National Statistics by STEM Department

• Biological Sciences
• Chemistry and Biochemistry
• Geological Sciences/Environmental Science and Policy
• Mathematics and Statistics
• Physics and Astronomy
• Science Education

Biological Sciences

Number of Bio-Related Bachelor's and Master's Degrees

In 2003-04 there were 1,399,542 Bachelor's degrees awarded nationally at public and private post-secondary institutions. 905,718 Bachelor's degrees were awarded at public institutions; 41,295 were awarded to students majoring in Biological Sciences or Biomedical Sciences. Only 20,214 Bio-related bachelor's degrees were awarded to students at private institutions.

In 2003-2004 there were 558,940 Master's degrees awarded nationally at public and private post-secondary institutions. 285,138 Master's degrees were awarded at public institutions; 4,924 were awarded to students majoring in Biological Sciences or Biomedical Sciences. Only 2,733 Bio-related master's degrees were awarded to students at private institutions. [Table 254: Digest of Education Statistics, 2005]

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Chemistry and Biochemistry

Enterprise 2015: Where Will Our Students Come From? [.pdf] [2005 Report by the ACS Education Committee]

Science depends on gathering and analyzing data. The same is true when attempting to answer the question "Where will our students come from in 2015?" How many students take high school chemistry? How many students are majoring in chemistry? How many majors go on to earn doctorates in chemistry? Are we producing enough chemists to meet the needs of industry and academia?

Answering the question "Where will our students come from in 2015?" also requires some predictions and assumptions. What are the external factors that will influence the trends and demographics of the students taking and majoring in chemistry? The student pool in 2015, as discussed in the following sections, is based on projections extrapolated from recent trends and consideration of external factors, such as changes in pedagogy, testing, and instruction, as well as economic, political and scientific influences.

Current data are shared and future extrapolations and predictions are made based on these data. This report looks at where our B.S. and Ph.D. chemists will come from, the number of underrepresented minorities who may earn degrees in chemistry and the status of our current and future high school teachers of chemistry.

Undergrad Research Makes a Difference: Studies look at the impact of undergraduate research on retention and student outcomes [Chemical and Engineering News, April 25, 2005 Volume 83, Number 17, pp. 37-38]

Four Decades of STEM Degrees, 1966-2004: The Devil is in the Details [.pdf] [STEM Workforce Data Project, Report #6, Commission on Professionals in Science and Technology, 2006]

The physical sciences are the only broad STEM field in which the number of bachelor's degrees declined during the 1966-2004 period and, as such, demands a closer look. The physical sciences are comprised of chemistry, physics, astronomy and other physical sciences. With the exception of astronomy, the decline is completely attributable to the drop in the number of men obtaining baccalaureates in these fields. In chemistry, the number of men, ranged from a high of 9,651 in 1969 to its current low of 4,550, or a decline of over 50 percent. The drop in total baccalaureates in chemistry would have been even more severe had not women move into the field. The number of women earning degrees rose from 1,801 in 1966 to 4,755 in 2004. Although the number of women earning chemistry degrees fluctuated during the 1966-2004 time period, the overall direction was upward.

Number of Chemistry-Related Bachelor's Degrees

In 2003-2004, only 17,983 bachelor's degrees were awarded in the physical sciences and science technologies; this grouping includes the geological sciences. This number represents 1.3% of all bachelor's degrees awarded nationally in 2003-04. 50.1% of these 17,983 physical science-related bachelor's degrees were awarded to chemistry-related majors. [Table 252: Digest of Education Statistics, 2005] Note: physical sciences and science technologies includes physics, astronomy, chemistry and geological sciences, etc.

Commission on Professionals in Science and Technology: for purchase documents, data tables and reports relating to chemistry.

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Geological Sciences/Environmental Science and Policy

Number of Geological Sciences-Related Bachelor's Degrees

In 2003-04, only 17,983 bachelor's degrees were awarded in the physical sciences and science technologies; this grouping includes the geological sciences. This number represents 1.3% of all bachelor's degrees awarded nationally in 2003-04. 18.9% of these 17,983 physical science-related bachelor's degrees were awarded to geological science-related majors. [Table 252: Digest of Education Statistics, 2005]

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Mathematics and Statistics

Number of Mathematics-Related Bachelor's Degrees

In 2003-04, only 1.0% of all bachelor's degrees awarded nationally, were awarded in mathematics and statistics. 64.9% of these 13,327 math-related bachelor's degrees were awarded at public institutions. [Table 254: Digest of Education Statistics, 2005]

Female Academic Role Models Lacking in Mathematics

In 2000, 48.2% of the students graduating with a BS in math were women, but in 2002, only 8.3% of the faculty (at 50 top US research universities) was female.

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Physics and Astronomy

Four Decades of STEM Degrees, 1966-2004: The Devil is in the Details [.pdf] [STEM Workforce Data Project, Report #6, Commission on Professionals in Science and Technology, 2006]

The physical sciences are the only broad STEM field in which the number of bachelor's degrees declined during the 1966-2004 period and, as such, demands a closer look. The physical sciences are comprised of chemistry, physics, astronomy and other physical sciences. With the exception of astronomy, the decline is completely attributable to the drop in the number of men obtaining baccalaureates in these fields. In chemistry, the number of men, ranged from a high of 9,651 in 1969 to its current low of 4,550, or a decline of over 50 percent. The drop in total baccalaureates in chemistry would have been even more severe had not women move into the field. The number of women earning degrees rose from 1,801 in 1966 to 4,755 in 2004. Although the number of women earning chemistry degrees fluctuated during the 1966-2004 time period, the overall direction was upward. A Similar picture emerges in physics. The number of women earning baccalaureates in physics increased about four-fold - from 224 in 1966 to 908 in 2004 - while the number of men fell from a high of 5,213 in 1966 to a low of 2,638 in 2000, before rising to 3,248 in 2004.

Number of Physical Science-Related Bachelor's Degrees

In 2003-04, only 1.3% of all bachelor's degrees awarded nationally, were awarded in the physical sciences and science technologies. 66.4% of these 17,983 physical science-related bachelor's degrees were awarded at public institutions. [Table 254: Digest of Education Statistics, 2005] NOTE: physical sciences and science technologies includes physics, astronomy, chemistry and geological sciences, etc.

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Science Education

Number of Education-Related Bachelor's Degrees

In 2003-04, only 7.8% of all bachelor's degrees awarded nationally, were awarded in the area of Education. 1% (1,045 degrees) of these 106,278 education-related bachelor's degrees were awarded in the areas of science education specifically. 46,349 degrees were awarded in elementary education and teaching; 6,358 degrees were awarded in secondary education; 9,357 degrees were awarded in early childhood education. [Table 252: Digest of Education Statistics, 2005] NOTE: physical sciences and science technologies includes physics, astronomy, chemistry and geological sciences, etc.

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Note 1: The Commission on Professionals in Science and Technology (CPST), founded in 1953, a participating organization of the American Association for the Advancement of Science, is a nonprofit corporation whose membership includes leading professional societies, corporations, institutions, and individuals concerned with advancing public understanding of professionals in science and technology, their roles, education, and employment.

Note 2: Physical sciences and science technologies includes physics, astronomy, chemistry and geological sciences, etc.