![]() ![]() Degree totals may differ from those elsewhere in the report degrees awarded to people of unknown or other race were excluded, as were degree earners on temporary visas. Hispanic may be any race race categories exclude Hispanic origin. ![]() population from ages 20 to 34 on 1 July 2019. population data reflect the percentage of people in each racial and ethnic group in the U.S. Blacks were underrepresented at all degree levels, whereas Hispanics and American Indians and Alaska Natives were underrepresented at all but the associate’s degree level ( Figure 4). However, many groups of Americans remained underrepresented among S&E degree recipients. The number of degrees in S&E fields across all degree levels increased from 561,000 in 2000 to 1,087,000 in 2019, an increase in percentage share of S&E degrees from 24% to 27%. ![]() The section “ S&E Higher Education in the United States” draws on data and sources in the forthcoming Indicators 2022 report, “ Higher Education in Science and Engineering.” The Higher Education report also provides further breakout by sex and race or ethnicity. They also tend to be more prevalent in the southern and western regions of the United States.Īlthough some students transition directly from high school to the STEM labor force, the nation’s S&E enterprise depends heavily on recipients of higher education degrees in S&E fields (see Glossary section for list of S&E fields). For Figure 3, minority enrollment includes students who are Black, Hispanic, Asian, Native Hawaiian or Pacific Islander, American Indian or Alaska Native, and more than one race. In 2018, STEM teachers with less than 3 years of experience were more prevalent at schools with high-minority or high-poverty populations ( Figure 3). Teacher qualifications vary across student demographic groups and U.S. Detailed notes for Figure 2 are available in Figure K12-2 in the Indicators 2022 report, “ Elementary and Secondary STEM Education.” Asian students consistently outperformed all other groups in both grades 4 and 8. Among fourth graders in 2019, scores in mathematics were 18–25 points lower for students in these racial or ethnic minority groups than for White students this gap was even wider (24–32 points) among eighth-graders ( Figure 2). Mathematics scores for Black, Hispanic, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native students persistently lag behind the scores of their White and Asian peers. This low international ranking of the United States in mathematics is consistent with the lack of improvement in student achievement for more than a decade. ![]()
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