U.S. Department of Commerce

Economics and Statistics Administration

U.S. CENSUS BUREAU

census.gov

The Relationship Between Science and 

Engineering Education and Employment in 

STEM Occupations

American Community Survey Reports

By Liana Christin Landivar

Issued September 2013

ACS-23

INTRODUCTION

Science, technology, engineering, and mathematics 

(STEM) workers account for just 6 percent of the

U.S. workforce, yet they are essential to economic 

growth, innovation, and global competitiveness. Large 

investments in science and technology during the 

twentieth century led to the creation of new industries 

and employment opportunities, increased economic 

prosperity, and improved quality of life.1 Government 

and private industry have emphasized the need to 

increase the STEM workforce. Leaders cite concerns 

with national security, maintenance of international 

standing in research and development, and leadership 

in innovation. In 2007, Congress passed the America 

COMPETES Act, reauthorized in 2010, to increase 

economic competitiveness by promoting STEM education and increasing research investment.2 The National 

Academy of Sciences, National Academy of Engineering, and Institute of Medicine report Rising Above the 

Gathering Storm also calls for increased funding for 

K–12, college, and graduate education in STEM fields 

and for research and development.3

1 Committee on Science, Engineering, and Public Policy, 2010, 

“Rising Above the Gathering Storm, Revisited: Rapidly Approaching 

Category 5,” National Academy of Sciences, National Academy of 

Engineering, and Institute of Medicine of the National Academies, The 

National Academies Press, Washington, DC. 2 America Creating Opportunities to Meaningfully Promote

Excellence in Technology, Education, and Science Act, Public Law No: 

110-69, August 9, 2007, <www.gpo.gov/fdsys/pkg/PLAW-110publ69

/pdf/PLAW-110publ69.pdf>. 3 Committee on Science, Engineering, and Public Policy, 2007,

“Rising Above the Gathering Storm: Energizing and Employing America 

for a Brighter Economic Future,” National Academy of Sciences, 

National Academy of Engineering, and Institute of Medicine of the 

National Academies, The National Academies Press, Washington, DC.

A question one might ask is whether increased training 

in science and engineering yields more STEM workers. 

This report explores the links between educational 

attainment, science and engineering training in college, and employment in a STEM occupation.4 Several 

pathways may increase the STEM workforce. Science 

and engineering training in college could result in 

subsequent STEM employment. Alternatively, or in 

addition, the number of STEM workers without a bachelor’s degree in a science and engineering field could 

grow. This report uses the 2011 American Community 

Survey (ACS) to provide statistics on the educational 

attainment of STEM workers, detailing how many STEM 

workers are college and noncollege graduates. This 

report also shows the leading STEM occupations by 

educational attainment, and the percentage of science 

and engineering graduates who are currently employed 

in a STEM occupation. Finally, the report shows the 

geographic concentration of STEM workers by educational attainment. 

HIGHLIGHTS

• In 2011, there were 7.2 million STEM workers aged 

25 to 64, accounting for 6 percent of the workforce. Half of STEM workers worked in computer 

occupations. An additional 7.8 million workers were 

employed in STEM-related occupations, most of 

which were in health care. 

• About 70 percent of STEM workers had at least a 

bachelor’s degree, while 30 percent of STEM workers 

had less than a bachelor’s degree.

4 To learn more about the demographic characteristics of STEM 

workers, see <www.census.gov/people/io/publications/reports

.html>.
2 U.S. Census Bureau

• Of the 40.6 million employed 

college graduates aged 25 to 64, 

36 percent reported a science 

or engineering major for their 

bachelor’s degree. 

• The vast majority of workers 

who have been trained in science and engineering are not 

currently working in a STEM 

occupation. Only 26 percent of 

science and engineering graduates are currently employed in a 

STEM occupation. Instead, they 

are employed in fields such as 

non-STEM management, health 

care, law, education, social work, 

accounting, or counseling.

CLASSIFICATION

Occupational Classification

Occupation statistics are compiled 

from data that are coded based on 

the 2010 Standard Occupational 

Classification (SOC) manual.5 All 

federal statistical agencies use 

the SOC to classify workers and 

jobs into occupational categories. 

