Survey Of Doctorate Recipients Research Articles

Not Equal for All: Gender and Race Differences in Salary for Doctoral Degree Recipients

Despite a recent increase in women and racial/ethnic minorities in U.S. postsecondary education, doctoral recipients from these groups report lower salaries than male and majority peers. With a longitudinal sample of approximately 10,000 respondents from the Survey of Doctorate Recipients, this study adds to the limited literature examining the effects of discipline, sector of employment, personal traits (e.g., marital status and number of children), and the interaction of gender and race on annual salary over the decade after degree completion, 1999–2008. Multilevel growth models reveal greater gaps in salary for women compared to men across all race/ethnic groups. The greatest rate of return was found for Asian respondents regardless of gender, and minority males had better returns than White male peers conditional on marriage. Implications for career choice, career paths, and the need for policies that address gender and race equity are discussed.

Productivity and Leadership Patterns of Female Faculty Members in Public Administration

Though the number of female faculty members has risen in public administration programs throughout the nation, few studies have analyzed the advances made by them at universities and colleges. The most commonly used method of examining success in academic settings is by analyzing the research productivity patterns of faculty members. However, evaluation should not be limited to measuring publication productivity alone, but also through measuring gender equity in leadership positions. Thus the purpose of this research is to analyze the scholarly output and leadership patterns of faculty members in fields of public administration and policy by gender. The study uses data from the Survey of Doctorate Recipients to examine career trajectories and 241 schools offering degrees in public administration, affairs, policy, and management listed on the NASPAA website to examine leadership patterns by gender. The results suggest that female faculty members have lower productivity despite controlling for demographic, institutional, and career factors. However, when interaction terms are introduced between female faculty and ages of children, the productivity gap by gender disappears.

Beyond Anecdotes: A Quantitative Examination of Black Women in Academe

Using data from the Survey of Earned Doctorates, the Survey of Doctorate Recipients, and the Integrated Postsecondary Educational Data System Completion Survey by Race, this paper provides a quantitative analysis of black woman as they progress through the academy as students, faculty or administrators. This paper will detail the number of bachelor's, master's and doctoral degrees awarded to black woman, the colleges and universities that are successful at conferring said degrees, and the professional outcomes of black women employed in academe. We find that black women earn twice as many degrees as black men and that younger black female professors seem to face fewer barriers to success in the academy than their predecessors.

Job satisfaction patterns of scientists and engineers by status of birth

The latest figures published by the Science and Engineering Indicators report reveals that in 2003, 33% of faculty in science and engineering departments at research universities were foreign-born, a number that has more than doubled in thirty years. Foreign-born faculty members comprise an important part of the scientific enterprise that has been understudied. The purpose of this study is to examine the job satisfaction patterns of scientists and engineers by status of birth using a very large and comprehensive National Science Foundation (NSF) dataset, the Survey of Doctoral Recipients (SDR). The results of the study indicate that foreign-born scientists and engineers are less satisfied in several areas of their work life as compared to their US-born peers.

Diversity in Academic Biomedicine: An Evaluation of Education and Career Outcomes with Implications for Policy

Currently, the U.S. population is undergoing major racial and ethnic demographic shifts that could affect the pool of individuals interested in pursuing a career in biomedical research. To achieve its mission of improving health, the National Institutes of Health must recruit and train outstanding individuals for the biomedical workforce. In this study, we examined the educational transition rates in the biomedical sciences by gender, race, and ethnicity, from high school to academic career outcomes. Using a number of educational databases, we investigated gender and racial/ethnic representation at typical educational and career milestones en route to faculty careers in biomedicine. We then employed multivariate regression methods to examine faculty career outcomes, using the National Science Foundation’s Survey of Doctorate Recipients. We find that while transitions between milestones are distinctive by gender and race/ethnicity, the transitions between high school and college and between college and graduate school are critical points at which underrepresented minorities are lost from the biomedical pipeline, suggesting some specific targets for policy intervention.

