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California State
University,
Long Beach
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GeoDiversity
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Geoscience Diversity Enhancement
Program
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Geology,
Geography,
Geoarchæology
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David J. Whitney
Suzanne P. Wechsler
Christine M. Rodrigue
María Teresa Ramírez-Herrera
Elizabeth L. Ambos
Robert
D. Francis
James C. Sample
Richard Behl
Daniel O. Larson
Crisanne Hazen
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General Education Student Perceptions
of the Geosciences
Association of Pacific Coast Geographers
San Bernardino, California, 5 October 2002
A collaboration of the departments of:
Geography, Geological Sciences, and Anthropology
California State University
Long Beach, CA 90840
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Introduction
The CSULB G-DEP team took very seriously NSF's growing concern with
assessment, that is, with independent evaluation of the extent to which the
G-DEP project meets its goal of increasing underrepresented students' interest
in majoring in the geosciences. To that end, the G-DEP team brought in David
Whitney, an experienced project evaluator.
Part of assessment involved establishing a baseline of performance of the
regular geoscience programs in affecting general education students'
perceptions of the geosciences. Whitney created a a pre-test/post-test survey
form based on the project's objectives that would be administered to students
in lower-division geography, geology, and anthropology courses at CSULB in
Spring 2002 to establish how students perceived the three geosciences at the
beginning and the end of the classes before G-DEP began. The purpose of this
presentation is to report the results of this baseline survey.
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Data and Methods
The surveys were administered to general education courses in the
collaborating departments, namely, introductory physical geography, general
geology, and introduction to archaeology. The surveys went to 3 geography
classes, 2 geology classes, and 1 archaeology class. While the survey was
ultimately administered to 214 students, many students did not take both the
pre-test and the post-test or did not fill out the right section of their
student ID numbers. The pre-test was completed by 137 students and the post-
test by 150, but only 76 completed both. Of these, 41 came from the geography
courses, 20 from the geology courses, and 15 from the anthropology course.
Sample Demographics
Of the 76 respondents, 49 or 64% were female and 27 or 36% were male, which is
similar to the 60:40 breakdown for the campus as a whole (prob = 0.40).
Eighteen of the male students were in the geography classes, leaving only 9
men in the other 2 disciplines! The difference between geography and non-
geography in gender does not rise to the 0.05 level of significance in a Chi-
square test, however (prob=0.10). In terms of ethnicity, 42 of the students
were white, or 55%; 7 were Asian or Filipino, or 9%; and 27, or 36%, were NSF-
designated minorities in the Science, Technology, Engineering, and Math areas
(or STEM). NSF's STEM minorities include African-American, Latino, Native
American, and Pacific Islander (excluding Filipino). For the campus as a
whole, 35% percent of the students were white, 23% were Asian or Filipino, and
29% were NSF STEM minorities. The G-DEP students, thus, are significantly
different in the proportions of white and Asian students (prob <0.005) but not
in their proportions of NSF STEM minorities (prob = 0.24). There is, however,
no significant difference in the ethnic distribution among the disciplines
(prob= 0.97).
Survey Design
The pre-test survey consisted of 25 questions designed to elicit student
perceptions of science and scientists, geography, geology, and archaeology;
self-perceptions of ability to do work in the geosciences; attitudes towards
outdoor activities; knowledge of careers in geoscience; and barriers to
majoring in the geosciences (Table 1). The questions are
designed to be answered along a 5 point Likert scale from strongly disagree to
strongly agree. The post-test survey (Table 2) consisted
of these same 25 questions plus another 5 designed to get at the effect of the
general education course on student knowledge of geoscience, careers in
geoscience, interest in geoscience, and intent to learn more about or major in
geosciences. The surveys were matched by individual, and only those
individuals who completed both surveys were included in the analysis presented
here.
Analytic Methods
Student responses were compared, first, for their variations from a neutral
perception of the geosciences at the beginning and at the end of their
classes. The method used was a one sample difference of means t-test between
their answers to each question and the expected neutral answer of 3. Then, the
differences in the number of answers deemed significantly negative,
significantly positive, and neutral were counted up for each discipline to get
at the balance of their opinions. The resulting contingency tables were
subjected to Chi-square analysis to see if there were significant differences
among the students entering GE geography, geology, and anthropology courses
and among those completing the courses.
