Transfer student and gender issues within the Department of Animal Science at Texas A&M University.

Abstract

Graduates with a B.S. or graduate degree from the Department of Animal Science (1986 to 1996) of Texas A&M University were surveyed by mail to gather opinions on the curriculum and satisfaction with their degrees. The survey contained five Likert questions (1 = excellent, 4 = poor) regarding satisfaction with major, educational results, personal growth, professional development, and skills important for employment. Multiple-choice questions (n = 9) addressed education, background, job status, and gender. Surveys (n = 2,192) were sent to students, and 470 responded. The undergraduate respondents (n = 396) comprised 71.2% (n = 282) nontransfer students and 28.8% (n = 114) transfer students. Transfer students reported a mean grade point ratio (GPR) of 3.05 +/- 0.43 at Texas A&M University in comparison to a nontransfer student mean GPR of 3.03 +/- 0.45 for hours completed at Texas A&M University (P = 0.83). The results for time from graduation to full-time employment for transfer students were similar to those of nontransfer students (P = 0.95). Differences in current annual salary between transfer students and nontransfer students were apparent (P < 0.0001). Transfer students and nontransfer students reported similarly that courses within the department were valuable (P = 0.95) and not redundant (P = 0.08). The two groups similarly rated contributions to critical thinking (P = 0.59) and speaking (P = 0.38). Undergraduate respondents (n = 392) were 48.9% (n = 192) male and 51.1% (n = 200) female. Males and females reported a mean GPR of 3.02 +/- 0.46 and 3.07 +/- 0.43, respectively (P = 0.35). Differences in job search time (P < 0.0001), starting salary (P = 0.0004), and current salary (P < 0.0001) were apparent between genders; females were paid less and searched longer before finding their first job. Males and females responded similarly that courses were valuable (P = 0.16) and were taught effectively (P = 0.37) and that teaching assistants made positive contributions (P = 0.43). Females felt a lesser contribution to critical thinking ability, leadership ability, and technical expertise. Results suggest the continuance of current educational practices, but changes to specific issues should be initiated.