The U.S. Science and Engineering Workforce: Recent, Current, and Projected Employment, Wages, and Unemployment

[Excerpt] As Congress develops policies and programs and makes appropriations to help address the nation’s needs for scientists and engineers, it may wish to consider past, current, and projected S&E workforce trends. In this regard, this report provides employment, wage, and unemployment information for the computer occupations, mathematical occupations, engineers, life scientists, physical scientists, and S&E management occupations, in three sections: “Current Employment, Wages, and Unemployment” provides a statistical snapshot of the S&E workforce in 2011 (the latest year for which data are available) with respect to occupational employment, wage, and unemployment data. “Recent Trends in Employment, Wages, and Unemployment” provides a perspective on how S&E employment, wages, and unemployment have changed during the 2008-2011 period. “Employment Projections, 2010-2020” provides an analysis of the Bureau of Labor Statistics’ occupational projections examining how the number employed in S&E occupations are expected to change during the 2010-2020 period, as well as how many openings will be created by workers exiting each occupation (replacement needs). A final section, “Concluding Observations,” provides various stakeholder perspectives that Congress may wish to consider as it seeks to ensure that the United States has an adequate S&E workforce to meet the demands of the 21st century

The U.S. Science and Engineering Workforce: Recent, Current, and Projected Employment, Wages, and Unemployment

[Excerpt] Many congressional policymakers have an ongoing interest in whether the number of U.S. scientists and engineers is sufficient to meet the needs of U.S. employers, to spur economic growth and job creation through innovation, to maintain U.S. global technological leadership and industrial competitiveness, and to address other important national and societal needs. To help ensure an adequate science and engineering (S&E) workforce, Congress has established and funded a variety of federal programs. These programs are intended to foster improved science, technology, engineering, and mathematics (STEM) skills among students; to incentivize students to pursue degrees in science and engineering through tools such as fellowships, assistantships, and traineeships; and to provide graduate and postgraduate research experiences at U.S. colleges and universities through the financing of university-based research. The 115th Congress is considering a wide variety of legislation to promote STEM education. In addition, Congress is considering changes to immigration policies, among them the number of visas and processes associated with F-1 visas, H-1B visas, L-1 visas, and legal permanent residency (“green cards”), to address U.S. S&E workforce needs. As Congress develops policies and programs and makes appropriations to help address the nation’s needs for scientists and engineers, it may consider past, current, and projected S&E workforce trends. Among the key factors that labor economists examine for evidence of labor shortages are employment growth, wage growth, and unemployment rates relative to other occupations. This report provides employment, wage, and unemployment information for the computer occupations, mathematical occupations, engineers, life scientists, physical scientists, and S&E management occupations, as follows: The section on “Current Employment, Wages, and Unemployment” provides a statistical snapshot of occupational employment, wage, and unemployment data for the S&E workforce in 2016 (the latest year for which data are available). The section on “Recent Trends in Employment, Wages, and Unemployment” provides a perspective on how S&E employment, wages, and unemployment changed during the period 2012-2016. The section on “Employment Projections, 2016-2026” provides an analysis of projections by the Bureau of Labor Statistics for how the number employed in S&E occupations is expected to change during the 2016-2026 period, as well as how many openings will be created by growth, labor force exits, and occupational transfers. A final section, “Concluding Observations,” provides stakeholder perspectives that Congress may consider as it seeks to ensure that the United States has an adequate S&E workforce to meet the demands of the 21st century

Understanding Occupational and Skill Demand in New Jersey's Finance Industry

The finance industry in New Jersey employs over 200,000 people. Many more workers benefit from the state's proximity to the finance industry in New York City. Jobs in the industry are evolving rapidly in response to national and global trends, such as deregulation, increasingly complex laws, and new technologies. As jobs change, skill requirements for both entry-level and incumbent workers increase. This report summarizes the skill, knowledge, and educational requirements of key finance occupations and identifies strategies for meeting the workforce challenges facing the industry

The Deskilling vs Upskilling Debate: The Role of BLS Projections

[Excerpt] The growing shortage of professionally trained workers and the rising skill premiums will tend to cause supply to increase more rapidly than we have projected. But the gap between the projected growth of demand and supply is huge. Just to maintain the balance between the growth of supply and the growth of occupational demand that prevailed in the 1980s, itself a period of shortage, it will be necessary to increase in the stock of college graduates in the year 2000 by 3.7 million or, put another way, to raise the number of college graduates entering the labor forces by 462,000 or 42 percent between 1992 and the year 2000

