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Amadou Ba and Laura Coghlan

The Evergreen State College Office of Institutional Research and Assessment      1

Transfer

 

Students:

 

Exploring

 

Diversity

 

of

 

Expectations,

 

Comfort,

 

and

 

Confidence

 

Level

 

   

Overview: 

Analysis of WA Resident Transfer Students from CTC’s to Evergreen Fall 2012 Examined domains: goals for college, skill level, confidence. 

Explored differences: gender, age, first generation, Pell grant status, race/ethnicity, class 

standing 

Source: 274 respondents to Evergreen New Student Survey (53% of all WA Res. CTC Transfers)   

 

1. In pursuing your education, how important are the following goals…?   

Class Standing: Upper division students rated the importance of one goal significantly higher 

Gaining and understanding of a broad range of ideas and fields of study 

 

Students of Color: Students of color rated the importance of two goals significantly higher than white  students 

Getting a job of your choice or making a career change 

Developing computer skills 

 

Race/Ethnicity:  

African American and American Indian students rated the importance of one goal significantly higher  than other race/ethnic subgroups 

Getting involved or initiating change in community, state, or national politics 

Asian/Pacific Islander students rated the importance of one goal significantly lower than other  race/ethnic subgroups 

Gaining a better understanding and appreciation for differences (ethnic, political, etc.) 

 

First Generation: First generation students rated the importance of two goals significantly higher 

Getting a job of your choice or making a career change 

Making more money 

 

Gender: 

Female students rated the importance of two goals significantly higher 

Making more money 

Developing creative and effective communication skills 

Male students rated the importance of three goals significantly higher 

Developing the ability to understand and use science 

Developing the ability to understand and use mathematics or QSR 

Developing computer skills 

 

Pell Grants: Pell grant recipients rated the importance of one goal significantly higher 

Making more money   

(2)

Amadou Ba and Laura Coghlan

The Evergreen State College Office of Institutional Research and Assessment      2

2. Indicate the level of study you are most comfortable with as you begin your studies at Evergreen.   

Class Standing: Upper division students rated their level of skill significantly higher in two areas 

Social Sciences 

Culture or International studies 

 

Race/Ethnicity:  

African American and American Indian students rated their level of skill significantly lower in one area  compared to other race/ethnic subgroups 

Foreign language 

Asian/Pacific Islander students rated their level of skill significantly higher in one area compared to  other race/ethnic subgroups 

Performing arts (e.g. dance, theater, music) 

American Indian students rated their level of skill significantly lower in one area compared to other  race/ethnic subgroups 

Performing arts (e.g. dance, theater, music) 

 

Gender: Male students rated their level of skill significantly higher in five areas 

History 

Politics 

Science and scientific methods 

Math, statistics and QSR 

Philosophy and Ethics 

 

Pell Grants: Pell grant recipients rated their level of skill significantly lower in one area: 

Foreign language   

 

3. How confident are you that you will be able to…? 

 

Students of Color: Students of color rated their confidence in two areas significantly higher than white  students 

Will fit at Evergreen socially 

Can manage your time effectively 

Students of color rated their confidence significantly lower in one area 

Have the funding to complete your studies at Evergreen   

Pell Grants: Pell grant recipients rated their confidence significantly lower than non‐recipients in two  areas 

Will be able to pursue further education 

Will be able to use your education to meet life‐long goals   

(3)

Transfer Students:

Transfer Students:

Exploring Diversity of Expectations,

Exploring Diversity of Expectations,

Comfort, and Confidence Level

Comfort, and Confidence Level

Presenters

(4)

Analysis of WA Resident Transfer Students

from CTC’s to Evergreen Fall 2012

Examined domains: goals for college, skill

level, confidence.

Explored differences: gender, age, first

generation, Pell grant status,

race/ethnicity, class standing

Source: 274 respondents to Evergreen New

Student Survey (53% of all WA Res. CTC

Transfers)

(5)

Entering UG Class Fall 2012

Entering UG Class Fall 2012

(N=1346)

(N=1346)

4-YR

Transfers

12%

2-YR TR.