The SOC was first published in 

1980 with subsequent revisions 

in 2000 and 2010. The revision 

process is carried out by the Standard Occupational Classification 

Policy Committee (SOCPC), which 

included representatives of nine 

federal agencies for the 2010 revision. The SOC primarily classifies 

workers based on the type of work 

performed, rather than the education or training required.6 Census 

Bureau occupation codes, based on 

the 2010 SOC, provide 539 specific 

occupational categories arranged 

into 23 major occupational groups.7

ACS respondents were asked to 

write descriptions of the type of 

work and activities they do on the 

job (Figure 1). These responses 

were then coded into one of the 

539 Census Bureau occupations. 

5 The SOC manual is available online at 

<www.bls.gov/soc>. 6 SOC Classification Principle 2 states, 

“Occupations are classified based on the work 

performed and, in some cases on the skills, 

education, and/or training needed to perform 

the work at a competent level.” 7 The Census Bureau has developed and 

maintained its own occupation code list since 

it started collecting data on occupation in 

1850. The Census Bureau occupation code 

list has followed the structure of the Standard 

Occupational Classification since it was 

implemented in 1980, but the Census Bureau 

aggregates smaller categories for confidentiality and statistical precision.

STEM Occupation Classification

There has been a lack of consensus 

on who qualifies as a STEM worker.8

To enhance comparability of data 

across statistical agencies and 

organizations studying the STEM 

workforce, the SOCPC convened 

throughout 2011 at the request of 

the Office of Management and

Budget (OMB) to create guidelines 

for the classification of STEM 

workers.9 The SOCPC identified 

three occupational domains: (1) 

science, engineering, mathematics, and information technology 

occupations; (2) science- and 

engineering-related occupations; 

and (3) nonscience and engineering occupations. The final recommendations issued by the SOCPC 

were reviewed by outside agencies 

and approved by the OMB in April 

2012.10 This report follows the 

SOCPC recommendations and is the 

first Census Bureau report issued 

with the recommended STEM 

worker classification. To apply the 

recommendations to Census Bureau 

occupations, some exceptions were 

necessary because of a lack of 

detail to separate STEM and nonSTEM workers (e.g., postsecondary 

teachers are not separated by subject matter) (Table 1). The final list 

of Census Bureau occupations used 

in this report is available at

<www.census.gov/people/io

/methodology/>. 

8 David Langdon, George McKittrick, David 

Beede, Beethika Khan, and Mark Doms, 2011, 

“STEM: Good Jobs Now and for the Future,” 

Economics and Statistics Administration, 

Issue Brief #03-11, <www.esa.doc.gov/sites

/default/files/reports/documents

/stemfinalyjuly14_1.pdf>. 9 The SOCPC formed a STEM workgroup 

with representatives from Department of 

Labor, Bureau of Labor Statistics, and

Employment Training Administration; the 

Department of Commerce, Census Bureau; 

the Department of Defense, Defense

Manpower Data Center; the Equal

Employment Opportunity Commission; the 

Department of Health and Human Services, 

Health Resources and Services Administration; the Department of Education, National 

Center for Education Statistics; and the 

National Science Foundation, National Center 

for Science and Engineering Statistics. 10 The final recommendations are available 

online at <www.bls.gov/soc/#crosswalks>.

WHAT IS STEM? 

STEM workers are those 

employed in science, technology, 

engineering, and mathematics 

occupations. This includes computer and mathematical occupations, engineers, engineering 

technicians, life scientists, physical scientists, social scientists, 

and science technicians. STEM is 

subject-matter driven. As such, 

it includes managers, teachers, 

practitioners, researchers, and 

technicians. Although the majority of the STEM workforce has 

at least a bachelor’s degree, the 

STEM workforce also includes 

those with associate’s degrees 

and high school diplomas. The 

Census Bureau occupation code 

list contains 63 STEM occupations, accounting for about 6 

percent of the civilian workforce 

aged 25 to 64.

Figure 1. 

Reproduction of the 

Write-In Questions on 

Occupation From the 

2011 American 

Community Survey

45 What kind of work was this person doing?

(For example: registered nurse, personnel manager, 

supervisor of order department, secretary, 

accountant)

46 What were this person’s most important

activities or duties? (For example: patient care,

directing hiring policies, supervising order clerks,

typing and filing, reconciling financial records)

13191119

d. Social Security or Railroad Retirement. Person 1 (continued)

Yes ➔

No TOTAL AMOUNT for past 12 months

$ .00 ,

Yes ➔

No

e. Supplemental Security Income (SSI).

TOTAL AMOUNT for past 12 months

$ .00 ,

Yes ➔

No

f. Any public assistance or welfare payments

from the state or local welfare office.

