Findings From ASA Surveys of Bachelor’s, Master’s and PhD Recipients: Implications for Departments in a Jobless Recovery Roberta Spalter-Roth Director

Findings From ASA Surveys Findings From ASA Surveys of Bachelor’s, Master’s and of Bachelor’s, Master’s and

PhD Recipients:PhD Recipients: Implications Implications for Departments in a Jobless for Departments in a Jobless

RecoveryRecovery

Roberta Spalter-RothRoberta Spalter-Roth

Director of ResearchDirector of Research

American Sociological AssociationAmerican Sociological Association

OverviewOverview PurposePurpose: Results from studies about : Results from studies about

sociologists’ participation in the non-academic sociologists’ participation in the non-academic job market.job market.

List of surveys usedList of surveys used ““What Can I Do with a Bachelor’s Degree in What Can I Do with a Bachelor’s Degree in

Sociology?”Sociology?” 3 year longitudinal survey starting in 20053 year longitudinal survey starting in 2005

““What Can I do with a Master’s Degree in Sociology?”What Can I do with a Master’s Degree in Sociology?” 3 year longitudinal survey starting in 20063 year longitudinal survey starting in 2006

““Beyond the Ivory Tower: Professionalism, Skills Beyond the Ivory Tower: Professionalism, Skills Match in Sociology” (non-academic PhD survey)Match in Sociology” (non-academic PhD survey)

One-time survey, 2006One-time survey, 2006

Students are particularly satisfied with the quality of teaching, their ability to see faculty outside of class, the availability of technology, the availability of

courses they need to graduate, and the interaction with fellow majors. Students at baccalaureate schools are the most satisfied with these aspects of their

major (about 80 percent).

8.7

13.4

46.9

52.8

60.0

60.9

63.4

68.5

69.0

12.8

19.3

46.1

58.7

51.5

62.6

64.2

67.1

68.2

12.8

17.6

55.4

68.9

70.9

75.7

82.4

70.9

77.7

0 10 20 30 40 50 60 70 80 90

Graduate school advising

Career advising

Undergraduate advising

Interaction with fellow majors

Getting courses needed tograduate

Quality of teaching

Ease in seeing faculty outside ofclass

Access to necessary technology

Overall Satisfaction withExperiences

Baccalaureate & Others

Masters

Doctoral

Figure 1. Senior Majors' Overall Satisfaction with Outcomes of Sociology Programs by Type of School Attended: 2005(Percent Very Satisfied; Weighted Data)

Source: ASA Research and Development Department, What Can I Do With a Bachelors in Sociology? A National Survey of Seniors Majoring in Sociology Wave I, 2005.

Majors who intend to go into the workforce directly after graduation are most likely to participate in activities outside the classroom that expose them to the workforce. Majors who go on to graduate school participate in sociology clubs or are mentored by faculty through working on research projects, as well as

other scholarly activities.

On-the-JobTraining/Networking

ScholarlySocialization

Mentoring Activities

68.5%

Figure 2. Senior Majors' Participation in Broad Categories of Activities: 2005(in percents)

30.2% 28.8%

Source: ASA Research and Development Department, What Can I do With a Bachelor's in Sociology? A National Survey of Seniors Majoring in Sociology Wave I, 2 005 and Wave II , 2007.

The highest percentage of responding senior majors report that they will list their ability to use statistical packages in the social sciences on their resumes (with 4 out

of 10 strongly agreeing that they will list this skill), yet, this is the same skill that these majors were least likely to strongly agree that they learned. These results

suggest a mismatch between vocational skills used in job searches and the conceptual and methodological skills learned as part of the sociology curriculum.

25.6

28.5

30.5

33.6

33.0

35.2

39.1

32.3

34.4

37.5

37.4

37.2

41.7

44.7

23.0

25.7

38.5

35.1

37.8

40.5

40.5

0 10 20 30 40 50 60

Identify ethical issues inresearch

Evaluate different researchmethods

Use computer resources todevelop reference list

Develop evidence-basedarguments

Interpret the results of datagathering

Write a report understandableby non-sociologists

Use statistical software (SPSS,SAS, STATA)

Baccalaurate & Others

Masters

Doctoral

Source: ASA, Research and Development Department, What Can I Do With a Bachelors in Sociology? A National Survey of Seniors Majoring in Sociology Wave I, 2005.

