2. Attracting the Best and Brightest Minds to Science Geraldine Richmond University of Oregon

3. Scientific Workforce Needs of the Future A strong scientific and engineering workforce is essential for maintaining U.S. leadership in a knowledge-driven world economy. The demand for physical scientists and engineers by the year 2010 will increase by 18% and 9% respectively. In the next 20 years, there will be a significant reduction in the scientific and engineering workforce due to retirements.

4. Trends in U.S. Science, Technological, Engineering and Mathematics (STEM) Training The production of Ph.D. degrees has drastically decreased since the 1970s reaching its lowest level in 2001.* In the past decade, the number of U.S. science graduate students has decreased by: 26% in Physics; 19% in Mathematics; 10% in Chemistry. U.S. has had one of the lowest growths of Ph.D. degrees in engineering and natural sciences compared to other countries in the past decade. *normalized to the GNP

5. Racial/Ethnic Distribution of U.S. STEM Workforce in 1997 *Native American participation was less than 1%. Source: Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Dvelopment (2000).

6. Population Projection for White, Non-Hispanic Males in the United States 26%36% 19952050 Source: Day, J. (1996) Population projections of the United States by age, sex, race and Hispanic origin: 1995 to 2050. Arlington, VA: U.S. Census Bureau.

7. Year Fraction Bureau of the Census population projections for five ethnic and gender groups, ages 18 to 64 years. White Female, Non-Hispanic White Male, Non-Hispanic Black, Non-Hispanic Hispanic Asian Source: Day, Jennifer Cheeseman, Population Projections of the United States by Age, Sex, Race, and Hispanic Origin: 1995 to 2050, U.S. Bureau of the Census, Current Population Reports, pp. 25-1130, U.S. Government Printing Office, Washington, D.C.

8. 0 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000 450,000 197719791981198519871989199119931995 Year Degrees Earned Total Non-Hispanic white men Non-Hispanic white women Underrepresented minorities Asians Earned B.S./B.A. degrees in science, technology and engineering fields by race/ethnicity, 1977 to 1995 (U.S. citizens and permanent residents). Source: National Science Foundation, Science and Engineering Degrees by Race/Ethnicity, 1977-1997, NSF, Arlington, Va., 2000,

9. 1st Year Enrollments Year African-Americans Hispanics Source: National Science Foundation/Division of Science Resource Studies, Graduate Students and Postdoctorates in Science and Engineering: Fall 1997, NSF 99-325, NSF, Arlington, Va., Tables 27, 28, and 29. Entry into science and engineering graduate work declines in 1997 (first-year enrollments at surveyed universities).

10. Calculated fraction of 22-year-olds receiving bachelor’s degrees in science and engineering if award rates of various groups remain constant. Year Percentage Source: Day, Jennifer Cheeseman, Population Projections of the United States by Age, Sex, Race, and Hispanic Origin: 1995 to 2050, U.S. Bureau of the Census, Current Population Reports, pp. 25-1130, U.S. Government Printing Office, Washington, D.C.

12. Women as a percentage of employed doctoral scientists and engineers in universities and 4- year colleges, by broad field of doctorate and academic rank: 1999 5.8 2.2 14.9 9.5 24.8 14.8 0 10 20 30 40 50 60 70 80 90 100 9.5 14.9 26.3 Computer and mathematical sciences Physical and related sciences Engineering Field Percentage female Full professor Associate professor Assistant professor Source: National Science Foundation/Division of Science Resources Studies, 1999 Survey of Doctorate Recipients.

14. There is no solution until it is acknowledged that there is a problem. There is no solution without making workforce issues a priority.

15. Science Workforce of 2018 Best in the world. Mirrors the demographics of the country. Operates on a review process that is free of gender and ethnic bias. Receives wages that make it an attractive profession, particularly at the graduate student level. Works in an environment that supports achievement of both personal and professional goals.