Trends since 1989 in the minority graduate pipeline in psychology are examined, with special focus on trends in recent years. Encouraging trends generally outweigh troubling ones at lower levels of the pipeline. However, in recent years disquieting trends dominate at the higher pipeline levels. Promising trends include a rise in the percentage (to nearly 25%) of minority psychology students receiving the bachelor's degree and a rise to more than 20% receiving the master's degree. Troubling trends include the stalling of growth in minority PhD degree receipt since 1999 and the lack of growth in the percentage of African American and Hispanic/Latino(a) students entering PhD departments. Given the mixed findings, one of the highest priorities for psychology must be continued and persistent efforts to develop practices and policies that enhance recruitment, high levels of achievement, and degree receipt for students of color.

Practicing members of the American Psychological Association ( APA) were surveyed regarding their work settings, activities, and greatest professional concerns in the managed care era. Results from 15,918 licensed psychologists indicated that half were full-time independent practitioners engaged principally in psychotherapy and assessment and another third were in part-time private practice.Four out of five reported a negative impact of managed care on their practices. Concerns about changes to practice and ethical dilemmas as a result of managed care policies were common to all settings. Relatively few differences were apparent between earlier and more recent generations.

This article traces the evolution of graduate study in psychology in the United States and Canada during the past 3 decades. The authors summarize the 2003-2004 characteristics of graduate programs and departments in psychology and compare these data to those obtained in 1970-1971, 1979-1980, and 1992-1993. The most recent data were obtained from the 2005 edition of Graduate Study in Psychology and were based on 495 institutions, 601 departments, and 1,970 graduate programs. Information is presented for both entire departments (e.g., faculty characteristics, student profiles, admission criteria, Graduate Record Examination and grade point averages, tuition costs, financial assistance) and individual graduate programs (e.g., areas of study, number of applicants, acceptance rates, enrollment statistics, retention rates). Particular attention is devoted to the emergence of PsyD programs in professional psychology, the ascendancy of neuroscience programs in academic psychology, and the steady rise in acceptance rates across programs over the past 33 years.

Psychology, along with the majority of professions and scientific disciplines, has undergone dramatic shifts in gender composition over the past two decades. These changes have prompted concern that this increased participation by women may lead to erosion in the status of these occupations. This article describes the results of a case study of psychology conducted by a subcommittee of the American Psychological Association's (APA's) Task Force on the Changing Gender Composition of Psychology to examine the discipline's changing gender composition and the factors related to these shifts. Societal and disciplinary trends are examined, along with data on the patterns of men's and women's involvement in the educational pipeline and workplace. The results provide little support for the concern over the increasing representation of women and its impact on the prestige of the discipline. Rather, they suggest that changes in the nature and status of psychology per se may be at least partly responsible for the changes in male and female participation and that the nature, magnitude, and causes of these disciplinary changes require further examination. Specific recommendations for the APA prepared by another subcommittee of the Task Force are also presented in the Appendix.

This article defines workforce analysis and reviews the ongoing call for the field of psychology to address workforce analysis issues in a systematic manner. The American Psychological Association's progress in developing a workforce analysis capacity is traced, and the authors focus on how workforce analysis can be used to answer a series of questions regarding career pipeline issues, the supply of students and demand for internship training positions, and employment opportunities in professional psychology. The authors conclude that professional education and training issues can only be fully understood in the context of a databased approach to workforce demands for psychologists.