Later, t-tests of the differences in means compared the means in each
discipline with those of students not in that discipline, both for the
pre-test and the post-test. A variant, the matched-pairs t-test, was done to
compare the pre-tests with the post-tests for the group as a whole and for
each discipline. All tests used the 0.05 significance level as a decision
criterion.
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Findings
Findings will be presented in the following order. First, the pre-tests will
be discussed in terms of neutrality of student opinion, the balance of their
opinions, and comparisons among the disciplines by specific questions. Then,
the post tests will be evaluated for neutrality, changes in the balance in
opinions, and changes among disciplines in specific questions.
Responses on the Pre-test Compared with Neutrality
For the entire group of students in all three disciplines, 19 of the 25
pre-test questions (or 76%) diverged significantly from perfect neutrality, 12
(or 48%) in a positive direction and 7 (or 28%) in a negative direction (Table 3). Students were consistently positive about the
questions relating to their enjoyment of the outdoors and their confidence
that they know what the various geosciences are "all about" and their ability
to do geoscience if they so chose. They reported being uninterested in the
geosciences even so and knew very little about jobs in the geosciences and how
to prepare for them. They felt that women scientists are as productive as men
and that minority students receive enough encouragement to study geosciences.
That said, their impressions still rarely budged more than a full point away
from 3 in either direction. Students entering these geoscience general
education courses, then, were overall fairly blasé in their perceptions
of the geosciences. These were clearly students just trying to get rid of
their pesky general education requirements.
The Balance of Opinions among the Three Disciplines in the Pre-test
Comparing one discipline to another, geography students had positive views of
the geosciences and their abilities to handle them in 10 out of the 25
questions asked, or 40% (Table 4) and negative views in 5
(20%). Geology students expressed positive views in 11 of the questions or
44% and negative views in 4 or 16%, Anthropology students had 14 positive
answers or 56% and negative views in 4 or 16%. In a Chi-square analysis of
these frequency counts, there was no significant difference in the balance of
answers among students in the three disciplines (prob= (Table
5). All three disciplines, then, attracted students with generally similar
balances of perceptions and attitudes toward the geosciences.
Differences among the Three Disciplines in the Pre-test by Specific
Questions
Looking back at specific questions (Table 4), however,
there were some differences among the students in the three classes.
Geography students had significantly lower scores than their peers in four
questions: I have a good understanding of how scientists do research, I plan
on taking math courses that would prepare me to major in a science, I have a
good idea of what Geologists study, and, most disturbingly, female scientists
are rarely as productive as male scientists. They did not score significantly
better than their peers on any questions.
Students in the geology classes did better than their peers in four questions
having to do with their understanding of how scientists do research and what
it is geologists and geographers study and the productivity of female
scientists. They did worse than their peers in one question, the one about
considering majoring in Geoscience.
Students in the anthropology class did better than their peers in only one
question, the one about planning to take math. They did not, however, do
significantly worse than their peers in any questions. So, the geography
students begin their encounter with the discipline at a bit of a disadvantage:
math-phobic, more receptive to sexist attitudes, and less clear on how science
is done.
Responses on the Post-test Compared with Neutrality
Turning to the situation in the post-test survey, 17 of the responses to the
30 questions (or 57%) were significantly more positive than 3.0, 7 were
neutral (or 23%), and 6 (or 20%) were negative (Table 6).
Students left their classes retaining their sense of how scientists do
research and what the basic natures of the various geosciences are and, more
importantly, with an enhanced understanding of the elementary geosciences.
They came away impressed with the income possibilities in the geosciences and
had an increased understanding of geoscience careers. They remained
suspicious of gender stereotypes. Their enjoyment of outdoor activities was
diminished but remained significantly better than neutral. Even so, they
remained adamantly resistant to majoring in geosciences or becoming
scientists. G-DEP, as well as the disciplines on which it draws, has its work
cut out for it.
The Balance of Opinions among the Three Disciplines in the Post-test
There was, thus, an increase of 5 in the positive views compared with the pre-
test, and a decrease of 1 in the negative views. This did not amount to a
significant change in the distribution of opinions among positive, neutral,
and negative opinions overall from the pre-test to the post-test, however (Table 7). For geography students, positive responses
increased to 16 (53%), and negative responses remained proportionally the same
as they were before at 6 (20%). While there appeared to be a shift to the
better in geography, this difference was not significant. There was no
significant difference in the balances of opinions among the geology students
or the anthropology students, either. Well, I suppose we did establish a
baseline of no significant alteration in students' overall sentiments toward
the geosciences, hopefully to be remedied as we are affected by our own
participation in G-DEP in the next two years!
