Within the STW, S&E-related workers, which are primarily in the health care fields, have an associate’s degree (44%) at a greater proportion than workers in S&E (30%) or STEM middle-skill (12%) occupations.Ī college degree is not the only pathway to a STEM career other options for acquiring the skills needed to enter the STEM workforce include obtaining a certificate, certification, or license in a STEM area. Based on the 2019 ACS, 22% of the STW has an associate’s degree, which is higher than the 13% of non-STEM workers without a bachelor’s degree ( Figure LBR-8). (See forthcoming Indicators 2022 report “ Higher Education in Science and Engineering” for more details on associate’s degree completions.) Compared to non-STEM workers without a bachelor’s degree, associate’s degrees are more prevalent among their STEM counterparts, but this varies among STEM occupational groups. In contrast, between 60% and 77% of life scientists, physical scientists, social scientists, and engineers have their highest degree in their respective broad field of study.Īssociate’s degrees are another pathway to the STEM workforce, and about a quarter of associate's degrees awarded in 2019 were in S&E or S&E technology degree fields. Among computer and mathematical scientists, 42% have their highest degree in a mathematical or computer science field, and 20% do not have a degree in any S&E or S&E-related field of study. (See the Glossary section for definition of non-S&E occupations.) Education and Training of Workers in STEMĮxcept for computer and mathematical scientists, most workers with a bachelor’s degree or higher in S&E occupations have their highest degree in the same broad field as that of their occupation ( Table LBR-2). (See the Glossary section for definitions of middle-skill occupations and non-STEM occupations.) Hence, workers with a bachelor’s degree or higher in non-S&E occupations include those in middle-skill and non-STEM occupations. The primary data source for the analysis of STEM workers with a bachelor’s degree or higher, NCSES’s NSCG, does not allow for workers in middle-skill occupations to be identified separately from those in non-STEM occupations. (See the Glossary section for definitions of S&E occupations and S&E-related occupations.) The extent to which individuals with degrees in S&E or S&E-related fields (see the Glossary section for definitions of S&E fields and S&E-related fields) work in S&E and S&E-related occupations is also examined, as is the use of S&E expertise across occupations. It also presents data on the level and type of degree attained by workers with a bachelor’s degree or higher in a subset of STEM occupations-that is, S&E and S&E-related occupations. This section describes the STEM workforce based on the prevalence of degree attainment, certifications, and licenses among these workers. Not all STEM degree holders work in STEM occupations, and the degree to which STEM-capable workers enter and remain in the STEM workforce has implications for the U.S. These pathways include taking courses in STEM and career technical education at the secondary level (for more details, see the Indicators 2022 report “ Elementary and Secondary STEM Education”), postsecondary education through attainment of 2- and 4-year degrees or certificates (for more details, see the forthcoming Indicators 2022 report “ Higher Education in Science and Engineering”), or the acquisition of certifications or licenses (NASEM 2017). There are multiple pathways into the STEM workforce. Acknowledgments and Citation Expand collapseĮducation and training are fundamental to building the capacity of the STEM workforce.Salary Differences across Sex and Race or Ethnicity.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |