Geoscience Education and Diversity
Dr. Jacqueline E. Huntoon, Program Director for Diversity and Education, Geosciences Directorate, National Science Foundation
To keep the geoscience workforce strong, increases are needed in the…
• numbers of graduates from post-baccalaureate programs, • numbers of graduates from 2-year and 4-year degree programs, • numbers enrolled in college-level courses, and • interest in geoscience among pre-college students.
To keep the geoscience workforce responsive to society, increases are needed in the…
• visibility of geoscience and geoscientists, • awareness of geoscience-related issues (particularly in communities with diverse populations), and • diversity of geoscientists.
Population Demographics 2000-2050
450,000 400,000 350,000 300,000 250,000 200,000 150,000 100,000 50,000 0 2000 2010 2020 2030 2040 2050
White Alone, not Hispanic Black Alone Other (incl. 2 or more races)
Hispanic (of any race) Asian Alone
Source: U.S. Census Bureau, 2004, "U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin," http://www.census.gov/ipc/www/usinterimproj/.
Population Demographics 2000-2050
100 90 80 70
Percent
60 50 40 30 20 10 0 2000 2010 2020 2030 2040 2050
White Alone, not Hispanic Black Alone Other (incl. 2 or more races)
Hispanic (of any race) Asian Alone
Source: U.S. Census Bureau, 2004, "U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin," http://www.census.gov/ipc/www/usinterimproj/.
Bachelor's Degrees 1966-2000
140,000 120,000 100,000 80,000 60,000 40,000 20,000 0
Data from: NSF/SRS, Science and Engineering Degrees: 1966-2000, NSF 02-327, Author, Susan T. Hill (Arlington, VA). Table 5. Tabulated by NSF/SRS; data from Dept. of Ed. Nat’l Center for Ed. Statistics: Integrated Postsecondary Education Data System Completions Survey.
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 19 99
Engineering Geosciences Biology and Agriculture Social Sciences Physical Sciences Math and Computer Sciences Psychology
Master's Degrees 1966-2000
30,000 25,000 20,000 15,000 10,000 5,000 0
Data from: NSF/SRS, Science and Engineering Degrees: 1966-2000, NSF 02-327, Author, Susan T. Hill (Arlington, VA). Table 12. Tabulated by NSF/SRS; data from Dept. of Ed. Nat’l Center for Ed. Statistics: Integrated Postsecondary Education Data System Completions Survey.
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 19 99
Engineering Geosciences Biology and Agriculture Social Sciences Physical Sciences Math and Computer Sciences Psychology
Doctorate Degrees 1966-2000
7,000 6,000 5,000 4,000 3,000 2,000 1,000 0
Data from: NSF/SRS, Science and Engineering Degrees: 1966-2000, NSF 02-327, Author, Susan T. Hill (Arlington, VA). Table 19. Tabulated by NSF/SRS; data from NSF/SRS: Survey of Earned Doctorates (Research Doctorates).
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 19 99
Engineering Geosciences Biology and Agriculture Social Sciences Physical Sciences Math and Computer Sciences Psychology
Bachelor's Percent Minority
20
15
Percent
10
5
0 1995 1996 Engineering Geosciences Life Sciences Social Sciences
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
1997
1998
2000
2001
Physical Sciences Math and Computer Sci. Psychology
Master's Percent Minority
20
15
Percent
10
5
0 1995 1996 Engineering Geosciences Life Sciences Social Sciences
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
1997
1998
2000
2001
Physical Sciences Math and Computer Sci. Psychology
Doctorate Percent Minority
20
15
Percent
10
5
0 1995 1996 Engineering Geosciences Life Sciences Social Sciences
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
1997
1998
2000
2001
Physical Sciences Math and Computer Sci. Psychology
Geoscience Bachelor's Degrees
4,500 4,000 3,500 3,000
Number
2,500 2,000 1,500 1,000 500 0 1995 1996 1997 1998 2000 2001
Minority Non-Minority
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
Geoscience Master's Degrees
4,500 4,000 3,500 3,000
Number
2,500 2,000 1,500 1,000 500 0 1995 1996 1997 1998 2000 2001
Minority Non-Minority
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
Geoscience Doctorate Degrees
4,500 4,000 3,500 3,000
Number
2,500 2,000 1,500 1,000 500 0 1995 1996 1997 1998 2000 2001
Minority Non-Minority
Note: In this figure, minority includes Black, American Indian or Alaskan Native, and Hispanic, but does not include Asian or Pacific Islander, Unknown and Other, White Non-Hispanic, or Temporary Resident. Compiled from http://caspar.nsf.gov - webCASPAR database. Data from the Higher Education General Information Survey (HEGIS) and NCES/IPEDS.
Bachelor's Percent Women
80 70 60 50 40 30 20 10 0
Percent
Data from NSF webCASPAR database (http://caspar.nsf.gov), derived from IPEDS data. Identical to data presented in Science and Engineering Degrees 1966-2000, NSF –2-327, Susan T. Hill.
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 20 00
Engineering Geosciences Life Sciences Social Sciences Physical Sciences Math/Computer Sciences Psychology
Master's Percent Women
80 70 60 50 40 30 20 10 0
Percent
Data from NSF webCASPAR database (http://caspar.nsf.gov), derived from IPEDS data. Identical to data presented in Science and Engineering Degrees 1966-2000, NSF –2-327, Susan T. Hill.