Differences among the Three Disciplines in the Post-test by Specific
Questions
Examining the changes in response by question, however, a few individual
questions did show significant change, nearly all of these in a positive
direction (Table 8). The geoscience students as a group
reported greater confidence in their skills at conducting scientific research,
improved understanding of elementary geoscience and the course of study it
would take to become a geoscientist. They reported improved understanding of
the kinds of careers there are in geoscience and an improved perception of
geoscientists' incomes. The only sour note was a significant and puzzling
drop in their enjoyment of hiking or camping! Very disappointingly, there was
no significant change in the questions having to do with intent to major in a
geoscience or enjoyment of a possible career in geoscience.
Breaking out the changes in individual questions by each discipline (Table 9), fewer questions stand out as having changed
significantly. For geography students, there was significant improvement in
their understanding of career possibilities in geoscience and in their
perceptions of incomes possible in the geosciences. For some reason, there is
also a significant decline in geography students' understanding of what it is
archaeologists do. For geology students, there was no significant change on
any of the questions. For anthropology students, there was a significant
decline in their interest in the geosciences.
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Discussion: Focus on Geography
Overall, the geography students resembled their peers in the other two
disciplines as they entered their general education courses. That is, there
did not seem to be any self-selection bias operating along ethnic lines
whatsoever. There might be a slight self-selection bias favoring men in
geography, but that difference, while of exploratory interest at the 0.10
level, was not significant at the 0.05 level used as a decision criterion in
this study. Like their peers in geology and anthropology, the geography GE
students had about the same mix of opinions towards the geosciences in terms
of the number of positive responses and negative responses. These were
basically generic students getting through their general education.
Going through the pre-tests question by question, there were some notable
differences, however. Geography GE students were significantly more
math-averse, hazier on what science in general and the three geosciences in
particular are all about, and likelier to hold sexist stereotypes. This last
may have to do with the seeming concentration of male students in the
geography classes, a promising question to be explored further as the database
grows. Differences in course prerequisites may have affected these
perceptions, as well.
In the post-test, there was a slight shift to the better in the balance of
opinions towards the geosciences overall and especially in geography, but the
differences did not prove significant. Geography students scored especially
strongly on their increased knowledge of geoscience careers and incomes, and
their improvement drove the improvement seen in the group as a whole. We
suspect this improvement in career knowledge in geography may be unique to
this campus because of local conditions, however, including a large internship
program and a "Jobs in Geography" colloquium series run by Dr. Suzanne
Wechsler. Very disappointingly, these improvements did not translate into an
increased interest in geoscience majors or careers. Basically, results from
the baseline survey help us characterize our student audience but do not
enlighten us on making geography, geology, or archaeology more appealing to
them.
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Conclusions
In the future, the G-DEP team intends to repeat this survey each year,
extending the surveys from the original CSULB faculty's classes to the classes
of collaborating faculty at local community colleges and, eventually, high
schools. The database will grow in size and enable finer-grained and
multivariate analyses.
Also, we have begun to analyze the qualitative information provided by our
first 8 interns through focus groups. These students emerged from G-DEP both
enthusiastic and committed to transferring to 4 year schools as geoscience
majors. We hope to identify the most important factors in their enthusiasm
and work out ways to incorporate them in the more typical lecture, discussion,
and lab courses we teach.
Given the richness of the focus group data, Whitney has suggested running
focus groups with students in the regular classes to hear directly and
interactively from the general education students why they are or are not
interested in further pursuit of geography, geology, and archaeology. We hope
to do this in the spring of 2003. As Whitney puts it: "How do we
realistically reach out to the masses with activities that work with a select
few (and demand so much of our precious time)" as G-DEP instructors?
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Table 1. -- Geoscience Student Survey Pre-Test
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A. B. C. D. E.
Strongly Somewhat Neither Agree Somewhat Strongly
Disagree Disagree nor Disagree Agree Agree
1. I have a good understanding of how scientists do research.
2. I consider myself well skilled in conducting scientific research.
3. I've wanted to be a scientist for as long as I can remember.
4. I have a good understanding of elementary Geoscience.
5. I'm uncertain about what course of study is required to become a
Geoscientist.
