Posts Tagged ‘science education’

Casual Labor Harms Science

Sunday, February 28th, 2010

Conventional wisdom holds that the U.S. educational system does not produce enough scientists and engineers to support our science-based economy.

Scientific American recently published an article challenging the conventional wisdom.

The problem is not a lack of science PhD’s but instead a lack of secure, well-paying jobs, a situation caused by the re-structuring of labor markets that has been going on in academia for decades.

30 or 40 years ago, roughly 75% of science faculty were permanent employees. Today, that percentage has slipped to less than 25% by some estimates. Most science research is done by graduate students or temporary employees with low pay and no job security and little hope of career advancement.

“There is no scientist shortage,” says Harvard University economist Richard Freeman, a leading expert on the academic labor force. The great lack in the American scientific labor market, he and other observers argue, is not top-flight technical talent but attractive career opportunities for the approximately 30,000 scientists and engineers—about 18,000 of them American citizens—who earn PhDs in the U.S. each year. […]

Most PhDs hired into faculty-level jobs get so-called “soft-money” posts, dependent on the renewal of year-to-year funding rather than the traditional tenure-track positions that offer long-term security.

It is no wonder that talented people choose to go into law, finance, or medicine that offer better career prospects. Yet, politicians and the media tell a different story.

Despite these realities, the existence of a technical talent dearth is nonetheless almost “universally accepted” in political circles, where it plays an important role in shaping national policy on science funding, education and immigration, says Ron Hira, assistant professor of public policy at Rochester Institute of Technology. “Almost no one in Washington” recognizes the “glut” of scientists, nor the damage that lack or opportunity is doing to the incentives that formerly attracted many of America’s most gifted young people to seek scientific and engineering careers, he says.

If the claim that the U.S. is not deficient in producing science Ph.Ds is false, why is it so often repeated?

As usual, when you want to know the answer to a question, follow the money.

University administrators save money with this system because they don’t have to allocate scarce resources to hiring permanent faculty; state governments (and taxpayers) are happy because they don’t have to support the universities; the few privileged scientists who administer grants are happy because all the money is funneled through their departments; corporations are happy because a depressed labor market keeps the salaries of their science employees low and they can argue for the need for more cheap foreign employees through special H-1B visas; and those politicians and members of the business community who seek to defund American universities and privatize education see their dream continue its ineluctable advance.

Meanwhile, our science-based economy suffers:

…the U.S. …finds itself increasingly dependent on an inherently unreliable stream of young foreign scientists, mostly in the country on short-term, non-resident visas, to do much of the routine labor that powers American research. The American research enterprise—the indispensable engine of national prosperity and the world’s leading innovation establishment—has therefore become vulnerable, observers say, to conditions beyond its borders and its control. At the same time, experts note that recruiting sufficient amounts of the talent needed for vital defense-oriented scientific and engineering work that requires security clearances has become increasingly difficult.

Ain’t capitalism grand?

Why American Education Is Failing

Monday, January 18th, 2010

Philosopher of science Michael Ruse recalls a science teacher who, as a witness in the Arkansas court case challenging the teaching of evolution in 1981, made the following comment:

“Mr. Williams, I’m not a scientist. I’m a science educator. I love science, I really do. And I love my students. My job is to take the science and teach it to my students. I am not a leading researcher. I am an educator, and I have my pride and professional responsibilities. And I just can’t teach that stuff [meaning creationism] to my kids.”

As Ruse points out:

The relevance of the Arkansas teacher struck home when I looked at some of the figures. Get this. In 2007 (the last year for which there are available figures) within the State of Florida 1,295 people were hired to teach mathematics. Of those, only 394 had qualifications in teaching mathematics. Within the state, 1,154 people were hired to teach science. Of these, 282 had science qualifications. In other words, and I can attest anecdotally to this at my kids’ high school, most of the people being hired in Florida to teach mathematics and science aren’t qualified. And note that these are the numbers of people being hired, not necessarily the numbers needed.

In other words, we are simply not getting into our classrooms people like the Arkansas teacher who just loved science (including mathematics) for its own sake. Or if we are, it is purely by chance. We are not getting people who were themselves so thrilled by astronomy or biology or algebra (and there are such people) that they wanted to do it at university — and then who wanted to go back into the classroom and teach it to others. We are getting people who for various reasons are taking the job of teaching mathematics and/or science, but who have no background training. And of course, not necessarily any passion or deep commitment to science.

The point is germane to any discipline. Successful teachers must care about their subject for its own sake—only then can their enthusiasm get students hooked on science, math, English, history or whatever.

In our culture, education is about getting a job and education policy is about putting a body in a classroom and pushing students out the door with good test scores. The intrinsic value of studying a discipline is not part of the equation.

Until we change that, American education will continue to fail.