Out-of-State

5%

Return.

Greeners

5%

FTFY

40%

2-YR TR.

WA

(6)

Demographic of WA

Demographic of WA

Resident Transfer Students

Resident Transfer Students

(N = 516)

(N = 516)

57%

57%

295

295

Female

Female

54%

54%

277

277

Pell Recipient

Pell Recipient

61%

61%

315

315

Non

Non

-

-

Traditional

Traditional

45%

45%

234

234

First Generation

First Generation

29%

29%

149

149

Students of Color

Students of Color

Percent

Percent

N

(7)

Transfer Student Goals

Transfer Student Goals

0.0 0.5 1.0 1.5 2.0 2.5 3.0

M

ean

i

m

p

o

rt

an

ce

Pe rson al Gro wth Dep th/ ex pe rtis e i

n a fie

ld

Eff ec

tiv e c

om mun ica tion Job /ca ree r c

ha nge

Re adi

nes s f

or f urthe

r e du

c.

Brea dth

of e duc ati on Co ntri bu ting to co mm un ity Und ers tan din

g di ffe renc es Ini tia ting ch an ge Con se rving the en vir onm en t Ma king m ore m one y Usi ng sc ienc e De ve lop ing com pu ter skil

ls Usi ng Ma th/ QS R Dev elo ping art isti c a

bil ity

Sta rtin

g a bus

ines s

In pursuing your education, how important are the following goals...?

(8)

Class Standing

Class Standing

Upper division students rated the importance of

one goal significantly higher than Lower division:

• Gaining an understanding of a broad range of ideas

and field of study (p=.032)

(9)

Students of Color

Students of Color

Students of color rated the importance of two goals

significantly higher than White students:

• Getting a job of your choice or making a career

change (p=.046)

(10)

Race/Ethnicity

Race/Ethnicity

African American

and

American Indian

students rated the

importance of one goal significantly higher than other

race/ethnic subgroups:

Getting involved or initiating change in community, state, or

national politics (p=.041)

Asian/Pacific Islander

students rated the importance of

one goal significantly lower:

Gaining a better understanding and appreciation for

differences (ethnic, political, etc.) (p=.016)

(11)

First Generation

First Generation

First generation students rated the importance of

two goals significantly higher than those who are

not:

• Getting a job of your choice or making a career

change (p=.011)

(12)

Gender

Gender

Female

students rated the importance of two goals

significantly higher than Males:

• Making more money (p=.022)

• Developing creative and effective communication skills

(p=.048)

Male

students rated the importance of three goals

significantly higher than Females:

• Developing the ability to understand and use science (p=.004)

• Developing the ability to understand and use mathematics or

QSR (p=.000)

(13)

Age

Age

Students

less than 24 years

old rated the importance of one

goal significantly higher than students over 30:

• Developing artistic abilities (p=.003)

Students

30 and over

rated the importance of two goals

significantly higher than traditional age students:

• Making money (p=.032)

• Computer skills (p=.028)

Students

between 24-29 years

old rated the importance of

one goal significantly higher than students under 24 and

over 30 years old:

(14)

Pell Grant Fall 2012

Pell Grant Fall 2012

Pell grant recipients rated the importance of one

goal significantly higher than non-recipients:

(15)

Transfer Student Level of Study

Transfer Student Level of Study

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

A

v

e

ra

g

e

s

k

ill le

v

e

l

Ac ad em ic r

ead ing Onl ine re se arch Aca de mic wri ting Libr ary re sea rch Soc ial sci enc es Us ing co mp ute rs His tory Pol itic s/c urren

t ev ent s Phi los op hy /Et hics Cul tura

l studi es

Sc ien

ce

Visu al/M

edi a a

rts Ma th/ QS R Pe rfo rm ing art s For eign lan gu age

Level of study you are most comfortable with as you begin your studies at Evergreen