The U.S. Science and Technology Workforce

[Excerpt] In the 21st century, global competition and rapid advances in science and technology will challenge the scientific and technical proficiency of the U.S. workforce. Policymakers often discuss policy actions that could enhance the nation’s science and technology (S&T) workforce— deemed by some as essential to both meet U.S. workforce demands as well as to generate the new ideas that lead to improved and new industries that create jobs. The America COMPETES Act (P.L. 110-69) addresses concerns regarding the S&T workforce and STEM education, and the 111th Congress is debating funding for the programs authorized within it. Policymaker discussions tend to focus on three issues: demographic trends and the future S&T talent pool, the current S&T workforce and changing workforce needs, and the influence of foreign S&T students and workers on the U.S. S&T workforce. Many perspectives exist, however, on the supply and demand of scientists and engineers. Some question the fundamental premise that any action is necessary at all regarding U.S. competitiveness. They question whether or not the S&T workforce and STEM education are problems at all. The first issue of demographic trends and the future S&T talent pool revolves around whether the quality of science, technology, engineering and mathematics (STEM) education received by all Americans at the pre-college level is of sufficient quality that workers are available to satisfy current and future workforce needs. In response, some policymakers propose taking actions to increase the number of Americans interested in the S&T workforce. These policies are motivated by demographic trends that indicate the pool of future workers will be far more diverse than the current STEM workforce. Proposed policies would take actions to enhance the quality of STEM education these Americans receive so they are able to consider S&T careers, and to recruit them into the S&T workforce. The second issue regarding the current S&T workforce and changing workforce needs tend to focus on whether or not the number of Americans pursuing post-secondary STEM degrees is sufficient to meet future workforce needs compared to students in countries considered to be U.S. competitors. The goal of proposed policies responding to this concern to reinvigorate and retrain Americans currently trained in science and engineering who voluntarily or involuntarily are no longer part of the current STEM workforce. The third issue focuses on whether or not the presence of foreign S&T students and workers is necessary to meet the nation’s workforce needs and attract the best and brightest to bring their ideas to the United States, or if the presence of such individuals adversely affects the U.S. S&T students and workers. Policy discussions focus on immigration policy, primarily increasing the ability of foreign STEM students currently in U.S. universities to more easily obtain permanent admission, and increasing the number of temporary worker visas available so more talent from abroad can be recruited to the United States. The challenge facing policymakers when making decisions regarding the S&T workforce is that science, engineering, and economic conditions are constantly changing, both in terms of workforce needs as well as the skills the STEM workforce needs to be marketable relative to demand

Is a Skills Shortage Coming? A Review of BLS Occupational Projections to 2005

The Bureau of Labor Statistics projections of occupational employment growth have consistently underpredicted the growth of skilled occupations. BLS currently projects that professional, technical and managerial jobs will account for 40.9 percent of employment growth between 1990 and 2005. Forecasting regressions predict, to the contrary, that these occupations will account for 53 to 68 percent of employment growth through the year 2005. Between 1986 and 1991 these occupations, in fact, accounted for 64 percent of employment growth. The BLS\u27s projections of the supply/demand balance for college graduates have also been off the mark--predicting a surplus for the 1980s when in fact a shortage developed and relative wage ratios for college graduates rose to all time highs. I project a slowdown in the growth of college educated workers during the 1990s and a continuing escalation of wage premiums for college graduates

Science and Engineering Labor Force

[Excerpt] Like most developed economies, the United States increasingly depends on a technically skilled workforce, including scientists and engineers. Workers for whom knowledge and skill in S&E are central to their jobs have an effect on the economy and the wider society that is disproportionate to their numbers: they contribute to research and development, increased knowledge, technological innovation, and economic growth. Moreover, the knowledge and skills associated with science and engineering have diffused across occupations and become more important in jobs that are not traditionally associated with S&E

New Occupations Emerging Across Industry Lines

[Excerpt] Emerging occupations may be entirely new, created by changes in technology, society, markets, or regulations. They may also be existing ones that have been substantially modified by the same trends, and are increasing in employment. Emerging occupations are most often found in the most rapidly growing or changing industries. For example, the services division reported the greatest number of emerging occupations. (See table.) Within this division, the industry groups reporting the most emerging occupations were social services, health services, business services, and education. Quite often, such occupations are specific to an industry—resettlement coordinators are not often found outside of their social service niche, nor are bus aides found outside of educational services

Female participation increases and gender segregation. ESRI WP564, May 2017

This article examines the impact of a large increase in female participation on occupational segregation. Increases in female participation may decrease occupational segregation if women enter male dominated sectors but may increase segregation if they enter already female dominated sectors. Using Ireland as a test case due to the recent large increase in female participation rates, we firstly carry out a decomposition analysis between 1991 and 2006 and find that the rise in female employment was driven predominantly by increased demand while between one tenth and one fifth of the rise was due to women increasing their share of occupational employment. Formal measures of segregation show that occupational segregation fell over this time period. The formal measures of segregation show that the level of occupational grouping is important with stagnation or smaller falls in segregation using a broad occupational grouping and sharper falls using a more detailed occupational grouping. Our findings support previous U.S. research that found a rise in female participation resulted in a decline in occupational segregation

Global Employment Trends for Women 2004

[Excerpt] More women work today than ever before. In 2003, 1.1 billion of the world\u27s 2.8 billion workers, or 40 per cent, were women, representing a worldwide increase of nearly 200 million women in employment in the past 10 years. However, women still face higher unemployment rates, receive lower wages than men and represent 60 per cent of the world\u27s 550 million working poor. By analysing 7 labour market indicators, the Global Employment Trends for Women 2004 finds that the explosive growth in the female workforce has not been accompanied by true socio-economic empowerment for women, nor has it led to equal pay for equal work or balanced other benefits making women equal to men across nearly all occupations. In short, true equality in the world of work is still out of reach