92 |
4.14 |
4.19 |
|
4.47 |
4.41 |
4.53 |
4.43 |
4.64 |
4.73 |
|
4.23 |
4.28 |
4.18 |
4.19 |
4.47 |
4.38 |
|
4.39 |
4.43 |
4.35 |
4.37 |
4.49 |
4.53 |
|
3.96 |
4.16 |
3.76 |
3.87 |
4.36 |
4.42 |
|
All |
Female |
Male |
White |
Af. Am. |
Other |
|
4.61 |
4.64 |
4.58 |
4.60 |
4.78 |
4.58 |
|
4.43 |
4.43 |
4.44 |
4.41 |
4.54 |
4.59 |
|
4.32 |
4.42 |
4.24 |
4.30 |
4.53 |
4.36 |
|
4.41 |
4.40 |
4.42 |
4.40 |
4.62 |
4.34 |
|
4.42 |
4.40 |
4.45 |
4.40 |
4.51 |
4.55 |
|
3.86 |
4.03 |
3.70 |
3.80 |
4.14 |
4.21 |
|
4.46 |
4.51 |
4.42 |
4.43 |
4.61 |
4.59 |
|
4.38 |
4.38 |
4.39 |
4.38 |
4.42 |
4.41 |
|
4.59 |
4.63 |
4.54 |
4.56 |
4.71 |
4.72 |
|
4.52 |
4.58 |
4.46 |
4.49 |
4.68 |
4.59 |
|
4.26 |
4.35 |
4.18 |
4.23 |
4.43 |
4.47 |
|
4.29 |
4.37 |
4.22 |
4.27 |
4.45 |
4.41 |
|
4.49 |
4.60 |
4.37 |
4.46 |
4.61 |
4.58 |
|
4.52 |
4.59 |
4.45 |
4.49 |
4.66 |
4.66 |
|
4.58 |
4.64 |
4.52 |
4.56 |
4.67 |
4.72 |
|
4.60 |
4.66 |
4.55 |
4.57 |
4.75 |
4.72 |
|
All |
Female |
Male |
White |
Af. Am. |
Other |
|
4.10 |
4.22 |
3.99 |
4.06 |
4.40 |
4.27 |
|
3.88 |
3.90 |
3.86 |
3.82 |
4.25 |
4.11 |
|
4.29 |
4.38 |
4.21 |
4.23 |
4.59 |
4.63 |
|
3.85 |
3.99 |
3.70 |
3.79 |
4.14 |
4.13 |
|
4.34 |
4.46 |
4.23 |
4.32 |
4.53 |
4.45 |
|
4.27 |
4.37 |
4.17 |
4.22 |
4.53 |
4.48 |
|
4.33 |
4.43 |
4.23 |
4.28 |
4.69 |
4.49 |
Scatterplot Comparing Goal Development and Importance Ratings
(Female Respondents)
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
3 Ability to communicate ideas orally |
21 Having self-confidence |
4 Developing good listening skills |
22 Realizing my potential for success |
5 Developing reading comp. skills |
23 Clarifying personal identity |
6 Ability to apply math skills |
24 Coping with change |
7 Understanding scientific influence |
25 Being independent and self-reliant |
8 Apply scientific principles |
26 Handling stress |
9 Developing computer skills |
27 Managing my time |
10 Critically analyze info. |
28 Having self-discipline |
11 Plan/carry out project independently |
29 World problems/issues |
12 Understanding diverse cultures |
30 Present as it relates to history |
13 Taking responsibility for behavior |
31 Interact with diverse people |
14 Learning as lifelong process |
32 Appreciation of the arts |
15 Acting on ethical principles |
33 Tolerance for different views |
16 Leadership/management skills |
34 Valuing gender equity |
17 Function as part of a team |
35 Valuing racial equity |
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Importance Ratings
(Male Respondents)
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
3 Ability to communicate ideas orally |
21 Having self-confidence |
4 Developing good listening skills |
22 Realizing my potential for success |
5 Developing reading comp. skills |
23 Clarifying personal identity |
6 Ability to apply math skills |
24 Coping with change |
7 Understanding scientific influence |
25 Being independent and self-reliant |
8 Apply scientific principles |
26 Handling stress |
9 Developing computer skills |
27 Managing my time |
10 Critically analyze info. |
28 Having self-discipline |
11 Plan/carry out project independently |
29 World problems/issues |
12 Understanding diverse cultures |
30 Present as it relates to history |
13 Taking responsibility for behavior |
31 Interact with diverse people |
14 Learning as lifelong process |
32 Appreciation of the arts |
15 Acting on ethical principles |
33 Tolerance for different views |
16 Leadership/management skills |
34 Valuing gender equity |
17 Function as part of a team |
35 Valuing racial equity |
18 Involved with public and comm. affairs |
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
