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Diversity in Science and Engineering Faculty Survey Analysis

This presentation explores the representation of women and minorities in STEM faculty roles, focusing on underrepresented groups in higher education. Data sources, degree pipelines, and key findings are discussed to shed light on the challenges faced. The presentation highlights the disparities in faculty representation across different STEM fields and degree levels.

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Diversity in Science and Engineering Faculty Survey Analysis

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    1. Faculty of Color in the Professoriate and Science and Engineering Lisa M. Frehill Executive Director, Commission on Professionals in Science and Technology Pacific Sociological Association San Diego, CA ? April 10, 2009

    2. Acknowledgments

    3. Overview Women and minorities as faculty in science and engineering S&E/STEM: usually includes social sciences and psychology. Sloan Faculty study results focus almost entirely on natural sciences and engineering (NS&E). Degrees by: Gender Minority status: Underrepresented minorities (URM) includes African Americans, American Indians and Alaska Natives, and Hispanics Asian/Pacific Islanders Citizenship status (temporary residents) Pipeline into the faculty for URMs Pre-college factors.

    4. Data Sources Survey of Doctorate Recipients. Survey of Earned Doctorates. Sigma Xi survey of postdocs. National Study of Postsecondary Faculty (1999 and 2004 . . . Next one theoretically being fielded this year). Professional societies’ data. Nelson Diversity Surveys. IPEDS – integrated postsecondary education data system. SESTAT: Scientists and engineers statistical analysis system – access via NSF, compiles results of NSCG, NSCRG and SDR.

    5. Women account for less than half of “regular ranks” faculty with low representation among full professors.

    6. Women’s representation on the faculty varies by field in STEM and by level.

    7. Only 8% of doctoral scientists and engineers at four-year academic institutions are under-represented minorities.

    8. Doctoral-degreed URMs account for less than 10% of most STEM field faculty at U.S. 4-year institutions.

    9. Degree pipelines to the PhD

    10. As degree level increases, women’s and URMs’ share of degrees decreases. At each level, these groups are less likely to earn degrees in S&E.

    11. Women’s representation varies greatly across STEM fields and degree levels.

    12. URMs represent 34% of 18-24 year olds but are far from parity in every STEM field at all levels. Representation at the doctoral level is particularly low.

    13. Asian/Pacific Islanders are over-represented in many STEM fields. 4% of 18-24 year olds are from these groups.

    14. Temporary residents accounted for more than half of the U.S. doctoral degrees in engineering, computer science and mathematics in 2006.

    15. The S&E professoriate

    17. Number of Doctoral-Degreed Faculty (All Tenure Statuses) by Discipline and Ethnicity, 2003 (Source: Survey of Doctorate Recipients, 2003)

    18. A majority of faculty at R1 schools earned Ph.D.s at R1s . . .URM and Asian/Pacific Islanders at R1s are more likely to have come from non-R1 schools than non-minority faculty. (Source: National Study of Postsecondary Faculty, 2004)

    19. URM faculty are less likely to be at Carnegie R1s than Asian or Non-Minority faculty and more likely at schools that serve URM students. (Percents are within ethnicity.)

    20. Biological and Agricultural Sciences: Asian/Pac. Isl. Representation

    21. Biological and Agricultural Sciences: URM Representation

    22. KEY Findings—So Far. URMs w/PhD more likely than non-minorities to enter academia. Asians are least likely. URMs: More likely to be at institutions with large URM student populations. Less likely than Asians and non-minority faculty to be at R1 schools. More likely to be at “higher level” institutions than their PhD schools. URMs more likely to be recruited to assistant professor positions than what their representation in recent PhD pools would suggest, even in the NS&E fields. Top institutions ARE, indeed, looking at and hiring candidates from non-elite institutions. Retention within an institution problematic: revolving door. “Raising the bar.” Life sciences: structural issues differentially impact URMs and women Largest number of NS&E faculty. Funding. Trend to more non-tenure track faculty. Life expectations and situations of Gen Y vs. previous cohorts.

    23. Why so few URMs in NS&E? (only four more graphs!)

    24. High school completion for both Hispanic men and women has risen; however, Hispanic men continue to have the highest percentage of noncompleters.

    25. High school students are taking more advanced math classes than in previous years, making them more ready for college coursework.

    26. Persistent ethnic gaps are found in high school preparation. Two important factors: (1) course availability and (2) teachers’ “lowered expectations” for Hispanics, African Americans and American Indian/Alaska Natives.

    27. More than half of Hispanics are enrolled in 2-year institutions. Non-Hispanic whites and temporary residents are most likely to be enrolled in 4-year institutions.

    28. Why so few URMs in NS&E? (only three more graphs!) High school preparation. Ineffective strategies to retain within academia. Ineffective BRIDGES into academic STEM fields (“passing the buck”). Poor outreach by academic STEM departments. Post-scientific society.

    29. Shameless self promotion! Slides and “Executive Summary” available at www.cpst.org.

    30. Additional Graphics Other disciplines Mathematics & computer science Physical sciences Engineering

    31. Mathematics and Computer Science: URM Representation

    32. Mathematics and Computer Science: Asian/Pac. Isl. Representation

    33. Physical and Earth Sciences: URM Representation

    34. Physical and Earth Sciences: Asian/Pac. Isl. Representation

    35. Engineering: URM Representation

    36. Engineering: Asian/Pacific Islander Representation

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