Figure 3. Top Seven Skills Listed by Graduating Senior Majors on their Resumes by Type of School: 2005 (Percent Listing Skill on Their Resume; Weighted Data)

During their senior year, nearly a quarter of students planned on attending graduate school after graduation, yet only 13.1% ended up doing so as of 2007. A large majority of students reported working while not enrolled in a

graduate program 2 years after graduation.

42.1%

60.3%

22.2%

13.1%

26.9%22.0%

8.8%

4.7%

0%

10%

20%

30%

40%

50%

60%

70%

Job Only Grad School Only Both Neither

2005

2007

Source: ASA Research and Development Department, What Can I do With a Bachelor's in Sociology? A National Survey of Seniors Majoring in Sociology Wave I, 2005, and Wave II , 2007.

Figure 4. More Sociology Bachelor's Recipients are in the Labor Market Plans for Future in 2005 versus Status in 2007

Two-years after graduation, about one-quarter of former majors employed full-time are in social service and counseling occupations, most in non-profit

organizations dealing with a variety of social problems they explored as part of the major.

Source: ASA Research and Development Department, What Can I do With a Bachelor's in Sociology? A National Survey of Seniors Majoring in Sociology Wave II, 2007.

Table 1. Types of Occupations of Sociology Bachelor's Degree Recipients: 2007

Occupation Example %

Social Services, Counselors, Psychologists

Oversee AIDS outreach team 26.5%

Administrative support Scheduler for State Representative 15.8%

Management Handle employment and labor relations

14.4%

Marketing Planning and developing marketing strategies

10.1%

Services Crime scene technician 8.3%

Teachers, Librarians Provide reference, research, and database searching

8.1%

Social Science, Researchers Research climate change policies 5.7%

Others Professionals Website design 6.8%

Other 4.4%

Source: ASA Research and Development Department, What Can I do With a Bachelor's in Sociology? A National Survey of Seniors Majoring in Sociology Wave II, 2007.

Those who communicated their sociological skill set to potential employers in interviews and/or on resumes were more likely to use them on the job, which

led to increased satisfaction in jobs that were closely related to sociology.

Skills

Resume

Educated parents

Type of School

Interview

RaceOn-the-job activities

Closeness to Sociology

Job Satisfaction

Figure 5. Sociology Bachelor's Degree Recipients' Pathways to Job Satisfaction

Source: ASA Research and Development Department, What Can I do With a Bachelor's in Sociology? A National Survey of Seniors Majoring in Sociology Wave I, 2005 and Wave II , 2007.

There are significant differences between applied and traditional master’s programs. The greatest differences are that applied

programs are significantly more likely to offer an internship program and to offer on-line courses.

Table 2. Comparison of Characteristics of Master's Programs*

Master's Program Characteristics

Departments Offering a Professional,

Applied, or Clinical Track

Departments Without a Professional,

Applied, or Clinical Track

Master's thesis required 56.6% 58.3%

Non-thesis option 70.4% 68.8%

Internship required 33.3% 4.1%

Has an external advisory board

9.8% 2.0%

Faculty members have non-academic professional experience

33.3% 24.5%

Majority of candidates received their BAs from the same department

40.4% 20.4%

Offers online master's courses

26.9% 2.0%

* Includes freestanding master’s programs only.

Source: ASA 2009 Survey of Graduate Directors

12.214.2

28.331.4

31.636.8

33.738.7

46.142.643.1

45.0

42.147.9

43.650.0

Seeing faculty out of class

Ease of getting core courses

Interacting with fellow students

Availability of technology

Quality of teaching

Quality of advising

Overall satisfaction

Quality of career preparation*

Do not expect a PhD Expect PhD

Figure 6. Satisfaction with Activities Varies by Future Degree Plans for Master's Students(Percentage of Respondents Selecting "Very Satisfied")

Source: ASA Research Development Department, What Can I Do With a Master's Degree in Sociology? 2009

*statistically significant, chi square (p < 0.05)

The study of master’s students show less overall satisfaction with their programs than baccalaureate students (less than 13% compared to more than 2/3). Along with baccalaureate students, master’s students are similarly not satisfied with

career preparation.