(16)

Class Standing

Class Standing

Upper division students rated their level of skill in

two areas significantly higher than Lower division

students:

• Social sciences (p=.002)

(17)

No Statistically Significant

No Statistically Significant

Difference in Level of Skill (p<.05)

Difference in Level of Skill (p<.05)

Students of Color vs. White

(18)

Race/Ethnicity

Race/Ethnicity

African American

and

American Indian

students rated

their level of skill significantly lower in one area compared

to other race/ethnic subgroups:

Foreign language (p=.027)

Asian/Pacific Islander

students rated their level of skill

significantly higher in one area compared to other

race/ethnic subgroups:

Performing arts (e.g. dance, theater, music) (p=.018)

American Indian

students rated their level of skill

significantly lower in one area compared to other

race/ethnic subgroups:

(19)

Gender

Gender

Male

students rated their level of skill in five areas

significantly higher than Female:

• History (p=.002)

• Politics and current events (p=.000)

• Science and scientific methods (p=.000)

• Math, statistics and QSR (p=.000)

(20)

No Difference Between Age Groups

No Difference Between Age Groups

(p<.05)

(p<.05)

• Philosophy

• Culture or international studies

• Math/QSR

• Politics/current events

• History

(21)

<24 higher than 30+ (p<.05)

<24 higher than 30+ (p<.05)

• Academic writing (.000)

• Visual arts (.000)

• Science (.008)

• Social science (.026)

• Foreign language (.002)

• Online research (.001)

<24

24-29

(22)

<24 higher than 24+ (p<.05)

<24 higher than 24+ (p<.05)

• Performing arts (.000)

• Library research (.040/.002)

<24

24-29

(23)

<30 higher than 30+ (p<.05)

<30 higher than 30+ (p<.05)

• Academic reading

(.002/.021)

• Using computers

(.002/.014)

<24

24-29

(24)

Pell Grant Fall 2012

Pell Grant Fall 2012

Pell grant recipients rated their level of skill in one

areas significantly lower than non-recipients:

(25)

Transfer Student Confidence

Transfer Student Confidence

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

M

e

an

co

n

fi

d

en

ce r

a

ti

n

g

Me et life -lo ng go als Sk ills /abi liti

es t o s

uc Pu rsue fu rth er ed uc . Em otio na l s

uppo rt Ma na ge conf lic t Sp ec ific sk ills /ex pe rtis e Inte rdi

scipl ina

ry e du.

Find a j

ob /ca

ree r c

ha nge Ma na ge you

r ti me

Ge t cl

ass es y

ou wa nt Fit at Eve rgr

een soc iall y Ma na ge de bt Fu ndi ng studi es

How confident are you that you will be able to…?

(26)

No Statistically Significant

No Statistically Significant

Difference in Confidence (p<.05)

Difference in Confidence (p<.05)

Class Standing

Race/Ethnic Subgroups

First Generation

(27)

Students of Color

Students of Color

Students of color rated their confidence

significantly higher than White students in two

areas:

Students of color rated their confidence

significantly lower than White students in one

area:

• Have the funding to complete your studies at

Evergreen (p=.018)

• Will fit in at Evergreen socially (p=.025)

• Can manage your time effectively (p=.042)

(28)

Age

Age

Students

less than 24 years

old rated their confidence level

in four areas significantly higher than students over 30:

• Obtain interdisciplinary education (p=.039)

• Pursue further education (p=.000)

• Will have emotional support from family and friends (p=.015)

• Will be able to use education to meet life-long goals (p=.014)

Students

less than 24 years

old rated their confidence level

in one area significantly higher than students between

24-29 years old:

(29)

Pell Grant Fall 2012

Pell Grant Fall 2012

Pell grant recipients rated their confidence

significantly lower than non-recipients in two

areas:

• Will be able to pursue further education (p=.046)

• Will be able to use your education to meet life-long

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