6. I am considering majoring in Geoscience.
7. I'd enjoy a career in Geoscience.
8. I'm NOT certain I could ever become a Geoscientist, even if I tried.
9. I think I could handle the coursework required to become a
Geoscientist if I wanted to.
10. I don't know much about possible careers in Geoscience.
11. I plan on taking math courses that would prepare me to major in a
science.
12. Most geoscientists earn good incomes.
13. I have a good idea of what Archaeologists study.
14. I have a good idea of what Geologists study.
15. I have a good idea of what Geographers study.
16. My family would be very supportive if I decided to become a
Geoscientist.
17. I would enjoy going hiking or camping.
18. I would enjoy boating.
19. I'd prefer to work on a science project "in the field" than in a
research laboratory.
20. I enjoy reading science fiction novels.
21. I enjoy reading nature and travel books and magazines.
22. I doubt that many scientists had a childhood like mine.
23. I think that ethnic minority students are not given enough
encouragement to study Geoscience.
24. Female scientists are rarely as productive as male scientists.
25. Most scientists are white males.
26. I am a: A. Female B. Male
27. I am currently a:
A. High school Frosh or Sophomore C. College Frosh or Sophomore
B. High school Junior or Senior D. College Junior or Senior
28. Primary ethnicity (part 1) 29. Primary ethnicity (part 2)
A. African American (Black) A. Asian
B. Caucasian (White) B. Southeast Asian
C. Latino/Hispanic C. Pacific Islander
D. Native American (American Indian) D. Filipino
E. None of the Above E. None of the Above
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Table 2. -- Geoscience Student Survey Post-Test
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A. B. C. D. E.
Strongly Somewhat Neither Agree Somewhat Strongly
Disagree Disagree nor Disagree Agree Agree
1. I have a good understanding of how scientists do research.
2. I consider myself well skilled in conducting scientific research.
3. I've wanted to be a scientist for as long as I can remember.
4. I have a good understanding of elementary Geoscience.
5. I'm uncertain about what course of study is required to become a
Geoscientist.
6. I am considering majoring in Geoscience.
7. I'd enjoy a career in Geoscience.
8. I'm NOT certain I could ever become a Geoscientist, even if I tried.
9. I think I could handle the coursework required to become a
Geoscientist if I wanted to.
10. I don't know much about possible careers in Geoscience.
11. I plan on taking math courses that would prepare me to major in a
science.
12. Most geoscientists earn good incomes.
13. I have a good idea of what Archaeologists study.
14. I have a good idea of what Geologists study.
15. I have a good idea of what Geographers study.
16. My family would be very supportive if I decided to become a
Geoscientist.
17. I would enjoy going hiking or camping.
18. I would enjoy boating.
19. I'd prefer to work on a science project "in the field" than in a
research laboratory.
20. I enjoy reading science fiction novels.
21. I enjoy reading nature and travel books and magazines.
22. I doubt that many scientists had a childhood like mine.
23. I think that ethnic minority students are not given enough
encouragement to study Geoscience.
24. Female scientists are rarely as productive as male scientists.
25. Most scientists are white males.
26. This class has significantly increased my knowledge of
Geoscience.