56.2

61.3

63.6

66.8

71.0

0 10 20 30 40 50 60 70 80

Interpret findings

Write a report

Computer skills

Organizeinformation

Work with people


Figure 7. Skills Used by Sociology Master's Recipients Most Often on the Job (in percents)

Even though 2/3 of jobs require technical skills including computer, organizational, and report-writing skills, master’s graduates report that

“people skills” are the most widely used skills in their jobs.

16.6

17.1

18.9

29.0

32.3

57.6

0 10 20 30 40 50 60 70

Stat packages

Graphics packages

Field specialization

Internships

Career counseling

Grant writing


Figure 8. What Do Working Sociology Master's Grads Wished They Had Learned? (in percents)

The majority of master’s graduates wished they had learned grant-writing skills.

Working Full-Time Jobs 40%

Attending Graduate School 60.0%

Program Coordination & ManagementCase Work & Counseling

Table 3. Where Are They? Master's Degree

Recipients: 2009

Research Assistants, Associates, Directors


The majority of master’s graduates were attending graduate school during the 2009 short follow-up survey. The 40% who were working in full time jobs

clustered into 3 types of occupations: Research, Program Coordination and Case Work/Counseling.

The largest group (36%) of PhD sociologists are in applied, research, and policy positions in the private, not for profit sector and another 32% are working in the

government sector.

26%

33%

28%

13%

18%

36%

32%

14%

Private-For Profit Private Not-for-Profit Government Self-Employed & Other Sector

NSF (1997-2003) ASA Survey

Figure 9. PhD Sociologists Working in Non-Academic Employment Sectors (Percentage of Total Non-Educational Labor Force)

Source: American Sociological Association, Research and Development Department, Beyond the Ivory Tower: A Survey of Non-Academic PhD's in Sociology (Washington, DC: ASA, 2006); National Science Foundation, Science Resource Statistics, Characteristics of Doctoral Scientists and Engineers in the United States (Arlington, VA: NSF, 1999-2006), retreived December 15, 2006 (http://www.nsf.gov/statistics/pubseri.cfm?seri_id=13#1993).

Applied and public sociology PhD sociologists work on a wide variety of topics, with close to 1/3 working on health issues.

1.9

2.3

2.9

2.9

4.5

4.8

4.8

5.2

6.5

10.0

10.0

14.2

30.0

Life Course

Economics and Community Development

Substance Abuse

Other Topic Areas

Marketing

Social Policy, Human Rights, Public Affairs

Psychology

Environment

Law, Criminal Justice, Military/Homeland Security

Demography and Migration

Statistics

Education

Health

Figure 10. Topical Area Characteristics of Non-Academic PhD Sociologists (Percentage of Respondents)

Source: American Sociological Association, Research and Development Department, Beyond the Ivory Tower: A Survey of Non-Academic PhD's in Sociology (Washington, DC: ASA, 2006).

Applied and public sociology PhD sociologists think that the best training they received was in research design and statistical analysis.

NOTE:

Under Trained: Important skills for current job but less than adequate training in graduate school. Well Matched Job Skills and Training: Important for current job and adequate graduate training. Over Trained: Less important skill for current job although adequate graduate training.

4.0

10.95.2

11.2

78.0

54.4

63.0

46.3

18.0

34.731.9

42.6

Research Design Survey Methods Statistical Analysis PC Programming &Stats Software

Undertrained Well Matched Job Skills and Training Overtrained

WELL MATCHED JOB SKILLS & GRADUATE TRAININGQuantitative & Survey Research Tools

Source: American Sociological Association, Research and Development Department, Beyond The Ivory Tower: A Survey for the Ford Foundation of Non-Academic PhD’s in Sociology: First Results (Washington, DC: ASA, 2005, p.4).

