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A Multiple Regression Analysis Of The Factors That Affect Male/Female Enrollment/Retention In Electronics And Computer Engineering Technology Programs At A For Profit Institution

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2008 Annual Conference & Exposition


Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008



Conference Session

Recruitment & Retention in ET Programs

Tagged Division

Engineering Technology

Page Count


Page Numbers

13.67.1 - 13.67.20

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Paper Authors


Aram Agajanian DeVry University-Chicago

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Dr. Aram Agajanian is a senior professor at DeVry University in Chicago. He holds a B.S. in Electrical Engineering from University of Rochester, a M.S. in Electrical Engineering from Syracuse University, a Ph.D. in Educational Leadership from Colorado State University and a CCNA certificate. He teaches electronics and computer technology courses including LAN and WAN. He has 10 years of industrial experience in electrical engineering; his research interests include understanding the issues that affect enrollment and retention of female students in science, math, engineering and technology (SMET) and help increase the female student population in SMET fields. He is also interested in teaching methods such as brain-based teaching, constructivism, team teaching and active learning that might improve the quality of engineering education.

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William M. Timpson Colorado State University


George Morgan Colorado State University

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Dr. George Morgan is a professor emeritus in the School of Education, Colorado State University. He received his Ph.D. in child development and Psychology from Cornell University. During his 40 years of professional career, he has conducted programs of research on children’s motivation to master challenging tasks, and has held various teaching, research and administrative positions at Colorado State University, Stanford University and University of Colorado. Dr. Morgan has taught methods and applied statistics to graduate students in education at Colorado State University. In addition to writing textbooks on SPSS and research methods, he currently advises students on their dissertation.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Multiple Regression Analysis of the Factors That Affect Male/Female Enrollment/Retention in Electronics and Computer Engineering Technology Programs at a For-Profit Institution


Women are underrepresented in the science, mathematics, engineering, and technology (SMET) work-force and in the undergraduate SMET programs at the colleges and universities in the United States of America. Studying the enrollment and retention issues of electronics students at a for-profit institution could improve the female enrollment and retention rates and help other colleges and universities increase their female student population which would help meet the future SMET work-force needs. The objective of this paper was to explore how well the combination of self-confidence; self-efficacy; approachability, concern, and fairness of the electronics professors; pre-college mathematics/science interest and grades; years of mathematics/science in high school; parents' education; professors’ use of teamwork; pre-college encouragement; pre-college consideration to apply for a career-oriented university; household income; genders of students; and program levels predict satisfaction with the electronics programs at a for-profit institution.

Surveys were administered to 576 students in electronics programs at two of the for-profit institution’s campuses in the fall 2004 trimester. The response rate was 63.9%. The survey instrument asked for information on all the above-mentioned variables.

Multiple regression was conducted to in order to analyze the quantitative data. The correlation table showed the Pearson correlation coefficients, and significance levels. Simultaneous multiple regression analysis indicated that approachability, concern, and fairness of the electronics professors (β = .51, p < .001); self-confidence (β = .26, p < .001); gender of student (β = .07, p < .05), and program level (β = -.20, p < .001) combined to be the significant predictors of satisfaction with electronics programs.

The current findings were generally consistent with the previous research that self-confidence, positive influence of professors/advisors, and influence of SMET courses are positively correlated with persistence in SMET programs. The results generally agreed with previous research that professors’ nonresponsiveness and their poor teaching styles are negatively correlated with the satisfaction of women and minority students in SMET programs.

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