27. This class has increased my knowledge of careers in Geoscience.
28. This class has increased my interest in Geoscience.
29. I plan on enrolling in additional classes in Geoscience.
30. This class has increased my interest in becoming a Geoscientist.
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Table 3. -- Significant Differences from Neutral
in the Pre-Test (all 3 disciplines, n=76)
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Question Mean
1. I have a good understanding of how scientists do research. ..... ++ 3.64
2. I consider myself well skilled in conducting scientific
research. ...................................................... -- 2.67
3. I've wanted to be a scientist for as long as I can
remember. ...................................................... -- 1.99
4. I have a good understanding of elementary Geoscience. .......... 3.21
5. I'm uncertain about what course of study is required to
become a Geoscientist. ......................................... -- 3.32
6. I am considering majoring in Geoscience. ....................... -- 1.58
7. I'd enjoy a career in Geoscience. .............................. -- 2.33
8. I'm NOT certain I could ever become a Geoscientist, even
if I tried. .................................................... ++ 2.66
9. I think I could handle the coursework required to become
a Geoscientist if I wanted to. ................................. ++ 3.66
10. I don't know much about possible careers in Geoscience. ........ -- 3.45
11. I plan on taking math courses that would prepare me to
major in a science. ............................................ -- 2.39
12. Most geoscientists earn good incomes. .......................... 2.89
13. I have a good idea of what Archaeologists study. ............... ++ 3.96
14. I have a good idea of what Geologists study. ................... ++ 3.95
15. I have a good idea of what Geographers study. .................. ++ 3.96
16. My family would be very supportive if I decided to become
a Geoscientist. ................................................ ++ 3.96
17. I would enjoy going hiking or camping. ......................... ++ 4.12
18. I would enjoy boating. ......................................... ++ 4.08
19. I'd prefer to work on a science project "in the field"
than in a research laboratory. ................................. ++ 3.97
20. I enjoy reading science fiction novels. ........................ 3.18
21. I enjoy reading nature and travel books and magazines. ......... 3.21
22. I doubt that many scientists had a childhood like mine. ........ 2.84
23. I think that ethnic minority students are not given enough
encouragement to study Geoscience. ............................. ++ 2.63
24. Female scientists are rarely as productive as male
scientists. .................................................... ++ 1.58
25. Most scientists are white males. ............................... 2.78
++ differences significant at the 0.05 level in a desirable direction
-- differences significant at the 0.05 level in an undesirable direction
emphasized questions are those that are dramatically different than neutral
(+ 1 point from 3.00)
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Table 4. -- Significant Departures from 3.0
by Discipline -- the Pre-Test
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Question Geog Geol Anth
Mean Mean Mean
n=41 n=20 n=20
1. I have a good understanding of how
scientists do research. ................. ++ 3.59 ... ++ 4.25 ... ++ 4.00
2. I consider myself well skilled in
conducting scientific research. ......... 2.66 ... 2.75 ... 2.60
3. I've wanted to be a scientist for as
long as I can remember. ................. -- 1.83 ... -- 2.15 ... -- 2.20
4. I have a good understanding of
elementary Geoscience. .................. 3.20 ... 3.35 ... 3.07
5. I'm uncertain about what course of
study is required to become a
Geoscientist. ........................... 3.17 ... 3.30 ... -- 3.73
6. I am considering majoring in
Geoscience. ............................. -- 1.76 ... -- 1.25 ... -- 1.53
7. I'd enjoy a career in Geoscience. ....... -- 2.10 ... -- 2.05 ... 3.33
8. I'm NOT certain I could ever become a
Geoscientist, even if I tried. .......... 2.73 ... 2.75 ... ++ 2.33
9. I think I could handle the coursework
required to become a Geoscientist if I
wanted to. .............................. ++ 3.59 ... ++ 3.75 ... ++ 3.87
10. I don't know much about possible
careers in Geoscience. .................. 3.34 ... 3.34 ... -- 3.80
11. I plan on taking math courses that
would prepare me to major in a
science. ................................ -- 2.02 ... -- 2.10 ... ++ 3.80
12. Most geoscientists earn good incomes. ... -- 2.80 ... 3.00 ... 3.00
13. I have a good idea of what
Archaeologists study. ................... ++ 3.90 ... ++ 3.90 ... ++ 4.20
14. I have a good idea of what Geologists
study. .................................. ++ 3.73 ... ++ 4.45 ... ++ 3.87
15. I have a good idea of what Geographers
study. .................................. ++ 3.83 ... ++ 4.35 ... ++ 3.80
16. My family would be very supportive if I
decided to become a Geoscientist. ....... ++ 3.83 ... ++ 4.05 ... ++ 4.20
17. I would enjoy going hiking or
camping. ................................ ++ 4.00 ... ++ 4.15 ... ++ 4.40
18. I would enjoy boating. .................. ++ 4.10 ... ++ 3.90 ... ++ 4.27
19. I'd prefer to work on a science project
"in the field" than in a research
laboratory. ............................. ++ 3.88 ... ++ 3.95 ... ++ 4.27
20. I enjoy reading science fiction
novels. ................................. 3.00 ... 3.25 ... 3.60
21. I enjoy reading nature and travel books
and magazines. .......................... 2.98 ... ++ 3.55 ... 3.40
22. I doubt that many scientists had a
childhood like mine. .................... 2.98 ... 2.75 ... ++ 2.60
23. I think that ethnic minority students
are not given enough encouragement to
study Geoscience. ....................... 2.80 ... 2.50 ... ++ 2.33
24. Female scientists are rarely as
productive as male scientists. .......... ++ 2.05 ... ++ 1.30 ... ++ 1.67
25. Most scientists are white males. ........ 2.76 ... 2.55 ... 3.13
++ significant differences between a discipline's means and 3.00 in a
desirable direction
-- significant differences between a discipline's means and 3.00 in an
undesirable direction
emphasized means are those in which there was a signifcant difference
between a discipline's means and those of the other two disciplines,
red if in a desirable direction, blue if in an undesirable direction
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Table 5. -- Chi-square Test of the Significance
of the Pre-test Differences among Students in the
Three Discipline (n=76)
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Table 5a. -- Original 3 x 3 Table
Views --> negative neutral positive totals
geography obs 5 10 10 25
exp 4.333 9.000 11.667
geology obs 4 10 11 25
exp 4.333 9.000 11.667
anthropology obs 4 7 14 25
exp 4.333 9.000 11.667
totals 13 27 35 75
Chi-square = 1.563
prob = 0.815 no significant difference
Chi-square is not reliable when more than about 20% of the expected values
are less than 5. For that reason, it's been redone below as a 2 x 3 table,
collapsing negative with neutral.
