Percent Of Us Population With Master’s Degree

Percent Of Us Population With Master’s Degree – About AHA AHA and Membership AHA History and Archives History Archives Retrieving Masters from the Trash of History (2005) II. Master’s Degree in History: A Snapshot of Statistics

Master’s degrees are the fastest-growing degrees in the United States, and the Department of Education expects master’s degrees to expand and prosper for at least another decade (see Figure 1).15 For example, between 1996 and 2002 (see full data available for the last seven academic years). , the annual number of master’s degrees awarded in all fields increased by only 19 percent, compared with only 7 percent for associate degrees and 11 percent for bachelor’s degrees, and a slight decline in educational attainment. . Annual Number of Doctorates. Master’s degrees in education have grown the fastest

Percent Of Us Population With Master’s Degree

, with a 29 percent increase overall, including a 41 percent increase among blacks and a 54 percent increase among Hispanics. 1) 17

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Should you be concerned about this trend? We think so. At the very least, the decline in the number of master’s degrees in history reflects a decline in the number of bachelor’s degrees in history, both in absolute terms and as a percentage of the total.

Degree awarded in USA. 18 (We also observe a similar decline in the number of master’s degrees over the past decade among the social sciences most closely associated with history, all of which have lost ground to fields such as business and education; see Figures 2A and 2B.) All levels of history education are closely related, improving the subject. As part of the same pipeline in the direction (see Table 1 and Figure 3); For example, in 2001, 58 percent of all new history PhDs had a master’s degree in history and 57 percent had a bachelor’s degree in the discipline. The undergraduate history major raises some questions that cannot be answered within the scope of this report: Why aren’t more students majoring in history? Are history majors declining in quality as well as quantity? How exactly is the decline of the BA related to the decline in new history master’s degrees? Are undergraduates in recent history less prepared for graduate study at the graduate level than their predecessors—as many have suggested to us during this study?

Master’s programs were “always more diverse than doctoral programs,” but the number of minority students earning master’s degrees began to increase dramatically in the early 1990s.20 In fact, the annual number of African American master’s degree recipients increased by 132 during the 1990s. 146 percent, while Hispanics grew 146 percent. More than ever, “minority groups not traditionally well-represented in graduate education are seeing graduate school as a good way to improve skills and gain important credentials needed in their careers.” 21 At first glance, history appears to be part of it. Health trends: 1995 to 2001

The number of minorities earning a master’s degree in history rose from 14 percent to 17 percent (counting only US citizens and permanent residents), a small but still significant increase. At the same time, the share of master’s degrees in history awarded to women also increased from 38 percent to 44 percent, including US citizens and permanent residents (see Table 2). The ultimate comeback

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Despite the number of degrees awarded between 1995 and 2001, we see a very different story: while minority students continue to earn about the same number of degrees year after year, the number of white students, especially white men, who earn master’s degrees in history. has denied. dramatically (from 1,580 degrees for white men in 1994-95 to just 1,046 degrees in 2000-01, a 34 percent decline overall). Any gains in diversity were subtractive (losing white men and, to a lesser extent, white women) rather than adding (disciplining more minorities).

Another troubling measure of diversity among history majors comes from the National Postsecondary Student Aid Survey, a periodic survey of demographic and financial aid patterns. In 1999–2000, the last time the survey was conducted, the number of undergraduate students enrolled in the Faculty’s History MA was actually

Distinct from the number of students studying at the doctoral level excluding Spanish speakers. For most other subjects, the opposite was true (see Table 3). It is necessary to ask why and to consider the potential impact of a master’s degree as an entry barrier against individuals from different backgrounds. According to a recent econometric analysis, “holding other factors constant, a 2.5 percent increase in the black share of earned doctorates would double the representation of black faculty.” A minority of master’s degrees are earned.

Male undergraduate students in history still outnumber female students, which contrasts with other academic disciplines in history (especially outside the sciences). Nevertheless, the recent and dramatic decline in the percentage of male students at the graduate level deserves further investigation. Besides, the gap in the ratio of male students is also higher

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Level (51 percent in 2000) and master’s level (58 percent in 2000), which are atypical (see Tables 2 and 4). History graduate students differ from their non-history counterparts in another respect: they are more likely to study full-time, even at graduate level (Table 4). Continued gender disparity in history undergraduate education? Is the recent downward trend in the number of male students part of an additional correction in the gender balance, which will soon balance history majors with roughly equal proportions of men and women? 24 Why are current graduate programs still more attractive to men than women? ? Something about the curriculum? Do men see a master’s degree as a more promising means of career advancement than women (although women are more likely to use their master’s degree as a public or even high school teacher)? Do men have an easier time getting a bachelor’s degree than women because of work, family responsibilities, or personal financial circumstances? These are all reasonable assumptions, but we need more information to determine which (if any) is true In particular, we need more information about graduate students’ goals and aspirations and the career paths they choose after obtaining a master’s degree.

John Snell reports that “in 1959 there were a total of 196 institutions in the country offering master’s degrees in history, including about eighty Ph.D.’s in history. He estimated that one-fifth of “ordinary” four-year colleges offer degrees and half offer “good” ones. In 1958, the largest producer of master’s degrees in history was Columbia University, with 87, and Columbia remains one of the top producers, although annual production dropped to only thirty degrees in the late 1990s.25 But most history departments hold only a few meritorious degrees. degree seen. Degrees per year: One-fourth of institutions listed by Snell in 1958 with no more than two degrees; In 2000, about a fifth of comparable institutions still offered no more than two degrees (see Appendix 1).26

Snell predicted that “the number of master’s programs could increase,” and he was right. 27 According to the Department of Education, about 340 institutions in the United States today offer master’s degrees in history. Unfortunately, there is a lot of confusion in how the federal government counts degrees earned, and history suffers from more confusion because it sits between the cracks of the social sciences and the humanities, sometimes counting as one and sometimes counting as the other. . That is, how many institutions

What masters degrees are offered in history? We began our census using eight different data sources (department of education records, commercial guidelines for graduate education, and lists of graduate programs maintained by professional associations in the discipline) 28 and reached a total of 435 institutions. By the fall of 2003 (see Appendix 1). Many additional institutions offer degrees in history education (often in programs run jointly by history departments and schools or departments of education), in the history of science, or in various aspects of public history, all of which count. Different from “date” in official statistics (see note). Notably, the AHA did not know that many of these programs existed, which only underscores the need for greater emphasis on the graduate level of the historical profession.

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Table 5 summarizes the institutional and geographic distribution of master’s programs in history at the undergraduate level. As in Snell’s time, research universities still host most undergraduate programs.

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