Industry, government, and academic leaders cite increasing the science, technology, engineering, and mathematics (STEM) workforce as a top concern. The National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine describe STEM as “high-quality, knowledge-intensive jobs . . . that lead to discovery and new technology,” improving the U.S. economy and standard of living.1 In 2007, Congress passed the America COMPETES Act, reauthorized in 2010, to increase funding for STEM education and research.2
One focus area for increasing the STEM workforce has been to reduce disparities in STEM employment by sex, race, and Hispanic origin. Historically, women, Blacks, and Hispanics have been underrepresented in STEM employment.3 Researchers find that women, Blacks, and Hispanics are less likely to be in a science or engineering major at the start of their college experience, and less likely to remain in these majors by its conclusion.4 Because most STEM workers have a science or engineering college degree, underrepresentation among science and engineering majors could contribute to the underrepresentation of women, Blacks, and Hispanics in STEM employment.5
This report details the historical demographic composition of STEM occupations, followed by a detailed examination of current STEM employment by age and sex, presence of children in the household, and race and Hispanic origin based on the 2011 American Community Survey (ACS). The report concludes with an examination of the demographic characteristics of science and engineering graduates who are currently employed in a STEM occupation.
1 Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, 2007, “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future,” P.1, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies, The National Academies Press, Washington, DC.
2 America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act, Public Law No: 110-69, August 9, 2007, <www.gpo.gov/fdsys/pkg/PLAW-110publ69/pdf/PLAW-110publ69.pdf>.
3 Federal surveys now give respondents the option of reporting more than one race. Therefore, two basic ways of defining a race group are possible. A group such as Asian may be defined as those who reported Asian and no other race (the race-alone or single-race concept) or as those who reported Asian regardless of whether they also reported another race (the race-alone-or-in-combination concept). The body of this report (text, figures, and tables) shows data using the first approach (race alone). Use of the single-race population does not imply that it is the preferred method of presenting or analyzing data. The Census Bureau uses a variety of approaches. This report will refer to the White-alone population as White, the Black-alone population as Black, the Asian-alone population as Asian, and the American Indian and Alaska Native-alone population as American Indian and Alaska Native. Because of a small number of sample observations, estimates for Native Hawaiian or Other Pacific Islander are combined with those who report Some Other Race. In the analyses presented here, the term “non-Hispanic White” refers to people who are not Hispanic and who reported White and no other race. The Census Bureau uses non-Hispanic Whites as the comparison group for other race groups and Hispanics. Because Hispanics may be any race, data in this report for Hispanics overlap with data for racial groups.
4 Amanda L. Griffith, 2010, “Persistence of Women and Minorities in STEM Field Majors: Is It the School That Matters?” Economics of Education Review 29(6): 911–922.
5 For more information on the educational background of STEM workers, see Liana Christin Landivar, 2013, “The Relationship Between Science and Engineering Education and Employment in STEM Occupations,” ACS-23, U.S. Census Bureau, available at <www.census.gov/topics/employment/industry-occupation/library/publications.html>.
6 The estimates for Two or More Races and non-Hispanic White are not statistically different.
Others in Series
Language Use in the United States: 2011
This paper uses the American Community Survey and National Population Projections to examine the population speaking a language other than English in 2020.
Relationship Between Science & Engineering Education and Employment
Science, technology, engineering, and mathematics workers are just 6 percent of the workforce, yet are essential to economic growth and global competitiveness.
Modes Less Traveled—Bicycling and Walking to Work: 2008–2012
This report shows that biking to work increased by 60% over the last decade. Many U.S. cities are also seeing an increase in bicycle commuters.