Table 5b. -- Collapsed 2 x 3 Table
Views --> negative or positive totals
neutral
geography obs 15 10 25
exp 13.333 11.667
geology obs 14 11 25
exp 13.333 11.667
anthropology obs 11 14 25
exp 13.333 11.667
totals 40 35 75
Chi-square = 1.393 no significant
prob = 0.498 difference
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Table 6. -- Significant Differences from the Neutral
in the Post-test (all 3 disciplines, n=76)
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Question Pre-test Mean Post-test Mean
diverging from diverging from
3 + 3 +
1. I have a good understanding of how
scientists do research. ........................ ++ 3.84 ...... ++ 3.85
2. I consider myself well skilled in
conducting scientific research. ................ -- 2.67 ...... 2.97
3. I've wanted to be a scientist for as
long as I can remember. ........................ -- 1.99 ...... -- 1.91
4. I have a good understanding of
elementary Geoscience. ......................... 3.21 ...... ++ 3.64
5. I'm uncertain about what course of
study is required to become a
Geoscientist. .................................. -- 3.32 ...... 2.88
6. I am considering majoring in
Geoscience. .................................... -- 1.58 ...... -- 1.73
7. I'd enjoy a career in Geoscience. .............. -- 2.33 ...... -- 2.32
8. I'm NOT certain I could ever become a
Geoscientist, even if I tried. ................. ++ 2.66 ...... ++ 2.49
9. I think I could handle the coursework
required to become a Geoscientist if I
wanted to. ..................................... ++ 3.68 ...... ++ 3.57
10. I don't know much about possible
careers in Geoscience. ......................... -- 3.45 ...... 2.87
11. I plan on taking math courses that
would prepare me to major in a
science. ....................................... -- 2.39 ...... -- 2.46
12. Most geoscientists earn good incomes. .......... 2.89 ...... ++ 3.16
13. I have a good idea of what
Archaeologists study. .......................... ++ 3.96 ...... ++ 3.79
14. I have a good idea of what Geologists
study. ......................................... ++ 3.95 ...... ++ 3.84
15. I have a good idea of what Geographers
study. ......................................... ++ 3.96 ...... ++ 3.85
16. My family would be very supportive if I
decided to become a Geoscientist. .............. ++ 3.96 ...... ++ 3.96
17. I would enjoy going hiking or
camping. ....................................... ++ 4.12 ...... ++ 3.77
18. I would enjoy boating. ......................... ++ 4.08 ...... ++ 3.99
19. I'd prefer to work on a science project
"in the field" than in a research
laboratory. .................................... ++ 3.97 ...... ++ 3.87
20. I enjoy reading science fiction
novels. ........................................ 3.18 ...... 3.15
21. I enjoy reading nature and travel books
and magazines. ................................. 3.21 ...... ++ 3.28
22. I doubt that many scientists had a
childhood like mine. ........................... 2.84 ...... 2.86
23. I think that ethnic minority students
are not given enough encouragement to
study Geoscience. .............................. ++ 2.63 ...... ++ 2.75
24. Female scientists are rarely as
productive as male scientists. ................. ++ 1.58 ...... ++ 1.88
25. Most scientists are white males. ............... 2.78 ...... 2.75
26. This class has significantly increased
my knowledge of Geoscience. ..................................... ++ 3.81
27. This class has increased my knowledge
of careers in Geoscience. ....................................... ++ 3.39
28. This class has increased my interest
in Geoscience. .................................................. 3.07
29. I plan on enrolling in additional
classes in Geoscience. .......................................... -- 2.45
30. This class has increased my interest
in becoming a Geoscientist. ..................................... -- 2.30
++ differences significant at the 0.05 level in a desirable direction
-- differences significant at the 0.05 level in a desirable direction
