geoscience education and diversity dr. jacqueline e. huntoon, program director for diversity and...
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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
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
2000 2010 2020 2030 2040 2050
White Alone, not Hispanic Hispanic (of any race)
Black Alone Asian Alone
Other (incl. 2 or more races)
Source: U.S. Census Bureau, 2004, "U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin," http://www.census.gov/ipc/www/usinterimproj/.
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
0
10
20
30
40
50
60
70
80
90
100
2000 2010 2020 2030 2040 2050
Per
cent
White Alone, not Hispanic Hispanic (of any race)
Black Alone Asian Alone
Other (incl. 2 or more races)
Bachelor's Degrees 1966-2000
020,000
40,00060,00080,000
100,000
120,000140,000
Engineering Physical Sciences
Geosciences Math and Computer Sciences
Biology and Agriculture Psychology
Social Sciences
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.
Master's Degrees 1966-2000
0
5,000
10,000
15,000
20,000
25,000
30,000
Engineering Physical Sciences
Geosciences Math and Computer Sciences
Biology and Agriculture Psychology
Social Sciences
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.
Doctorate Degrees 1966-2000
01,0002,0003,000
4,0005,0006,0007,000
Engineering Physical Sciences
Geosciences Math and Computer Sciences
Biology and Agriculture Psychology
Social Sciences
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).
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 Minority
0
5
10
15
20
1995 1996 1997 1998 2000 2001
Per
cen
t
Engineering Physical Sciences
Geosciences Math and Computer Sci.
Life Sciences Psychology
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.
Master's Percent Minority
0
5
10
15
20
1995 1996 1997 1998 2000 2001
Per
cen
t
Engineering Physical Sciences
Geosciences Math and Computer Sci.
Life Sciences Psychology
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.
Doctorate Percent Minority
0
5
10
15
20
1995 1996 1997 1998 2000 2001
Per
cen
t
Engineering Physical Sciences
Geosciences Math and Computer Sci.
Life Sciences Psychology
Social Sciences
Geoscience Bachelor's Degrees
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
1995 1996 1997 1998 2000 2001
Nu
mb
er
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.
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
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
1995 1996 1997 1998 2000 2001
Nu
mb
er
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
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
1995 1996 1997 1998 2000 2001
Nu
mb
er
Minority
Non-Minority
Bachelor's Percent Women
01020304050607080
Per
cen
t
Engineering Physical Sciences
Geosciences Math/Computer Sciences
Life Sciences Psychology
Social Sciences
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.
Master's Percent Women
01020304050607080
Per
cen
t
Engineering Physical Sciences
Geosciences Math/Computer Sciences
Life Sciences Psychology
Social Sciences
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.
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).
Doctorate Percent Women
01020304050607080
Per
cen
t
Engineering Physical Sciences
Geosciences Math/Computer Sciences
Life Sciences Psychology
Social Sciences
GEO Bachelor's Degrees 1966-2000
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
Women
Men
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.
GEO Master's Degrees 1966-2000
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
Women
Men
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.
GEO Doctorate Degrees 1966-2000
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
WomenMen
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.
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.
Source: SRI International URO survey, 2003.
Effect of NSF Undergraduate ResearchPrograms
Changes in Degree Expectations
21%
21%
6%
6%4%
42%
Raised Expectations
Expected PhD Then and Now
Unchanged, Not PhD
Horizontal Shift to STEM
Lowered Expectations
Unclear
Interest in STEM
32%
18%6%
44% Increased a lot
Increased Somewhat
Have no Idea/No effect
Decreased
Source: SRI International URO survey, 2003.
Degree Expectations Before and After Research Experience
18
26
10
2521
45
55
0
10
20
30
40
50
BA/BS MA/MS PhD MD
% A
gree
d
Before
After
Mentor Attitudes in Undergraduate Research
0 20 40 60 80
% Agreed With
Viewed favorably in department'stenure/promotion process
Enables me to expland theavenues of investigation
Work lends itself well toundergraduate involvement
Personal experiences asundergraduate researcher
Personal statisfaction
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.