Cultivating the next generation of Plant Biologists: opportunities and challenges Muriel Poston, Ph.D. Dean of Faculty and Professor, Environmental Analysis

Cultivating the next generation of Plant Biologists:

opportunities and challenges

Muriel Poston, Ph.D.Dean of Faculty andProfessor, Environmental AnalysisPitzer College

Recent STEM Reports: U. S. Scientific Workforce

Rising Above the Gathering Storm: Energizing and employing America for a brighter economic future, (2007) National Academies Press

Preparing the Next Generation of STEM Innovators: Identifying and Developing our Nation’s Human Capital (2010) National Science Board

Expanding underrepresented minority preparation: America’s science and technology talent at the crossroads, (2011) National Academies Press

The Federal Science, Technology, Engineering, and Mathematics (STEM) education portfolio: A report from the federal inventory STEM education, (2011) National Science and Technology Council

STEM, (2011) Georgetown University Center on Education and the Workforce

Recruiting the Next Generation ofPlant Biologist: changing populations

Demographics of student populations are changing Increasing Female student populations Increasing Students of Color

What are the implications for academic practice in the discipline?

SOURCE: Women, Minorities and Persons With Disabilities in Science and Engineering-2004Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013www.nsf.gov/statistics/wmpd/

Resident population of the United States, by sex and race/ethnicity: 2010

SOURCE: Women, Minorities and Persons With Disabilities in Science and Engineering-2004

U.S. population 18–24 years old, by race/ethnicity: July 1990–99 and projections to 2050

Freshman Intention to major in STEM and Biology/Ag

STEM Bio/Ag

Whites 37% 10.8%

Asian/P.I. 49% 18.3% Blacks 36.5%

10.9% Hispanics 40% 11.7% Am.In./A.N. 27.6% 8.9%

Source: NSF/NCSES, Women, Minorities, and Persons with Disabilities in S&E (2013)

STEM Degrees for Underrepresented Groups

The number of S&E bachelor’s degrees for all racial/ethnic groups except whites have been stable or increased since 2001

2001 2010 Asians/Pacific Islander: 9.5% 9.9% Blacks 8.7% 8.6% Hispanics 7.4% 9.1% Amer. Indians/Alaska Nat. 0.7% 0.7% White 69.6% 64.4% STEM Bachelor degrees are 31.5% of all BA

degrees


Blacks, Hispanics, and American Indians/Alaska Natives are underrepresented in STEM disciplines

URM women are a smaller percentage of STEM graduates than Whites or Asians and less likely to be employed in STEM fields

Asian and White women earn a higher percentage of degrees in STEM than URM women, BUT at a lower percentage than Asian or White men


Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013www.nsf.gov/statistics/wmpd/

Science and engineering bachelor’s degrees earned by underrepresented minorities, by field: 1991–2010

BA degrees in Biological Sciences 2001 2010

% of all science 18.2% 19.9%

Female 59.7% 59%

White 68% 62%(57.6% female)

Asian/PI 12.4% 16.5%(58.1% female)

Black 7.7% 7.4%(70% female)

Hispanic 7.5% 8.2%(61.1% female)

AmIn/NA 0.7% 0.6%(58.7% female)



Science and engineering bachelor's degrees earned by underrepresented minority women, by field: 1991–2010

Minority Serving Institutions:Opportunities for cultivation

Hispanic Serving Institutions (HSI) 25% FT Latino undergraduate enrollment 356 HSI (represent 11% of all IHE) 54% Latinos enrolled in HSIs

Historically Black Colleges/Universities Federally designated 105 HBCUs (18 are 1890 land grant univ.)

Predominantly Black Institutions 40% FT Black undergraduate enrollment <35 institutions (primarily two-year colleges)

Tribal Colleges Federally designated <30 institutions (primarily two-year institutions


Within each racial/ethnic group, the top baccalaureate granting schools for men and women are mostly the same schools For Hispanic men and women, the top degree

granting schools are largely in Puerto Rico, California, Texas, and Florida—states with large populations of Hispanics

For Black men and women, the top degree granting schools are HBCUs and PBIs

For American Indians/Alaska natives, the top degree granting schools are largely in Oklahoma, Arizona and other states with large American Indian/Alaska Native population. One is a tribal college


Women are over 60% of all students enrolled in higher education

Since 2002 women have earned 58% of all bachelor degrees

In STEM disciplines women have earned the higher proportion of bachelor degrees in: Psychology: 77% Social Sciences: 54% Biological Sciences: 60% Chemistry: 50% Agriculture: 50%


Medium participation fields for women: Biosciences and social sciences, 1991–2010

Strategies for enhancing undergraduate URG in STEM

Factors that influence selection and persistence in STEM majors by URG: Precollege programs that connect students to

campuses Prior academic preparation Emphasis on undergraduate education and

student engagement Emphasis on academic advising/support Campus/classroom climate impact on student

engagement Adequate financial aid Institutional commitment

Cole and Espinoza (2009), J. of Women and Minorities in S&E, 15:263-277

Strategies in STEM Education for Underrepresented Groups

Characteristics of successful programs that increase recruitment and retention:

Curriculum reflects real world problems Academic support and social integration

Peer2Peer; study groups; social activities Mentoring Perceived respect of instructors Summer programs: motivation and access Research experiences: engagement Professional development opportunities

President’s Council of Advisors on Science and Technology Report:

Engage to Excel (2011)

Close the gap in mathematics preparation for entering undergraduates

Emphasize discovery based research courses in the undergraduate science curriculum

Diversify pathways to science careers in order to broaden participation of all students in STEM fields

Scientists and engineers working in science and engineering occupations: 2010

In the 21st century women have a higher participation rate in higher education than men

Women doctoral degree recipients in non-S&E fields have exceed men over the last two decades

Women doctoral degree recipients in S&E fields have continued to increase over the same period but have yet to reach parity with men


Doctorate Recipients from U.S. Universities 2011; www.nsf.gov/statistics/sed/

Doctorates awarded in science and engineering fields of study: 1991–2011

Doctorate Recipients from U.S. Universities 2011; www.nsf.gov/statistics/sed/

Doctorates awarded to minority U.S. citizens and permanent residents, by race/ethnicity and field of study: 2011

Ph.D. degrees all fields

1980-81 2010-11 White: 90.9% 70.7% Black: 4.2% 9.2% Hispanic: 2.1% 6.1% Asian/PI: 2.4% 12.4% AmIn/NA: 0.3% 0.6%

Doctoral Degrees in Biological Sciences Female:

28% 52.6%

Source: U.S. Department of Education, Digest of Educational Statistics (2012)

NSF: Survey of Earned Doctorates

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1988

1989

1990

1991

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1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

TOTAL % Black PHDs BIO SCIENCES TOTAL % Hispanic PHDs BIO SCIENCES




Number of Ph.D. degrees in Biological Sciences

2001 2010 Total:

3579 5447 White:

2689 3759 Asian:

399 650 Black:

101 206 Hispanic:

155 326

AmIn/NA 14 21



Science and engineering degrees earned by underrepresented minorities: 1991–2010


Science and engineering degrees earned by underrepresented minority women: 1991–2010

STEM Faculty from Underrepresented Groups

Concurrent with the changes in doctoral degree recipients have been changes in faculty composition

Increasing number of female faculty

Differential representation in institutional types by gender

AAUP: Trends in Faculty Status, 1975-2011 (all institutions, national totals)

1975 1995 20032011

FT T/TT: 45.1% 34.8% 26.0% 24.0%

Contingent*: 54.9% 65.6% 74.0% 75.9% *(FT NTT, PT, Grad)

Total Instructional staff: 783,370 1,147,615 1,591,644

1,846,895

Source: US Department of Education, NCES, Digest of Educational Statistics (2012),Compiled by AAUP Research Office, Washington, DC; John W. Curtis, Director Of Research (7/13)

Proportion of FT Faculty at all Degree granting institutions

Gender: 56.1% men 43.9%

women

Race/ethnicity:

White: 74% Black: 5.5% Am. Indian: 0.5%

Hispanic: 4.1% Asian/P.I: 8.8% NR alien: 4.2%

Source: U.S. Department of Education, NCES, Digest of Educational Statistics (2012); compiled by John Curtis, Director of Research, AAUP, 7/2013)

Proportion of FT Faculty by Institutional Type

Doctoral: Men Women FT T/TT: 53.3% 20.6% FT NTT: 10.9% 13.2% Total (203,048)

Masters: FT T/TT 43.5% 33.4% NTT 9.7% 13.4% Total (118,542)

Baccalaureate: FT/TT 42.5% 33.1% NTT 11.6% 12.7% Total (52,789)

Source: AAUP Faculty Compensation Survey (1060 institutions, 2012-13); John W. Curtis, Director of Research (7/2013)

Women and underrepresented minorities as a percentage of full-time,

full professors with science and engineering doctorates: 1979–2008

Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011

www.nsf.gov/statistics/wmpd/

Cultivating the next generation of faculty in Biological Sciences

Factors that influence career choice Values influence

Academic Freedom Impact on community/issues relevant to

individual Structural Realities

Training environment Job market Faculty work Grant funding opportunities

Gibbs, K. and K. Griffin, (2013), Ph.D. Career Choice, submitted CBE Life Science


URG Faculty composition has impact on URG student participation and success in STEM

Campus/classroom climate Role Model Mentoring

Price, J. (2010) Economics of Education Review 29:901-10


Structural Barriers that affect faculty at all institutions including MSIs Mentoring/Role Models Balancing Faculty Roles:

Teaching, Research, Service Institutional Infrastructure Work/Family

Thank you!

Questions?

Contact: [email protected]


1980

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0.00%

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2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

9.00%

TOTAL % Black PHDs AG SCIENCES TOTAL % Black PHDs BIO SCIENCES

Documents

Cultivating the next generation of Plant Biologists: opportunities and challenges Muriel Poston, Ph.D. Dean of Faculty and Professor, Environmental Analysis