emphasized means are those that are dramatically different than neutral
(+ point from 3.00)
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Table 7. -- Chi-square Test of the Significance
of Changes in Attitudes towards the Geosciences
from the Pre-test to the Post-test Surveys
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Table 7a. -- All students (n=76)
Views --> negative neutral positive totals
before ......... obs 7 6 12 25
......... exp 5.909 5.909 13.182
after ......... obs 6 7 17 30
......... exp 7.091 7.091 15.818
totals 13 13 29 55
Chi-square = 0.566
prob = 0.754 no significant difference
Table 7b. -- Geography students (n=41)
Views --> negative neutral positive totals
before ......... obs 5 10 10 25
......... exp 5.000 8.182 11.818
after ......... obs 6 8 16 30
......... exp 6.000 9.818 14.182
totals 11 18 36 55
Chi-square = 1.254
prob = 0.534 no significant difference
Table 7c. -- Geology students (n=20)
Views --> negative neutral positive totals
before ......... obs 4 10 11 25
......... exp 3.636 11.364 10.000
after ......... obs 4 15 11 30
......... exp 4.364 13.636 11.000
totals 8 25 22 55
Chi-square = 0.550
prob = 0.760 no significant difference
Table 7d. -- Anthropology students (n=15)
Views --> negative neutral positive totals
before ......... obs 4 7 14 25
......... exp 4.545 8.636 11.818
after ......... obs 6 12 12 30
......... exp 5.455 10.634 14.182
totals 10 19 26 55
Chi-square = 1.427
prob = 0.490 no significant difference
Expected cell counts < 5 -- caveat emptor
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Table 8. -- Significant Changes from the Pre-test
to the Post-test (all 3 disciplines, n=76)
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Question Pre-test Mean Post-test Mean
1. I have a good understanding of how
scientists do research. ........................ 3.84 ...... 3.85
2. I consider myself well skilled in
conducting scientific research. ................ 2.67 ...... ++ 2.97
3. I've wanted to be a scientist for as
long as I can remember. ........................ 1.99 ...... 1.91
4. I have a good understanding of
elementary Geoscience. ......................... 3.21 ...... ++ 3.64
5. I'm uncertain about what course of
study is required to become a
Geoscientist. .................................. 3.32 ...... ++ 2.88
6. I am considering majoring in
Geoscience. .................................... 1.58 ...... 1.73
7. I'd enjoy a career in Geoscience. .............. 2.33 ...... 2.32
8. I'm NOT certain I could ever become a
Geoscientist, even if I tried. ................. 2.66 ...... 2.49
9. I think I could handle the coursework
required to become a Geoscientist if I
wanted to. ..................................... 3.68 ...... 3.57
10. I don't know much about possible
careers in Geoscience. ......................... 3.45 ...... ++ 2.87
11. I plan on taking math courses that
would prepare me to major in a
science. ....................................... 2.39 ...... 2.46
12. Most geoscientists earn good incomes. .......... 2.89 ...... ++ 3.16
13. I have a good idea of what
Archaeologists study. .......................... 3.96 ...... 3.79
14. I have a good idea of what Geologists
study. ......................................... 3.95 ...... 3.84
15. I have a good idea of what Geographers
study. ......................................... 3.96 ...... 3.85
16. My family would be very supportive if I
decided to become a Geoscientist. .............. 3.96 ...... 3.96
17. I would enjoy going hiking or
camping. ....................................... 4.12 ...... -- 3.77
18. I would enjoy boating. ......................... 4.08 ...... 3.99
19. I'd prefer to work on a science project
"in the field" than in a research
laboratory. .................................... 3.97 ...... 3.87
20. I enjoy reading science fiction
novels. ........................................ 3.18 ...... 3.15
21. I enjoy reading nature and travel books
and magazines. ................................. 3.21 ...... 3.28