The diffusion of IT in higher education: publishing productivity of academic life scientists

This study investigates how the diffusion of Internet access and other advancements in IT across a broad group of institutions of higher education has affected the publishing productivity of life scientists. Several IT indicators are considered: (1) the adoption of BITNET; (2) the registration of domain names (DNS); (3) the availability of the electronic journal database, JSTOR (http://www.jstor.org/), and (4) the availability of electronic library resources. Data on life scientists are from the 1983, 1995, 2001 and 2003 Survey of Doctorate Recipients (SDR). Educational institutions are classified into tiers depending upon research intensity. Three hypotheses are tested: (1) IT enhances the careers of faculty; (2) IT improves the careers of faculty at lower-tiered relative to higher-tiered institutions; and (3) IT increases women's publication rates relative to those of men. The results provide some support for the first two hypotheses but no support for the third hypothesis.

Foreign-born academic scientists and engineers: producing more and getting less than their U.S.-born peers?

The Chronicle of Higher Education recently reported that the number of doctoral degrees awarded in the U.S. rose 3.4 percent in 2004, largely because of an increase in foreign students [Smallwood (2005). Doctoral degrees rose 3.4% in 2004, survey finds. The Chronicle of Higher Education, December 9, 2005]. Currently, 20.9 percent [National Science Board (2003). The science and engineering workforce realizing America’s potential. NSB, vol. 3, National Science Foundation] of all science and engineering faculty positions at U.S. universities are held by foreign-born scientists (with even larger percentages in computer science and engineering)—and we can expect higher numbers of foreign-born faculty at U.S. universities in the future. In this paper, we use 2001 Survey of Doctorate Recipients (SDR) data from the National Science Foundation to compare productivity levels, work satisfaction levels and career trajectories of foreign-born scientists and U.S.-born scientists. The results indicate that foreign-born academic scientists and engineers are more productive than their U.S.-born peers in all areas. Yet, average salaries and work satisfaction levels for foreign-born scientists are lower than for U.S.-born scientists.

The Labor-Market Impact of High-Skill Immigration

The rapid growth in the number of foreign students enrolled in American universities has transformed the higher education system, particularly at the graduate level. Many of these newly minted doctorates remain in the United States after receiving their doctoral degrees, so that the foreign student influx can have a significant impact in the labor market for high-skill workers. Using data drawn from the Survey of Earned Doctorates and the Survey of Doctoral Recipients, the study shows that a foreign student influx into a particular doctoral field at a particular time had a significant and adverse effect on the earnings of doctorates in that field who graduated at roughly the same time. A 10 percent immigration-induced increase in the supply of doctorates lowers the wage of competing workers by about 3 percent.

Latent Class Analysis of 1997 NSF Survey Data on Science PHDs

Summary The field of Information Technology (IT) has provided extraordinary job growth in the United States over the last two decades; however, women and some minority groups are severely underrepresented in IT occupations, especially in management positions. These groups also on average receive lower salaries than their counterparts. The U.S. National Science Foundation's SESTAT database is created from biennial nationally representative surveys of U.S. scientists and engineers. SESTAT provides detailed information, such as employment history, educational background, and demographic characteristics. These data are analyzed here using latent class analysis, which is an exploratory technique that can be used to cluster cases based on categorical variables. The data are from the 1997 Survey of Doctoral Recipients. The subset of respondents received Ph.D.'s between 1990 and 1996 in either than physical or biological sciences or in engineering and work at higher educational institutions. There are a few significant differences between men and women in desired work activities, job search resources, and adequacy of doctoral training. There are many large, significant differences in limitations when searching for a job, work activities, and family and career status. Latent class analysis helped identify important subgroups of females and males based on clustering simultaneously on several categorical variables.

Marriage and Baby Blues: Redefining Gender Equity in the Academy

Traditionally, gender equity in the academy is evaluated in terms of women’s professional success as compared to men’s. This study examines gender equity not only in terms of professional outcomes but also in terms of familial outcomes, such as childbirth, marriage, and divorce. Using data from the Survey of Doctorate Recipients as well as data from a 2002 to 2003 survey of the work and family issues facing ladder-rank faculty in the nine campuses of the University of California system, the authors followed more than thirty thousand Ph.D.s in all disciplines across their life course and surveyed more than eighty-five hundred active University of California faculty. Results indicate that gender equity in terms of familial gains is as elusive as gender equity in terms of professional employment, raising the fundamental issue of what gender equity means in a university setting or in any fast-track employment setting.

