Transcript www.okcareertech.org

Tapping the Talent Pool,
Preparing Oklahomans
for Success in a Global
Economy
Jason Thompson, Vice President Community
Wellness and Diversity INTEGRIS Health
About Jason…
And How Much
Does He Like
You?
Goals For Today
1.
2.
3.
4.
Discuss job growth
Who is getting degrees in science and technology
Changing demographics in US and OK
Need to engage diverse populations in Science and
Technology
5. Retention
6. What needs to be done
7. Creating interest of diverse groups
Competing in the 21st Century global
market?
Desperately Seeking Math and Science Majors
By Geoff Colvin, senior editor at large July 29, 2010
“This spring the U.S. will graduate about 8,000 Ph.D.
engineers, an estimated two-thirds of whom are not U.S.
citizens.
About 150,000 students who majored in engineering,
computer science, information technology, and math will
collect bachelor's degrees.
The Chinese government claims that in recent years the
number (of bachelor degrees) in China has been well north
of 500,000 and rising fast; even if overstated, as some
believe, the real number is much larger than America's,
and the quality of those graduates is improving. “
http://money.cnn.com/2010/07/29/news/international/china_engineering_grads.fortune/index.htm
"STEM" occupations and job growth
The need for technical work continues to grow. Technical occupations are often
defined as those related to science, technology, engineering, and mathematics
(STEM).
Source: Office of Occupational Statistics and Employment Projections
Who is getting PhDs in
Science and Engineering?
16,000
14,000
12,000
10,000
8,000
2004
2005
6,000
2006
4,000
2007
2008
2,000
2009
0
Doctorates awarded in Science and Engineering by Race: 2004–09
SOURCE: NSF/NIH/USED/NEH/USDA/NASA, 2009 Survey of Earned Doctorates.
14,000
12,000
10,000
8,000
6,000
4,000
Professor
Associate professor
Assistant professor
2,000
Other faculty
Not applicable
0
Female Doctorates in Science and Engineering Employed at 4 year
Colleges in 2008
SOURCE: National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients, 2008 (preliminary data).
60,000
50,000
40,000
30,000
Professor
20,000
Associate professor
Assistant professor
10,000
Other faculty
Not applicable
0
Male Doctorates in Science and Engineering Employed at 4 year
Colleges in 2008
SOURCE: National Science Foundation, Division of Science Resources Statistics, Survey of Doctorate Recipients, 2008 (preliminary data).
Changing Demographics
in the USA and Oklahoma
• There are approximately 309 million
people in the US.
• Since 2000, 27.3 million people were add
to the US population.
• Over all minorities accounted for 92% of
the total U.S. population growth during
the past decade.
Source: Reports on America , Population Reference Bureau, July 2011
MINORITIES FUELED THE INCREASE IN
CHILD POPULATION FROM 2000 TO 2010.
50.0%
46.3%
38.8%
40.0%
31.2%
30.0%
23.8%
20.0%
10.0%
2.6%
0.0%
-10.0%
-5.6%
-2.3%
-9.8%
-20.0%
Percent Change in population under 18
Source: Reports on America , Population Reference Bureau, July 2011
Demographic Changes
•
The U.S. population will soar to 438 million by 2050
•
The Hispanic population will triple, according to projections released by the Pew
Research Center.
•
Even if immigration is limited, Hispanics' share of the population will increase because
they have higher birth rates than the overall population. That's largely because
Hispanic immigrants are younger than the nation's aging baby boom population. The
median age of Hispanics is 27.4 compared with 37.9 overall
Asians
35.4
Blacks
31.1
Whites
40.8
•
Births, not immigration, now account for most of the growth in the nation’s Hispanic
population, a distinct reversal of trends of the past 30 years.
•
The proportion of children under 18 who are minorities will be: 62%, up from 44%
today.
•
Two in every five children will be Hispanic.
•
Blacks will remain 13% of the population. Asians will go to 9% from 5%.