22. I doubt that many scientists had a
childhood like mine. ........................... 2.84 ...... 2.86
23. I think that ethnic minority students
are not given enough encouragement to
study Geoscience. .............................. 2.63 ...... 2.75
24. Female scientists are rarely as
productive as male scientists. ................. 1.58 ...... 1.88
25. Most scientists are white males. ............... 2.78 ...... 2.75
++ differences significant at the 0.05 level in a desirable direction
-- differences significant at the 0.05 level in a desirable direction
emphasized questions are those that are dramatically different than neutral
(+ point from 3.00)
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Table 9. -- Significant Changes from Pre-test
to Post-test by Discipline
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Question Geography Geology Anthropology
Mean, 41 Mean, 20 Mean, 15
pre post pre post pre post
1. I have a good understanding of how
scientists do research. ............ 3.59 3.69 4.25 4.10 4.00 3.93
2. I consider myself well skilled in
conducting scientific research. .... 2.66 3.00 2.75 2.90 2.60 3.00
3. I've wanted to be a scientist for
as long as I can remember. ......... 1.83 1.88 2.15 1.80 2.20 2.13
4. I have a good understanding of
elementary Geoscience. ............. 3.20 3.68 3.35 3.70 3.07 3.47
5. I'm uncertain about what course of
study is required to become a
Geoscientist. ...................... 3.17 3.68 3.30 2.95 3.73 2.93
6. I am considering majoring in
Geoscience. ........................ 1.76 1.90 1.25 1.60 1.53 1.47
7. I'd enjoy a career in Geoscience. .. 2.10 2.34 2.05 2.40 3.33 -2.13
8. I'm NOT certain I could ever become
a Geoscientist, even if I tried. ... 2.73 2.63 2.75 2.30 2.33 2.40
9. I think I could handle the
coursework required to become a
Geoscientist if I wanted to. ....... 3.59 3.51 3.75 3.30 3.87 4.07
10. I don't know much about possible
careers in Geoscience. ............. 3.34 +2.56 3.34 2.85 3.80 3.73
11. I plan on taking math courses that
would prepare me to major in a
science. ........................... 2.02 2.24 2.10 2.30 3.80 3.27
12. Most geoscientists earn good
incomes. ............................ 2.80 +3.23 3.00 3.15 3.00 3.00
13. I have a good idea of what
Archaeologists study. .............. 3.90 -3.46 3.90 3.90 4.20 4.53
14. I have a good idea of what
Geologists study. .................. 3.73 3.65 4.45 4.30 3.87 3.73
15. I have a good idea of what
Geographers study. ................. 3.83 3.65 4.35 4.10 3.80 4.07
16. My family would be very supportive
if I decided to become a
Geoscientist. ...................... 3.83 3.85 4.05 4.20 4.20 3.93
17. I would enjoy going hiking or
camping. ........................... 4.00 3.63 4.15 3.70 4.40 4.27
18. I would enjoy boating. ............. 4.10 3.83 3.90 4.15 4.27 4.20
19. I'd prefer to work on a science
project "in the field" than in a
research laboratory. ............... 3.88 3.76 3.95 4.15 4.27 3.93
20. I enjoy reading science fiction
novels. ............................ 3.00 3.05 3.25 3.15 3.60 3.40
21. I enjoy reading nature and travel
books and magazines. ............... 2.98 3.20 3.55 3.35 3.40 3.40
22. I doubt that many scientists had a
childhood like mine. ............... 2.98 2.80 2.75 2.95 2.60 2.87
23. I think that ethnic minority
students are not given enough
encouragement to study Geoscience. . 2.80 2.83 2.50 2.85 2.33 2.40
24. Female scientists are rarely as
productive as male scientists. ..... 2.05 2.22 1.30 1.60 1.67 1.33
25. Most scientists are white males. ... 2.76 2.78 2.55 2.50 3.13 3.00
+ (emphasized) significant desirable differences between a discipline's
pre-test mean and post-test mean
- (emphasized) significant undesirable differences between a discipline's
pre-test mean and post-test mean
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Maintained by Dr. Christine M. Rodrigue
First placed on the web: 10/02/02
Last revised: 10/06/02
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