TOTAL AMOUNT for past 12 months

$ .00 ,

Yes ➔

No

$ .00 ,

g. Retirement, survivor, or disability pensions.

Do NOT include Social Security.

TOTAL AMOUNT for past 12 months

48 What was this person’s total income during the

PAST 12 MONTHS? Add entries in questions 47a to 47h; subtract any losses. If net income was a loss,

enter the amount and mark (X) the "Loss" box next to

the dollar amount.

h. Any other sources of income received 

regularly such as Veterans’ (VA) payments,

unemployment compensation, child support

or alimony. Do NOT include lump sum payments

such as money from an inheritance or the sale of a

home.

Yes ➔

No

$ .00 ,

TOTAL AMOUNT for past 12 months

$ .00 , , None OR

Yes ➔

No

Mark (X) the "Yes" box for each type of income this

person received, and give your best estimate of the

TOTAL AMOUNT during the PAST 12 MONTHS. 

(NOTE: The "past 12 months" is the period from

today’s date one year ago up through today.)

Mark (X) the "No" box to show types of income

NOT received.

If net income was a loss, mark the "Loss" box to

the right of the dollar amount. 

For income received jointly, report the appropriate

share for each person – or, if that’s not possible, 

report the whole amount for only one person and 

mark the "No" box for the other person.

$ .00 ,

a. Wages, salary, commissions, bonuses, 

or tips from all jobs. Report amount before

deductions for taxes, bonds, dues, or other items.

TOTAL AMOUNT for past 12 months

Yes ➔

No

$ .00 ,

b. Self-employment income from own nonfarm

businesses or farm businesses, including

proprietorships and partnerships. Report 

NET income after business expenses.

TOTAL AMOUNT for past 12 months

Loss

47 INCOME IN THE PAST 12 MONTHS

43 What kind of business or industry was this?

Describe the activity at the location where employed.

(For example: hospital, newspaper publishing, mail

order house, auto engine manufacturing, bank)

Answer questions 41 – 46 if this person

worked in the past 5 years. Otherwise, 

SKIP to question 47.

L

41 – 46 CURRENT OR MOST RECENT JOB 

ACTIVITY. Describe clearly this person’s chief job activity or business last week. If this person

had more than one job, describe the one at 

which this person worked the most hours. If this

person had no job or business last week, give

information for his/her last job or business.

Was this person – 

Mark (X) ONE box.

41

an employee of a PRIVATE FOR-PROFIT

company or business, or of an individual, for

wages, salary, or commissions?

an employee of a PRIVATE NOT-FOR-PROFIT, 

tax-exempt, or charitable organization?

a local GOVERNMENT employee

(city, county, etc.)?

a state GOVERNMENT employee?

a Federal GOVERNMENT employee?

SELF-EMPLOYED in own NOT INCORPORATED

business, professional practice, or farm?

SELF-EMPLOYED in own INCORPORATED

business, professional practice, or farm?

working WITHOUT PAY in family business

or farm?

If now on active duty in

the Armed Forces, mark (X) this box ➔ 

and print the branch of the Armed Forces.

Name of company, business, or other employer

42 For whom did this person work?
U.S. Census Bureau 3

STEM occupations consist primarily of those employed in computer 

and mathematical occupations, 

engineers, life scientists, physical 

scientists, and social scientists. 

STEM-related occupations consist 

primarily of architects, healthcare 

practitioners, and healthcare technicians. Non-STEM occupations are 

all other occupations not classified 

in STEM or STEM-related occupations. According to the Census 

Bureau occupation code list, there 

are 63 specific STEM occupations, 

35 STEM-related occupations, and 

437 non-STEM occupations (excluding military-specific occupations). 

Field of Degree Classification

The ACS provided statistics on 

field of bachelor’s degree for the 

first time in 2009. Respondents 

aged 25 and over who held a 

bachelor’s degree were asked to 

write in the specific field(s) of any 

bachelor’s degree earned (Figure 

2). The Census Bureau coded these 

responses into 188 majors. These 

majors were then categorized into 

five broad fields and 15 detailed 

fields (Table 2). The broad set of 

fields includes: science and engineering; science- and engineeringrelated; business; education; and 

arts, humanities, and other. Data 

on field of degree are not available 

for vocational, graduate, or professional degrees.11

11 The field of degree classification 

presented in this report is consistent with 

the field of degree classification in American 

FactFinder tables. The National Science

Foundation uses slightly different field of 

degree categories, consistent with the ACS 

Public Use Microdata Sample files:

<www.census.gov/acs/www/data

_documentation/pums_documentation/>. 