3 Ability to communicate ideas orally |
21 Having self-confidence |
4 Developing good listening skills |
22 Realizing my potential for success |
5 Developing reading comp. skills |
23 Clarifying personal identity |
6 Ability to apply math skills |
24 Coping with change |
7 Understanding scientific influence |
25 Being independent and self-reliant |
8 Apply scientific principles |
26 Handling stress |
9 Developing computer skills |
27 Managing my time |
10 Critically analyze info. |
28 Having self-discipline |
11 Plan/carry out project independently |
29 World problems/issues |
12 Understanding diverse cultures |
30 Present as it relates to history |
13 Taking responsibility for behavior |
31 Interact with diverse people |
14 Learning as lifelong process |
32 Appreciation of the arts |
15 Acting on ethical principles |
33 Tolerance for different views |
16 Leadership/management skills |
34 Valuing gender equity |
17 Function as part of a team |
35 Valuing racial equity |
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Importance Ratings
(African American Respondents)
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
3 Ability to communicate ideas orally |
21 Having self-confidence |
4 Developing good listening skills |
22 Realizing my potential for success |
5 Developing reading comp. skills |
23 Clarifying personal identity |
6 Ability to apply math skills |
24 Coping with change |
7 Understanding scientific influence |
25 Being independent and self-reliant |
8 Apply scientific principles |
26 Handling stress |
9 Developing computer skills |
27 Managing my time |
10 Critically analyze info. |
28 Having self-discipline |
11 Plan/carry out project independently |
29 World problems/issues |
12 Understanding diverse cultures |
30 Present as it relates to history |
13 Taking responsibility for behavior |
31 Interact with diverse people |
14 Learning as lifelong process |
32 Appreciation of the arts |
15 Acting on ethical principles |
33 Tolerance for different views |
16 Leadership/management skills |
34 Valuing gender equity |
17 Function as part of a team |
35 Valuing racial equity |
18 Involved with public and comm. affairs |
Scatterplot Comparing Goal Development and Importance Ratings
(Non-African American Minorities)
1 Acquiring a broad general education |
19 Understanding own abilities/interests |
2 Ability to communicate ideas in writing |
20 Commitment to health and fitness |
3 Ability to communicate ideas orally |
21 Having self-confidence |
4 Developing good listening skills |
22 Realizing my potential for success |
5 Developing reading comp. skills |
23 Clarifying personal identity |
6 Ability to apply math skills |
24 Coping with change |
7 Understanding scientific influence |
25 Being independent and self-reliant |
8 Apply scientific principles |
26 Handling stress |
9 Developing computer skills |
27 Managing my time |
10 Critically analyze info. |
28 Having self-discipline |
11 Plan/carry out project independently |
29 World problems/issues |
12 Understanding diverse cultures |
30 Present as it relates to history |
13 Taking responsibility for behavior |
31 Interact with diverse people |
14 Learning as lifelong process |
32 Appreciation of the arts |
15 Acting on ethical principles |
33 Tolerance for different views |
16 Leadership/management skills |
34 Valuing gender equity |
17 Function as part of a team |
35 Valuing racial equity |
18 Involved with public and comm. affairs |
For more information on the 1999 Entering Transfer 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
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