Oklahoma Demographic Changes Reflected in the Census
(2000/2010)
Category
Whites
Hispanic/Latino
Black/African-American
Asian
American Indian/Alaskan Native
Native Hawaiian & Pacific Islander
Some Other Race
*Two or More Races
2000
76.2%
5.2%
7.6%
1.4%
7.9%
.1%
2.4%
4.5%
2010
72.2%
8.9%
7.4%
1.7%
8.6%
.1%
4.1%
5.9%
Student Population Projected to be 50% URMS by 2050 U.S. Population 18-24
Years Old, by Race/Ethnicity: July 1990-99 & Projections to 2050
Source: National Science Foundation, Women, Minorities and Persons with Disabilities in Science and
Engineering, 2004.
Projection on who is going to college
Between 2007 and 2018 enrollment is projected to increase by
•4 percent for students that are White
•26 percent for students that are Black
•29 percent for students that are Asian or Pacific Islander
•32 percent for students that are American Indian or Alaska Native
•38 percent for students who are Hispanic
•14 percent for students that are non resident aliens
Source: U.S. Dept. of Education, NCES, Integrated Postsecondary Education Data System (IPEDS)
Why Broad Participation Matters
Our sources for the S&E workforce are uncertain:
• The fastest growing population is also the most underrepresented in the
STEM fields
• For many years, the nation relied on an S&E workforce that was
predominantly male, white and Asian.
• In the more recent past, we have seen gains for women in some fields
and an increasing reliance on international students in others.
• Non-U.S. citizens (e.g. those from China and India) have accounted for
almost all growth in STEM doctorate awards
• However, we are coming to understand that relying on non-U.S.
citizens for our S&E workforce is an increasingly uncertain proposition
Issues of concern…
More than 17% of Hispanic people ages 16 to 24 are highschool dropouts; compared with only 6% of whites, 9% of
blacks and 4% of Asians of the same age group, according to
2009 data analyzed by the Pew Hispanic Center.
Issues of concern…
Average ACT Scores.
Why is this important?
Issues of concern…
• Underrepresented minority groups comprised
28.5 percent of our national population in 2006,
yet just 9.1 percent of college-educated Americans
in science and engineering occupations (academic
and nonacademic)
• The fastest growing demographic is also the most
underrepresented in the STEM field.
Next Steps… What to do
The Good News…
Is the glass half-full?
• Underrepresented minorities in 4-year institutions major in
STEM at the same rate as others, but their completion rate
is lower.
Four- and Five-Year Completion Rates of 2004
Freshmen, by Initial Major Aspiration and
Race/Ethnicity
100
90
80
% of Students
70
60
50
40
30
20
10
0
4-Year Completion:
Started in STEM Field
White
4-Year Completion:
Started in non-STEM
Field
Asian American
Latino
Source: The National Academies, Adviser to the Nation on Science, Engineering and Medicine
5-Year Completion:
Started in STEM Field
Black
5-Year Completion:
Started in non-STEM
Field
Native American
Add picture of inari
sushi
What is this? Can you make it?
Inari Sushi
Can you make Inari Sushi?
If you had help would you do better in preparing
Inari Sushi?
Would you do better if you grew up eating Inari
Sushi?
GRE Scores?
The GRE is particularly susceptible to the influence of socioeconomic
class. ETS' own research has shown a strong relationship between
family background and test scores. One study of applicants who
scored between 750 and 800 on the exam found that only 4% of
these high-scoring test-takers had fathers who had not completed
high school; around half had fathers with bachelor's degrees or more,
and of these, a whopping 90% had fathers with graduate or
professional degrees. When family income was held constant, most of
the test score differences between races disappeared or shrank
dramatically.
Penncock-Roman, M. (1994). Background Characteristics and Futures Plans of High-Scoring GRE General Test Examinees, research report
ETS-RR9412 submitted to EXXON Education Foundation, Princeton, NJ: Educational Testing Service.
Need to forget:
• Interest inventories
• Standardized test
• Move Beyond high failure rates
(You can be rigorous and graduate
students…focus on teaching and
learning)
• Scholarships
We must break the cycle. Every
time one child goes to colleges it
means their children will go to
college. It means they will know
how to make the sushi.
The
End