Figure 11. Skills Match between Graduate Training and Current Job for PhD Sociologists Working in Applied and Research Settings (Percentage of Respondents)

Applied and public sociology PhDs think that more training is needed in preparing visual presentations, grant writing and program evaluation.


Figure 12. Skills Match between Graduate Training and Current Job for PhD Sociologists Working in Applied and Research Settings(Percentage of Researchers Responding)

NOTE:

Under Trained: Important skills for current job but less than adequate training in graduate school. Well Matched Job Skills and Training: Important for current job and adequate graduate training. Over Trained: Less important skill for current job although adequate graduate training.

49.1

60.6 59.7

51.9

26.4 25.1

13.5

22.124.5

14.3

26.7 26.0

Policy Analysis Visual Presentation Grant Writing Program Evaluation

Under Trained Well Matched Job Skills and Training Over Trained

LESS WELL MATCHED JOB SKILLS & GRADUATE TRAININGApplied Research Administration & Communications

Applied and public PhD sociologists want more career information and less

snobbery.

1.8

1.8

4.1

5.9

7.3

7.3

9.6

12.3

15.1

16.4

18.3

Organizational dynamics

Theoretical grounding

Sectoral and topical issues (e.g., health, education, housing, transportation, globaltrade)

Grant w riting

Policy orientation (legislative process, policy analysis and development)

Interdisciplinary courses and collaborations

Project and business management

Communications: Writing for lay public, data presentation

Mentoring and netw orking (outside of academy) Internships, w orking w ith clients

Various methods of applied or evaluation research (biostatistics, experimental design,advanced modeling, demographic methods, ethnography)

Information about non-academic careers and reduce snobbery

Figure 13. PhD Respondent Recommendations for Improving Graduate School Curriculum(Percentage of Respondents)


Suggestions for a Suggestions for a “Jobless Recovery”“Jobless Recovery”

Understand that a large majority of baccalaureate Understand that a large majority of baccalaureate and master’s graduates go into the paid labor and master’s graduates go into the paid labor market rather than to graduate school. The majority market rather than to graduate school. The majority of those who go on to graduate school do not go on of those who go on to graduate school do not go on in sociology. in sociology.

Departments need to learn how to guide students to Departments need to learn how to guide students to focus on careers that use their sociological skills focus on careers that use their sociological skills without becoming career counselors. ASA’s without becoming career counselors. ASA’s Launching Majors into Satisfying Careers Launching Majors into Satisfying Careers http://e-noah.net/asa/asashoponlineservice/ProductDetails.ahttp://e-noah.net/asa/asashoponlineservice/ProductDetails.aspx?productIDspx?productID=ASAOE630R10=ASAOE630R10 has many suggestions, as does has many suggestions, as does information on the ASA career page.information on the ASA career page.

Set up external advisory boards, internships, alumni Set up external advisory boards, internships, alumni sessions, and other ways for students to network sessions, and other ways for students to network with non-academics.with non-academics.

http://e-noah.net/asa/asashoponlineservice/ProductDetails.aspx?productID=ASAOE630R10



Suggestions (cont.)Suggestions (cont.)

Include grant-writing, graphics, and evaluation skills either in Include grant-writing, graphics, and evaluation skills either in your department or via on-line courses or other departments.your department or via on-line courses or other departments.

Ensure students learn research and computer skills and list Ensure students learn research and computer skills and list these on their resumes.these on their resumes.

Emphasize health care as a subject area via courses on Emphasize health care as a subject area via courses on medical sociology, internship programs, or pairing with a medical sociology, internship programs, or pairing with a professional program.professional program.

Show data presented here to careers departments so they Show data presented here to careers departments so they have a better idea of what sociologists do.have a better idea of what sociologists do.

Emphasize how sociology teaches about race, class, gender Emphasize how sociology teaches about race, class, gender and working with diverse groups.and working with diverse groups.

Encourage PhD students to think about non-academic careers.Encourage PhD students to think about non-academic careers.

Documents

Findings From ASA Surveys of Bachelor’s, Master’s and PhD Recipients: Implications for Departments in a Jobless Recovery Roberta Spalter-Roth Director