The leaky pipeline of diverse race and ethnicity representation in academic science and technology training in the United States, 2003–2019

Abstract

Introduction Diverse race and ethnicity representation remains lacking in science and technology (S&T) careers in the United States (US). Due to systematic barriers across S&T training stages, there may be sequential loss of diverse representation leading to low representation, often conceptualized as a leaky pipeline. We aimed to quantify the contemporary leaky pipeline of S&T training in the US. Methods We analyzed US S&T degree data, stratified by sex and then by race or ethnicity, obtained from survey data the National Science Foundation and the National Center for Science and Engineering Statistics. We assessed changes in race and ethnicity representation in 2019 at two major S&T transition points: bachelor to doctorate degrees (2003–2019) and doctorate degrees to postdoctoral positions (2010–2019). We quantified representation changes at each point as the ratio of representation in the later stage to earlier stage (representation ratio [RR]). We assessed secular trends in the representation ratio through univariate linear regression. Results For 2019, the survey data included for bachelor degrees, 12,714,921 men and 10.612,879 women; for doctorate degrees 14,259 men and 12,860 women; and for postdoctoral data, 11,361 men and 8.672 women. In 2019, we observed that Black, Asian, and Hispanic women had comparable loss of representation among women in the bachelor to doctorate transition (RR 0.86, 95% confidence interval [CI] 0.81–0.92; RR 0.85, 95% CI 0.81–0.89; and RR 0.82, 95% CI 0.77–0.87, respectively), while among men, Black and Asian men had the greatest loss of representation (Black men RR 0.72, 95% CI 0.66–0.78; Asian men RR 0.73, 95% CI 0.70–0.77)]. We observed that Black men (RR 0.60, 95% CI 0.51–0.69) and Black women (RR 0.56, 95% CI 0.49–0.63) experienced the greatest loss of representation among men and women, respectively, in the doctorate to postdoctoral transition. Black women had a statistically significant decrease in their representation ratio in the doctorate to postdoctoral transition from 2010 to 2019 (p-trend = 0.02). Conclusion We quantified diverse race and ethnicity representation in contemporary US S&T training and found that Black men and women experienced the most consistent loss in representation across the S&T training pipeline. Findings should spur efforts to mitigate the structural racism and systemic barriers underpinning such disparities.

Demystifying the ‘hidden curriculum’ for minoritized graduate students

“…We encourage graduate schools and programs in the life sciences and medicine at other universities to organize their own symposia on the ‘hidden curriculum’ to help address the unique challenges that URG students face in graduate school ( Hinton et al, 2020 ; Sarraju et al, 2023 ; Allen-Ramdial and Campbell, 2014 ; Mays et al, 2023 ), and to reduce the number of students who quit PhDs during their first year ( Golde, 1998 ; Figure 2 ). To help with this, the resources we created for the first symposium are publicly available via Dropbox .…”

“…The ‘leaky pipeline’ is a metaphor that describes a persistent problem in which certain demographic groups, particularly women and minoritized groups, are more likely than other demographic groups to leave careers in science, technology, engineering and mathematics ( Hinton et al, 2020 ; Hinton and Lambert, 2022 ; Jackson, 2023 ; Lin, 2021 ). In addition to depleting the pool of available talent in these subjects, the leaky pipeline also reduces diversity ( Sarraju et al, 2023 ) and hinders scientific progress ( Hofstra et al, 2020 ). Almost one-third of the students who leave a PhD program do so during their first year ( Golde, 1998 ), so there is a clear opportunity to reduce leaks during the first year of graduate school ( Golde, 2000 ; Golde, 2005 ).…”

“…This lack of knowledge about the hidden curriculum contributes to poor outcomes for these students, including fewer publications ( Gibbs et al, 2014 ), a decreased sense of belonging ( Mendoza-Denton et al, 2017 ), poor mental health ( Mendoza-Denton et al, 2017 ), and being less likely to pursue an academic career ( Gibbs et al, 2014 ; Gibbs et al, 2016 ). This happens in addition to the structural and systemic racism that these students already face ( Hinton et al, 2020 ; Sarraju et al, 2023 ; Allen-Ramdial and Campbell, 2014 ; Mays et al, 2023 ).…”

CPG publishing: ‘Man’‐uscripts reign supreme

“…Even with such databases, and strategies to identify excellent women, the paucity of senior women in leading positions in hepatology presents obvious problems for reaching equity in authorships or elsewhere. Much has been written of ‘the leaky pipeline’—the progressive reduction in women across STEM and medical career stages, 20 which can be further exacerbated by race or ethnicity 21 . Interventions to address the leaky pipeline include peer mentoring, career skills training and support to return to work after having children, 22 while interventions for more senior faculty include leadership training and strategies to overcome systemic barriers 22 .…”

“…Much has been written of 'the leaky pipeline'-the progressive reduction in women across STEM and medical career stages, 20 which can be further exacerbated by race or ethnicity. 21 Interventions to address the leaky pipeline include peer mentoring, career skills training and support to return to work after having children, 22 while interventions for more senior faculty include leadership training and strategies to overcome systemic barriers. 22 Although mentoring and training can improve career trajectories, typically the onus is on women 22 to dedicate additional time to breaking through the glass ceiling.…”