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

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

Science, Engineering, and Mathematics Education: Status and Issues

[Excerpt] An important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A major concern of the 110th Congress may be regarding the future ability of the U.S. science and engineering base to generate the technological advances needed to maintain economic growth. Discussions have centered on the quality of science and mathematics education and training and on the scientific knowledge of those students entering other disciplines. Even students pursuing nonscientific and nonmathematical specialities are likely to require basic knowledge of scientific and technological applications for effective participation in the workforce. Charges are being made that many students complete high school scientifically and technologically illiterate

Barriers to Work Place Advancement: the Experience of the White Female Work Force

Glass Ceiling ReportGlassCeilingBackground17WhiteFemaleWorkForce.pdf: 8903 downloads, before Oct. 1, 2020

Improving Underrepresented Minority Student Persistence in STEM.

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends

Equalities in Scotland’s Growth Economic Sectors: Final Report

Aims The purpose of the study was to examine equality issues in Scotland’s growth sectors since baseline research carried out in 2009, focusing on trends in the following protected characteristics: gender; age; disabilities; ethnic minorities; gender reassignment; marital and civil partnership status; maternity and pregnancy; religion and belief; and sexual orientation. Scotland’s growth sectors are identified as: creative industries; energy; financial and business services; food and drink; life sciences; tourism; universities; chemical sciences; construction; engineering; and ICT and digital technologies. Methods The methodology primarily consisted of analysis of a range of datasets, including the Annual Population Survey, (APS) to establish the representation of individuals with protected characteristic in each growth sector; the FAME database, to establish the representation of women, young people and older people among company directors; data from Skills Development Scotland and the Scottish Funding Council on the supply of labour into the growth sectors from the protected characteristics, in terms of Modern Apprenticeship starts, college enrolments and university entrants; and key research published since 2010 on the representation of protected characteristics in the growth sectors and, where available, the factors that are driving this. Information was also collated from a small number of organisations that work with individuals with protected characteristics in order to supplement the desk-based research where there was no or limited data or literature available. Findings The report suggests that no overarching trends can be identified. The representation of individuals with some protected characteristics in the workforce is increasing, but it is declining for others. It also indicates mixed findings on a sector-by-sector basis, with sectors often making progress on the representation of some equalities groups within their workforce whilst experiencing a decline in others. The recession is highlighted as a key factor as, due to the issues faced by many protected characteristics in relation to the labour market, groups such as young people, disabled people and ethnic minorities have experienced disproportionate decreases in employment and increases in unemployment. The creative industries was found to be the sector that is most open to individuals with protected characteristics, while, with the exception of older workers, all groups were found to be underrepresented in the energy sector. Recommendations The report notes that, as the representation of individuals from equalities groups varies across growth sectors, there is a need to customise responses by sector. It is also suggested that in order that individuals from protected characteristics are able to access the good quality employment opportunities that the growth sectors offer, efforts must be made to tackle underrepresentation where it exists and that a key element of this must be to ensure better representation of individuals with protected characteristics on Modern Apprenticeships, and on college or university courses, that lead to careers in these sectors. The report argues that increasing the representation of protected characteristics within the sector is not sufficient, however, and efforts must also be deployed to tackling pay gaps, occupational segregation and the lack of progression into management and leadership roles

Glass Ceiling Commission - The Impact of the Glass Ceiling and Structural Change on Minorities and Women

Glass Ceiling ReportGlassCeilingBackground12StructuralChange.pdf: 9391 downloads, before Oct. 1, 2020

The Glass Ceiling and Persons With Disabilities

Glass Ceiling ReportGlassCeilingBackground2PersonsWithDisabilities.pdf: 8336 downloads, before Oct. 1, 2020