Differential Employment Patterns for Citizens and Non‐Citizens in Science and Engineering in the United States: Minting and Competitive Effects

ABSTRACT The consequences of the heavy inflow of foreign talent for U.S. scientists and engineers over the period 1973‐1997 are examined using data from the Survey of Doctorate Recipients. Of particular interest is whether non‐citizens trained in the United States have displaced citizens from jobs in science and engineering (S&E). Using a novel adaptation of the shift‐share technique, it is shown that citizen S&E doctorates have fewer jobs in S&E and fewer academic jobs than their non‐citizen counterparts for two reasons: the citizen doctoral population has experienced slower growth than the non‐citizen doctoral population, and citizen S&E doctorates have been displaced. Whether the displacement observed was a voluntary response of citizens to the lure of better opportunities elsewhere or an involuntary response indicative of having been pushed out by foreign talent remains to be determined.

What Sociologists Do and Where They Do It—The NSF Survey on Sociologists's Work Activities and Workplaces

We present data from the National Science Foundation Survey of Doctoral Recipients that challenges the image of sociology as a classroom-based group of professionals. Our data reveal that only 45.8% of Ph.D. sociologists teach sociology. The anachronistic and false image of sociology, we argue, is profoundly consequential to the way sociologists interact with each other and with the larger society. As a discipline we tend to ignore or dismiss the doing of sociology in favor of the teaching of sociology or of theoretically focused research. We also present data on principal tasks and job classifications for those in academic and nonacademic settings.

The Labor Market for Statisticians and other Scientists

During the last few years, a great deal of anguish has been expressed by young scientists who believe that the job market is inhospitable to them and complain that the time and effort invested in their education has not enabled them to find the kinds of jobs that led them to pursue their degrees in the first place. Statisticians have not been as vocal in these complaints as their colleagues in some other fields. We ask whether this is a reflection of statisticians facing a better job situation than some of their colleagues. Using data from the Survey of Doctorate Recipients, conducted for the National Science Foundation and other federal agencies by the National Academy of Sciences and information collected by a number of professional societies, we conclude that they are, in fact, not as bad off as their colleagues in some other fields. Judging by their unemployment rates and the limited indicators we have of underemployment, individuals with doctorates in statistics are relatively likely to find suitable employment. Furthermore, salaries are somewhat higher for individuals with training in statistics than for the general doctoral population. More work is needed, however, to determine whether the jobs they receive are sufficiently challenging and professionally satisfying given the education/training that the doctorate or other degree-level individual has undergone.

Gender Differences in the Rewards to Publishing in Academe: Science in the 1970s.

This paper makes use of a unique data set fordoctoral-level biochemists, earth scientists,physicists, and physiologists to examine the question ofwhether the rewards to publishing in science are gender blind. The longitudinal nature of the data, andthe inclusion of different research outcome variables,permit the estimation of a wage-change model thatcontrols for fixed effects and productivity differences. We find little evidence that the reward processin academe during the 1970s was affected by gender. Wedo, however, find evidence that catch-up was occurring,implying that all was not well in the past for the women scientists in the study. [The1975 Survey of Doctorate Recipients indicates thatracial minority groups (Blacks, American Indians, andAsians) comprised, respectively, 5.9%, 6.3%, 2.8%, and 6.3% of the doctoral populations in physics,chemistry, earth science, and thebiosciences.]

Inequality in Scientific Performance: Adjustment for Attribution and Journal Impact

This paper examines the degree to which measured inequality in scientific output is sensitive to adjustments for attribution and the quality of the journal (as proxied by journal impact) in which the article appears. Data for the study come from the Survey of Doctorate Recipients and the Science Citation Index. Generally, we find that the adjustment for attribution only marginally affects inequality. In all instances, however, the adjustment for journal impact increases inequality by a statistically significant amount. The conclusions persist when the analysis is restricted to only those scientists who publish, and suggest that prolific scientists have not gained their status by `sharing' authorship, as is popularly imagined; neither have they traded quality for quantity by publishing in journals of lower impact. The data also allow for an examination of inequality by sector of employment. The analysis points to substantial differences in inequality between employment sectors, due largely to wide differences in the proportion of scientists publishing in the different sectors.