Difference between revisions of "Participation Rates by Race in Economics, the Social Sciences, and STEM fields"

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'''Summary:''' The data above demonstrates that underrepresented minorities in the field of economics should be paid attention to. The significant difference in participation is especially evident for Black and Hispanic students. In 2009, 5.3 percent of bachelor’s degrees in Economics were awarded to Black students, where areas in STEM fields Black students were awarded 8 percent of degrees, and in Social Science fields 10.1 percent of degrees. In 2009, 6.4 percent of bachelor’s degrees in Economics were awarded to Hispanic students, where areas in STEM fields Hispanic students were awarded 7.3 percent of bachelor’s degrees, and 9.9 percent of the bachelor’s degrees in the Social Sciences.  
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'''Summary:''' The data above demonstrate more attention should be paid to underrepresented minorities in the field of economics. The significant difference in participation is especially evident for Black and Hispanic students. The graph on the top depicts the percentage of Bachelor's degrees earned by Economics students broken down by race as of 2009. The left-most graph shows these percentages for students within STEM fields and the right-most graph shoes these percentages for students across the social sciences (excluding Psychology). By comparing the graphs, one can see that Black students earned 5.3 percent of Bachelor’s degrees in Economics, whereas Black students received 8 percent of degrees in STEM fields and 10.1 percent of degrees in social science fields. A similar pattern emerges for Hispanic students who received 6.4 percent of bachelor’s degrees in Economics compared to 7.3 percent of Bachelor’s degrees in STEM fields and 9.9 percent of the Bachelor’s degrees in the Social Sciences. The participation rates of minority races in Economics are much lower than even the rates seen among STEM disciplines, suggesting that greater attention to diversity in Economics (similar to the level of concern shown in STEM fields) is necessary.
  
  
 
==Source==
 
==Source==
 
U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Created by data provided by WebCaspar.
 
U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Created by data provided by WebCaspar.

Latest revision as of 19:29, 29 May 2012

EconByRace.png
SSRace.png

STEMRace.png



Click on the graphs above to zoom.


Summary: The data above demonstrate more attention should be paid to underrepresented minorities in the field of economics. The significant difference in participation is especially evident for Black and Hispanic students. The graph on the top depicts the percentage of Bachelor's degrees earned by Economics students broken down by race as of 2009. The left-most graph shows these percentages for students within STEM fields and the right-most graph shoes these percentages for students across the social sciences (excluding Psychology). By comparing the graphs, one can see that Black students earned 5.3 percent of Bachelor’s degrees in Economics, whereas Black students received 8 percent of degrees in STEM fields and 10.1 percent of degrees in social science fields. A similar pattern emerges for Hispanic students who received 6.4 percent of bachelor’s degrees in Economics compared to 7.3 percent of Bachelor’s degrees in STEM fields and 9.9 percent of the Bachelor’s degrees in the Social Sciences. The participation rates of minority races in Economics are much lower than even the rates seen among STEM disciplines, suggesting that greater attention to diversity in Economics (similar to the level of concern shown in STEM fields) is necessary.


Source

U.S. Department of Education, National Center for Education Statistics (NCES); Integrated Postsecondary Education Data System(IPEDS) Completions, 1995-2009 (Washington , D.C.: NCES, 2011). Created by data provided by WebCaspar.