The National Science Foundation and other national agencies collect, analyze and disseminate data related to STEM education, the development and activity of the science and engineering workforce, and U.S. competitiveness in research and development. These large-scale data sets are collected through periodic national surveys of individuals and institutions.
Rebecca CarrAssociation of American Universities Data ExchangeApril 2013
Several studies have evaluated the progress of women through various stages of the academic pipeline in STEM fields. This study focused on the proportion of women in the pipeline from degree completions to faculty positions. The report describes data collected by the Association of American Universities Data Exchange (AAUDE) from multiple sources.
ASEE publishes the leading data on engineering colleges in the United States including both individual college statistics and national trends. This data is published annually in the Profiles of Engineering Colleges book sent to all ASEE deans and available online.
Jennifer Reineke Pohlhaus, PhD; Hong Jiang, PhD; Robin M. Wagner, PhD, MS; Walter T. Schaffer, PhD; Vivian W. Pinn, MDAcademic MedicineJune, 2011
This paper presents two studies.The first, a cross-sectional analysis from fiscal year 2008 data, compared women’s and men’s grant application, success, and funding rates for 17 award programs (plus T32 trainees) that represent a typical “career ladder.” As shown in the figure below, which summarizes data shown in the report, the proportion of women applicants compared to men generally decreased at more advanced career stages.Similar findings appeared in a 2007 National Academies report.
This integrated data system is a unique source of longitudinal information on the education and employment of the college-educated U.S. science and engineering workforce. These data are collected through three biennial surveys:
Donna J. NelsonDiversity in Science Association: Norman, OK
The Nelson Diversity Surveys measure the demographic distribution of tenured and tenure-track faculty in “top” STEM departments as ranked by the National Science Foundation according to field-specific research expenditures. The data were collected in 2002, 2005, and 2007 and are disaggregated by gender, race and rank.
Donna J. Nelson and Christopher N. BrammerJanuary 4, 2010
This report presents the results of the first national and most comprehensive demographic analysis to date of tenured and tenure track faculty in the top 100 departments of science and engineering disciplines shows that minorities and women are significantly underrepresented. There are relatively few tenured and tenure-track underrepresented minority (URM) faculty in these research university departments, even though a growing number and percentage of minorities are completing Ph.D.s.
Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. A formal report, now in the form of a digest, is issued every 2 years.
Science and Engineering Indicators (SEI) is a volume of record comprising the major high-quality quantitative data on the U.S. and international science and engineering enterprise. It is produced and maintained by the National Center for Science and Engineering Statistics (NCSES) for the National Science Board.
The STEM Education Data and Trends web tool provides easy access to data on science, technology, engineering and mathematics (STEM) education and related careers. The interactive tool is organized chronologically from preschool to a career in a STEM field. It lets the user select a specific question to retrieve easy-to-understand text and to link to further data and discussion in the National Science Board’s biennial Science and Engineering Indicators report.
The National Science Foundation began supporting ADVANCE initiatives in 2001, and has awarded over $130M in funding for a variety of programs. The most significant efforts seek to create permanent institutional transformation.
Professional disciplinary groups allow members to meet, engage, and share knowledge. This effort is particularly important to foster supportive, collaborative networks among scientists from under-represented groups.
We have compiled multiple publicly available databases of the published research related to NSF ADVANCE program efforts to increase diversity in STEM education and the STEM labor force. These include the literature on implicit bias, mentorship and other topics.
Balance is real challenge facing many faculty, particularly women with children. The perception (and reality) of the inflexibility and rigor of an academic career is one cause for the lack of diversity in STEM disciplines.