Figure 2.

Reproduction of the 

Write-In Question on 

Field of Degree From 

the 2011 American 

Community Survey

No, outside the U

Puerto Rico – Prin

or U.S. Virgin Isla

then SKIP to ques

Yes, this house ➔ 

8

Yes

No ➔ SKIP to que

Please copy the name of Person 1 from page 2,

then continue answering questions below.

Last Name

First Name

Where was this person born?

In the United States – Print name of state.

Yes, born in the United States ➔ SKIP to 10a

Outside the United States – Print name of foreign country, or Puerto Rico, Guam, etc.

Yes, born in Puerto Rico, Guam, the

U.S. Virgin Islands, or Northern Marianas

Yes, born abroad of U.S. citizen parent 

or parents

No, not a U.S. citizen

Yes, U.S. citizen by naturalization – Print year of naturalization

Is this person a citizen of the United States?

When did this person come to live in the

United States? Print numbers in boxes.

MI

Year

No, has not attended in the last 3 

months ➔ SKIP to question 11

Yes, public school, public college

Yes, private school, private college, 

home school

Nursery school, preschool

Kindergarten

Grade 1 through 12 – Specify grade 1 – 12

College undergraduate years (freshman to

senior)

Graduate or professional school beyond a

bachelor’s degree (for example: MA or PhD program, or medical or law school)

What is the highest degree or level of school

this person has COMPLETED? Mark (X) ONE box.

If currently enrolled, mark the previous grade or

highest degree received.

No schooling completed

Regular high school diploma

Some college credit, but less than 1 year of

college credit

Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA)

Professional degree beyond a bachelor’s degree

(for example: MD, DDS, DVM, LLB, JD)

Doctorate degree (for example: PhD, EdD)

(For example: Italian, Jama

Cambodian, Cape Verdean

French Canadian, Haitian, 

Nigerian, Mexican, Taiwan

12th grade – NO DIPLOMA

1 or more years of college credit, no degree

Associate’s degree (for example: AA, AS)

Bachelor’s degree (for example: BA, BS)

Person is under 1 

question 16

b. Where did this person 

Name of city, town, o

Name of U.S. county 

municipio in Puerto R

Name of U.S. state or 

Puerto Rico

b. What is this language

c. How well does this pe

Very well

Well

Not well

Not at all

11

For example: Korean, Ita

13

No, different hous

Puerto Rico

10

7

➜

8

9

§.4+v¤

Person 1

a. At any time IN THE LAST 3 MONTHS, has this

person attended school or college? Include

only nursery or preschool, kindergarten, 

elementary school, home school, and schooling

which leads to a high school diploma or a college

degree.

b. What grade or level was this person attending?

Mark (X) ONE box.

NURSERY OR PRESCHOOL THROUGH GRADE 12

Nursery school

Kindergarten

Grade 1 through 11 – Specify grade 1 – 11

HIGH SCHOOL GRADUATE

GED or alternative credential

COLLEGE OR SOME COLLEGE

AFTER BACHELOR’S DEGREE a. Did this person live in 

1 year ago?

Address (Number and 

What is this person’s an

12

a. Does this person spea

English at home?

15

NO SCHOOLING COMPLETED

14

Answer question 12 if this person has a

bachelor’s degree or higher. Otherwise,

SKIP to question 13.

F

This question focuses on this person’s 

BACHELOR’S DEGREE. Please print below the 

specific major(s) of any BACHELOR’S DEGREES 

this person has received. (For example: chemical 

engineering, elementary teacher education, 

organizational psychology)

Table 1.

Classification of STEM, STEM-Related, and Non-STEM Occupations

High-level occupation aggregation Occupation group STEM occupation classification

Management, business, science, and arts Management Non-STEM (exc. computer and information systems managers, architectural and 

engineering managers, and natural science 

managers)

Business and financial operations Non-STEM

Computer, math, engineering, and

science

STEM (exc. architects; incl. computer and 

information systems managers, architectural 

and engineering managers, natural science 

managers, and sales engineers)

Education, legal, community service, 

arts, and media

Non-STEM

Healthcare practitioners and technicians STEM-related (incl. architects)

Service Healthcare support Non-STEM

Protective service Non-STEM

Food preparation and serving Non-STEM

Building and grounds cleaning Non-STEM

Personal care and service Non-STEM

Sales and office Sales and related Non-STEM (exc. sales engineers)

