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.