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 20 00
Engineering Geosciences Life Sciences Social Sciences Physical Sciences Math/Computer Sciences Psychology
Doctorate Percent Women
80 70 60 50 40 30 20 10 0
Percent
Data from: NSF/SRS, Science and Engineering Degrees: 1966-2000, NSF 02-327, Author, Susan T. Hill (Arlington, VA). Tables 21 and 23. Tabulated by NSF/SRS; data from NSF/SRS: Survey of Earned Doctorates (Research Doctorates).
19 66 19 69 19 72 19 75 19 78 19 81 19 84 19 87 19 90 19 93 19 96 20 00
Engineering Geosciences Life Sciences Social Sciences Physical Sciences Math/Computer Sciences Psychology
GEO Bachelor's Degrees 1966-2000
8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0
Women Men
19 66
19 70
19 73
19 76
19 80
19 83
19 86
19 90
19 93
19 96
Data tabulated by National Science Foundation/Division of Science Resources Statistics; data from Department of Education/National Center for Education Statistics: Integrated Postsecondary Education Data System Completions Survey, Table 40. B.S. degrees from NCES/IPEDS.
20 00
GEO Master's Degrees 1966-2000
8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0
Women Men
19 66
19 70
19 73
19 76
19 80
19 83
19 86
19 90
19 93
19 96
Data tabulated by National Science Foundation/Division of Science Resources Statistics; data from Department of Education/National Center for Education Statistics: Integrated Postsecondary Education Data System Completions Survey, Table 40. M.S. degrees from NCES/IPEDS.
20 00
GEO Doctorate Degrees 1966-2000
8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0
Women Men
19 66
19 70
19 73
19 76
19 80
19 83
19 86
19 90
19 93
19 96
Data tabulated by National Science Foundation/Division of Science Resources Statistics; data from Department of Education/National Center for Education Statistics: Integrated Postsecondary Education Data System Completions Survey, Table 40. Ph.D. degrees from NSF/SRS Survey of Earned Doctorates.
20 00
Effective Strategies
• Show relevance – applications related to modern, technologically savvy, increasingly urban and industrialized world. • Build partnerships between universities, community colleges, K-12 teachers and guidance counselors, families, and communities to address pipeline issues. • Promote mentoring relationships among scientists, educators, and students.
Effect of NSF Undergraduate Research Interest in STEM Programs
18% 6% 44%
Increased a lot Increased Somewhat Have no Idea/No effect Decreased
32%
Changes in Degree Expectations
6%
Raised Expectations
4%
Source: SRI International URO survey, 2003.
6% 21% 21%
42%
Expected PhD Then and Now Unchanged, Not PhD Horizontal Shift to STEM Lowered Expectations Unclear
Degree Expectations Before and After Research Experience
50
% Agreed
45 25 18 21 5 10 5 26 Before After
40 30 20 10 0 BA/BS MA/MS PhD MD
Source: SRI International URO survey, 2003.
Mentor Attitudes in Undergraduate Research
Viewed favorably in department's tenure/promotion process Enables me to expland the avenues of investigation Work lends itself well to undergraduate involvement Personal experiences as undergraduate researcher Personal statisfaction
0
20
40 % Agreed With
60
80
Source: SRI International PI/mentor URO surveys, 2003.
Effective Strategies
• Provide financial support to facilitate participation in the geosciences among all members of the diverse U.S. population. • Publicize traditional and non-traditional geoscience career opportunities.
Geoscience Careers
• Geoscientists
– Work at remote field sites is common. – Federal, State, and local governments employ nearly one-half of all geoscientists. – A bachelor’s degree is adequate for a few entry-level jobs, but a master’s degree is usually the minimum educational requirement; a Ph.D. degree is required for most high-level research positions. – Employment of geoscientists and atmospheric scientists is expected to grow as fast as average (increase 10-20% from 2002-2012), while environmental scientists and hydrologists will experience faster than average growth (21-35%).
From National Bureau of Labor Statistics, data do not include college and university faculty. The geoscience category includes geoscientists, hydrologists, and environmental scientists. The geoscience category does not include atmospheric scientists.
Geoscience Careers
• Employment trends:
– 30 % in architectural, engineering, and related services
– 15 % in oil and gas extraction companies. – 3,000 in federal government (USDOI, USGS, DOD) – 3,400 in state governmental agencies – 3 % self-employed, as consultants to industry or government
From National Bureau of Labor Statistics, the geoscience category as used here does not include atmospheric scientists, environmental scientists, hydrologists, or college and university faculty. Data for 2002.
Geoscience Careers
• Environmental scientists, geoscientists, hydrologists, and atmospheric scientists held about 108,700 jobs in 2002.
– Environmental scientists = 65,000
– Geoscientists = 28,000 – Hydrologists = 8,000
– Atmospheric Scientists = 7,700
From National Bureau of Labor Statistics.
Geoscience Careers
• Median for Geoscientists = $67,470 • Starting Salaries:
– Bachelor’s Degree = $32,828 – Master’s Degree = $47,981 – Doctorate Degree = $61,050
National Bureau of Labor Statistics Data for 2002. Values shown here are for geoscientists as classified by the National Bureau of Labor Statistics and do not include environmental scientists, hydrologists, atmospheric scientists, or college and university faculty.
Conclusions
• Women and minorities who enter the geosciences tend to stay in the field at a higher rate than do students in other sciences (except Psychology and Social Sciences). • High-paying career opportunities in the geosciences exist, but need to be better publicized.