PCC CCSSE Survey (by Gender)Winter 2008 detail

Findings of the Community College Survey of Student Engagement (CCSSE), by Gender

• Females were more likely than males to prepare drafts of their paper assignments before handing it in, and more likely to complete readings and assignments before coming to class.
• Males and females were equally likely to ask questions in class and contributed to class discussions.
• Females were more likely than males to communicate with instructors via email, as well as to receive prompt feedback from their instructor.
• As compared with females, males enrolled in fewer courses that emphasized the synthesis and organization of ideas, information, and experiences in new ways. Moreover, males enrolled in fewer courses that emphasized making judgments about the value or soundness of information, arguments, and methods.
• As compared with females, males had fewer assigned readings (even after controlling for full time status), and generally felt that their exams did not challenge them to do their best work. By contrast, females were more likely to say that PCC emphasizes study time.
• Females were more likely than males to report the frequency and importance of academic advising as higher. Furthermore, females were more likely to report the frequency and importance of peer tutoring and financial aid advising as higher (even after controlling for full time status).
• Females were more likely to indicate that their goal for attending PCC was to obtain an Associate Degree, and they were less likely to indicate as a goal obtaining job related skills and changing careers. However, the same percentage of males and females talked about career plans with an instructor or advisor.