The Master s Degree: A Critical Transition in STEM Doctoral Education
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1 The Master s Degree: A Critical Transition in STEM Doctoral Education Sheila Edwards Lange Vice President/Vice Provost University of Washington June 27, 2014
2 Overview of Presentation The Need for Change Growth in master s degrees in STEM Summary of Research Findings Implications for APS Bridge Programs
3 National Crises In STEM Dr. Shirley Jackson s Perfect Storm Aging STEM workforce International competition for talent Fewer U.S. students studying STEM disciplines Changing demographics in U.S. To ensure a productive future for science and technology in the United States, we must make physics more inclusive. The health of physics requires talent from the broadest demographic pool. Underrepresented groups constitute a largely untapped intellectual resource and a growing segment of the U.S. APS Joint Diversity Statement Complex, interdisciplinary problems require diverse talent to solve
4 Why So Few? K-12 Preparation Financial barriers Climate in STEM unwelcoming Employment prospects unclear Compatibility with having a family Attrition/Switching Majors Lack of mentoring/role models
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6 Master s & Doctoral Education Little is known about master s education and educational pathways to the doctorate Questions raised about whether master s degree is a diversion from or stepping stone to doctoral degree Is master s only institution source of talent loss or untapped reservoir?
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9 Study Methodology Survey of Earned Doctorates, Science and engineering fields only Stratified random sample, 400 from each racial category, 3200 total Pathways as institutional transitions between undergraduate, master s and doctoral degrees Chi-square analysis
10 Research Questions What are graduate degree pathways to the doctorate? Do pathways differ by race & gender? Are women & URM more likely to earn a master s degree en route to the doctorate? What are institutional origins of master s degrees earned en route to the doctorate?
11 Doctoral Degree Pathways No BS Data Available, 6.0% Start Graduate Program at BS Institution, 17.8% Start Graduate Education Different Institution, 76.2%
12 Leave BS Institution to Begin Graduate Program No MS, BS PhD (28.4%) BS MS = PhD (27.2%) BS MS PhD (19.6%) BS MS PhD = BS (1.0%)
13 Begin Graduate Program at BS Institution BS = MS PhD (8.2%) BS = MS = PhD (6.2%) No MS, BS = PhD (3.5%)
14 Hispanic Asian/PI Native White Black 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% BS MS = PhD BS MS PhD BS MS PhD = BS No MS, BS PhD BS = MS PhD BS = MS = PhD No MS, BS = PhD No BS, MS = PhD No BS, MS PhD No BS, No MS, PhD only
15 Number of Doctoral Recip ie n ts Native American Asian/Pacific Islander Black Hispanic White Not Applicable (No MS) No Transition (MS=PHD) Transition (MS PHD)
16 Master's Institution Carnegie Classification White/Caucasian Hispanic/Latino Black/African American Asian/Pacific Islander American Indian/Native American Female Male 0% 20% 40% 60% 80% 100% Doctoral Extensive Doctoral Intensive Master's All Others
17 100% 80% 60% 40% 20% 0% Doctoral Extensive Doctoral Intensive Master's College All Others Carnegie Classification of Master's Institution MS=PhD MS PhD
18 Summary URM students are significantly more likely to earn a master s degree en route to the doctorate URM students take significantly different pathways to the doctorate and are more likely to earn the BS, MS and PhD at three different institutions URM students more likely to experience transition between master s and doctoral degrees
19 Summary (continued) Compared to White and Asian/Pacific Islander doctorate recipients, URM students are less likely to earn master s degrees at doctoral extensive institutions, so HSI s, HBCU s, MSI s and Tribal Colleges are important sources of talent
20 Issues Raised by Study Transition between the master s and PhD is neither accounted for nor explained by existing theoretical models of graduate degree progress We do not know why students transition or what factors hinder and facilitate transition We need to be more attentive to master s education, especially for women and URM students to ensure that social and academic integration occurs
21 Issues Raised by Study Resources and recruitment programs structured at undergraduate level Women and URM may be concentrated in less selective undergraduate and master s institutions which impacts access to doctoral institutions Earning master s degree first can impact eligibility for funding of doctoral program Time to degree is longest for students who transition between master s and doctoral degree
22 Main Conclusion Master s degree programs are untapped resources Facilitating the transition between master s and doctoral programs can be a powerful way to capture URM talent Bridge programs between many types of institutions have great potential to grow doctorates in STEM.
23 Limitations & Further Research Non-response or no master s degree variable is incomplete, master s institution used instead Does not address questions about students who do not continue on to doctorate Does not provide us with information about why students transition between master s and doctoral degrees
24 Questions and Discussion
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