1999 Entering Transfer Student Survey Data Tables:
Gender and Racial/Ethnic Comparisons of
Goals for Undergraduate Education

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

Current Development

Mean Rating
Scale: 5="very high," 4="high," 3="average,"
2="low," 1="very low"

General Education Goals

All

Female

Male

White

Af. Am.

Other

Broad general education

3.71

3.76

3.67

3.70

3.78

3.70

Communicate in writing

3.59

3.67

3.51

3.59

3.69

3.48

Communicate ideas orally

3.50

3.50

3.51

3.49

3.71

3.48

Good listening skills

3.80

3.87

3.73

3.79

3.78

3.86

Good reading comprehension skills

3.69

3.79

3.59

3.67

3.90

3.61

Apply mathematics skills

3.53

3.37

3.68

3.50

3.52

3.80

Understand scientific influence

3.61

3.42

3.80

3.60

3.68

3.69

Apply scientific principles

3.31

3.07

3.54

3.30

3.27

3.44

Develop computer skills

3.42

3.32

3.52

3.38

3.64

3.64

Critically analyze information

3.66

3.62

3.70

3.66

3.78

3.56

Plan/carry out project independently

3.84

3.89

3.79

3.85

3.75

3.84

Understand diverse cultures

3.54

3.64

3.45

3.46

3.98

3.94

Personal Development Goals

All

Female

Male

White

Af. Am.

Other

Taking responsibility for behavior

4.44

4.48

4.41

4.44

4.55

4.38

Viewing learning as lifelong

4.25

4.31

4.18

4.25

4.32

4.16

Acting upon ethical principles

4.05

4.14

3.96

4.05

4.12

4.03

Improving leadership/management skills

3.63

3.60

3.67

3.64

3.75

3.48

Function as part of a team

3.95

3.91

3.98

3.96

3.98

3.80

Involved with public/community affairs

3.14

3.19

3.09

3.12

3.27

3.15

Understanding own abilities and interests

3.93

3.95

3.91

3.93

3.98

3.81

Commitment to health and fitness

3.56

3.45

3.67

3.58

3.47

3.44

Having self-confidence

3.72

3.65

3.78

3.70

3.83

3.77

Realizing my potential for success

3.77

3.75

3.79

3.75

3.95

3.78

Clarifying personal identity

3.78

3.74

3.81

3.77

3.93

3.70

Coping with change

3.72

3.67

3.77

3.69

4.03

3.67

Being independent and self-reliant

4.06

4.07

4.04

4.06

4.14

3.97

Handling stress

3.52

3.36

3.67

3.48

3.88

3.61

Managing my time

3.46

3.46

3.46

3.46

3.39

3.56

Having self-discipline

3.78

3.72

3.84

3.76

3.88

3.92

World View Goals

All

Female

Male

White

Af. Am.

Other

World problems/issues

3.44

3.35

3.53

3.42

3.53

3.57

Present as it relates to history

3.37

3.24

3.49

3.34

3.55

3.44

Interact with diverse people

3.86

3.92

3.79

3.80

4.19

4.08

Appreciation of the arts

3.41

3.53

3.29

3.40

3.45

3.46

Tolerance for different views

3.84

3.88

3.79

3.82

4.09

3.71

Valuing gender equity

4.09

4.18

4.00

4.06

4.31

4.14

Valuing racial equity

4.16

4.24

4.07

4.11

4.50

4.33

Frequency distributions:
Gender/Ethnicity
(To view frequencies for a specific item or goal section, click on the item or section heading in the table above.)
Survey item #18 (exact wording)

Goal Importance

Mean Rating
Scale: 5="very important," 4="important," 3="moderately important,"
2="of limited importance," 1="not important"

General Education Goals

All

Female

Male

White

Af. Am.

Other

Broad general education

4.21

4.21

4.20

4.17

4.37

4.42

Communicate in writing

4.16

4.24

4.08

4.10

4.41

4.44

Communicate ideas orally

4.37

4.45

4.29

4.31

4.68

4.63

Good listening skills

4.37

4.43

4.30

4.32

4.66

4.52

Good reading comprehension skills

4.27

4.33

4.22

4.22

4.64

4.47

Apply mathematics skills

4.21

4.09

4.34

4.16

4.54

4.40

Understand scientific influence

4.11

3.98

4.23

4.04

4.41

4.45

Apply scientific principles

3.96

3.78

4.13

3.92

4.14

4.19

Develop computer skills

4.47

4.41

4.53

4.43

4.64

4.73

Critically analyze information

4.23

4.28

4.18

4.19

4.47

4.38

Plan/carry out project independently

4.39

4.43

4.35

4.37

4.49

4.53

Understand diverse cultures

3.96

4.16

3.76

3.87

4.36

4.42

Personal Development Goals

All

Female

Male

White

Af. Am.

Other

Taking responsibility for behavior

4.61

4.64

4.58

4.60

4.78

4.58

Viewing learning as lifelong

4.43

4.43

4.44

4.41

4.54

4.59

Acting upon ethical principles

4.32

4.42

4.24

4.30

4.53

4.36

Improving leadership/management skills

4.41

4.40

4.42

4.40

4.62

4.34

Function as part of a team

4.42

4.40

4.45

4.40

4.51

4.55

Involved with public/community affairs

3.86

4.03

3.70

3.80

4.14

4.21

Understanding own abilities and interests

4.46

4.51

4.42

4.43

4.61

4.59

Commitment to health and fitness

4.38

4.38

4.39

4.38

4.42

4.41

Having self-confidence

4.59

4.63

4.54

4.56

4.71

4.72

Realizing my potential for success

4.52

4.58

4.46

4.49

4.68

4.59

Clarifying personal identity

4.26

4.35

4.18

4.23

4.43

4.47

Coping with change

4.29

4.37

4.22

4.27

4.45

4.41

Being independent and self-reliant

4.49

4.60

4.37

4.46

4.61

4.58

Handling stress

4.52

4.59

4.45

4.49

4.66

4.66

Managing my time

4.58

4.64

4.52

4.56

4.67

4.72

Having self-discipline

4.60

4.66

4.55

4.57

4.75

4.72

World View Goals

All

Female

Male

White

Af. Am.

Other

World problems/issues

4.10

4.22

3.99

4.06

4.40

4.27

Present as it relates to history

3.88

3.90

3.86

3.82

4.25

4.11

Interact with diverse people

4.29

4.38

4.21

4.23

4.59

4.63

Appreciation of the arts

3.85

3.99

3.70

3.79

4.14

4.13

Tolerance for different views

4.34

4.46

4.23

4.32

4.53

4.45

Valuing gender equity

4.27

4.37

4.17

4.22

4.53

4.48

Valuing racial equity

4.33

4.43

4.23

4.28

4.69

4.49

Frequency distributions:
Gender/Ethnicity
(To view frequencies for a specific item or goal section, click on the item or section heading in the table above.)
Survey item #18 (exact wording)

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

 

Goal development/importance by rank order:
Gender/Ethnicity
Back to Top

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

 

Goal development/importance by rank order: Gender/Ethnicity
Back to Top

Scatterplot Comparing Goal Development and Importance Ratings
(White 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

 

Goal development/importance by rank order: Gender/Ethnicity
Back to Top

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

 

Goal development/importance by rank order: Gender/Ethnicity
Back to Top

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

 

Goal development/importance by rank order: Gender/Ethnicity
Back to Top


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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