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Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time

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SE Table
TPF/CPF

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Table F-B Percentage of undergraduates attending full time, by gender and year enrolled: 1989–90, 1995–96, and 1999–2000

Table F-C Among 1982 and 1992 high school graduates who entered postsecondary education within 2 years, percentage whose highest attainment was a high school diploma and percentage who attained a bachelor’s degree or higher, by high school academic intensity and gender: 1992 and 2000


Report Tables

Table A High school academic intensity of 1982 and 1992 high school graduates who entered postsecondary education within two years, by gender

Table B Average annual salary of 1992–93 and 1999–2000 bachelor’s degree recipients who were employed full time, by undergraduate field and gender: 1994 and 2001

Table 1-A Number of associate’s degrees conferred by degree-granting institutions, by race/ethnicity and gender: 1980–81, 1990–91, and 2001–02

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Table 1-B Number of bachelor’s degrees conferred by degree-granting institutions, by race/ethnicity and gender: 1980–81, 1990–91, and 2001–02

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Table 2 Percentage of undergraduates who were women, by student characteristics and academic year: 1989–90, 1995–96, and 1999–2000

Table 3 Percentage distribution of undergraduates by type of institution, by gender and academic year: 1989–90, 1995–96, and 1999–2000

Table 4 Percentage of undergraduates who attended full time, by academic year, type of institution, and gender: 1989–90, 1995–96, and 1999–2000

Table 5 Percentage distribution of bachelor’s degrees by field of study, by gender of student: 1980–81, 1990–91, and 2000–01

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Table 6 Immediate college enrollment rates of high school completers (in thousands), by gender: 1980–2002

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Table 7 Percentage distribution of 1982 and 1992 high school graduates who entered postsecondary education within two years, by high school academic intensity and gender

Table 8 Percentage distribution of 1982 and 1992 high school graduates who entered postsecondary education within two years, by highest mathematics course taken in high school and gender

Table 9 Percentage distribution of 1982 and 1992 high school graduates who entered postsecondary education within two years, by high school grade-point average (GPA) and gender

Table 10 Percentage distribution of 1982 and 1992 high school graduates who entered postsecondary education within two years, by senior test level and gender

Table 11 Percentage distribution of 1982 and 1992 high school graduates who entered postsecondary education within two years, by highest degree attained, high school academic intensity, and gender: 1992 and 2000

Table 12 Percentage of 1989–90 and 1995–96 beginning postsecondary students who had completed a degree or were still enrolled 5 years after beginning postsecondary education, by type of first institution attended, gender, and year enrolled

Table 13 Percentage of 1989–90 and 1995–96 beginning postsecondary students identified as traditional college students who had completed a degree or were still enrolled 5 years after beginning postsecondary education, by type of first institution attended, gender, and year enrolled

Table 14 Percentage of 1995-96 beginning postsecondary students leaving by spring 1998 who gave various reasons for their departure, by gender

Table 15 Percentage distribution of 1992–93 and 1999–2000 bachelor’s degree recipients by their employment status and the corresponding unemployment rate 1 year after graduation, by gender

Table 16 Among 1992–93 and 1999–2000 bachelor’s degree recipients who were employed full time 1 year after graduation, percentage distribution by amount earned and average amount earned, undergraduate field of study, and gender: 1994 and 2001


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education