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Illuminating systematic differences in no job offers for STEM doctoral recipients

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  • Timothy J Kinoshita
  • David B Knight
  • Maura Borrego
  • Whitney E Wall Bortz

Abstract

This study examines differences across demographic subgroups in the phenomenon of recent doctoral recipients seeking work but having no job offers for employment. Gender and race/ethnicity have been identified as two characteristics with considerable issues of representation in a number of science and engineering fields, particularly at the doctoral level. Using the NSF Survey of Earned Doctorates dataset, which includes over 298,000 respondents in the biological sciences, engineering, and physical sciences since 1977, we use logistic regression modelling to examine the likelihood of doctoral recipients having no offers at the time of graduation as a function of race, gender, family and funding variables. We find that across the fields of biology, engineering, and physical sciences, women and underrepresented minorities have a higher prevalence of having no job offers, but this relationship has notable interaction effects for family variables and doctoral program funding mechanism. Importantly, marital status accounts for differences in job offers between genders that deserves further exploration.

Suggested Citation

  • Timothy J Kinoshita & David B Knight & Maura Borrego & Whitney E Wall Bortz, 2020. "Illuminating systematic differences in no job offers for STEM doctoral recipients," PLOS ONE, Public Library of Science, vol. 15(4), pages 1-23, April.
    • Handle: RePEc:plo:pone00:0231567
    DOI: 10.1371/journal.pone.0231567
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    References listed on IDEAS

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    1. Chris M. Golde, 2005. "The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(6), pages 669-700, November.
    2. Laura W. Perna, 2001. "The Relationship between Family Responsibilities and Employment Status among College and University Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 72(5), pages 584-611, September.
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