Geoscience Education and Diversity

1
Geoscience Education and Diversity

• Dr. Jacqueline E. Huntoon, Program Director for
  Diversity and Education, Geosciences Directorate,
  National Science Foundation

2
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 of students enrolled in college-level
  courses and
• interest in geoscience among pre-college students.

3
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
• availability of Earth System Science courses?

4
Source U.S. Census Bureau, 2004, "U.S. Interim
Projections by Age, Sex, Race, and Hispanic
Origin," http//www.census.gov/ipc/www/usinterimpr
oj/.
5
Source U.S. Census Bureau, 2004, "U.S. Interim
Projections by Age, Sex, Race, and Hispanic
Origin," http//www.census.gov/ipc/www/usinterimpr
oj/.
6
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.
7
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.
8
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.
9
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.
10
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.
11
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.
12
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.
13
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.
14
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).
15
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.
16
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.
17
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.
18
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.
• Provide opportunities for research experiences
  for students and educators.

19
Source SRI International URO survey, 2003.
20
Effective Strategies

• Promote mentoring relationships among scientists,
  educators, and students.
• 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.

21
Geoscience Careers

• Median for Geoscientists 67,470
• Starting Salaries
• Bachelors Degree 32,828
• Masters 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.
22
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.