Office and administrative support Non-STEM

Natural resources, construction, and maintenance Farming, fishing, and forestry Non-STEM

Construction and extraction Non-STEM

Installation, maintenance, and repair Non-STEM

Production, transportation, and material moving Production Non-STEM

Transportation Non-STEM

Material moving Non-STEM

Note: The full list of Census STEM occupations used in this report and occupation-specific classification is available at

<www.census.gov/people/io/methodology/>.
4 U.S. Census Bureau

THE RELATIONSHIP 

BETWEEN FIELD OF 

BACHELOR’S DEGREE AND 

EMPLOYMENT IN STEM 

OCCUPATIONS

Employment in 

STEM Occupations

In 2011, there were 7.2 million 

STEM workers aged 25 to 64, 

accounting for 6 percent of the 

workforce. Half of STEM workers 

worked in computer occupations 

(Figure 3). Engineers and engineering technicians were 32 percent of 

the STEM workforce, followed by 

life and physical scientists (12 percent), social scientists (4 percent), 

and workers employed in mathematical occupations (3 percent).12

12 The estimate for social scientists is not 

statistically different from the estimate for 

mathematics occupations.

Table 2.

Field of Bachelor’s Degree Classification

Broad fields Detailed fields

Science and engineering Computers, mathematics, and statistics

Biological, agricultural, and environmental sciences

Physical and related science

Psychology

Social sciences

Engineering

Multidisciplinary science studies

Science- and engineering-related Science- and engineering-related (e.g., nursing, architecture, mathematics teacher education)

Business Business (e.g., business management, accounting)

Education Education (e.g., elementary education, general education)

Arts, humanities, and other Literature and languages

Liberal arts and history

Visual and performing arts

Communications

Other (e.g., criminal justice, social work)

Figure 3. 

Occupational Distribution of STEM Workers 

Aged 25 to 64: 2011

(In percent. Data based on sample. For information on confidentiality 

protection, sampling error, nonsampling error, and definitions, see 

www.census.gov/acs/www/)

Source: U.S. Census Bureau, 2011 American Community Survey. 

Mathematical

workers

Social scientists

Life and physical

scientists

Engineers

Computer workers 50

32

3

4

12

100
U.S. Census Bureau 5

Table 3.

Employment in STEM Occupations: 2011

(Civilian employed aged 25 to 64)

Per- Percent cent 

of of Occupation1 Occupation1

STEM STEM 

work- workNumber MOE2 force Number MOE2 force

 Total STEM . . . . . . . . . . . . . . . . . . . . . . . . . 7,227,620 48,618 100 .00

Computer occupations . . . . . . . . . . . . . . . . . . . . . 3,614,046 33,846 50 .00 Engineering occupations—Con.

 Computer and information systems managers .. 504,161 13,167 6.98 Mechanical engineers ..................... 189,241 6,772 2.62

 Computer and information research scientists ... 14,981 1,747 0.41 Mining and geological engineers ............ 7,889 1,240 0.11

 Computer systems analysts ................. 431,894 12,361 5.98 Nuclear engineers ........................ 5,681 1,461 0.08

 Information security analysts ................ 47,196 3,987 0.65 Petroleum engineers ...................... 23,522 3,059 0.33

 Computer programmers .................... 415,229 9,773 5.75 Engineers, all other ....................... 396,704 11,787 5.49

 Software developers, applications and systems Drafters ................................ 146,622 6,217 2.03

 software ............................... 851,921 16,796 11.79 Engineering technicians, except drafters ...... 352,707 8,425 4.88

 Web developers .......................... 149,739 7,382 2.07 Surveying and mapping technicians .......... 56,169 4,257 0.78

 Computer support specialists ............... 463,148 12,148 6.41 Sales engineers ......................... 29,144 3,003 0.40

 Database administrators ................... 97,415 5,637 1.35

Life and physical science occupations . . . . . . . 848,514 16,315 11 .74 Network and computer systems administrators .. 220,363 8,475 3.05

 Natural sciences managers ................ 22,536 1,991 0.31 Computer network architects ................ 91,677 6,922 1.27

 Agricultural and food scientists .............. 25,509 2,184 0.35 Computer occupations, all other ............. 326,322 10,125 4.51

 Biological scientists ....................... 72,804 4,924 1.01

Mathematical occupations . . . . . . . . . . . . . . . . . . 202,667 7,916 2 .80 Conservation scientists and foresters ......... 23,764 2,382 0.33

 Actuaries ............................... 22,069 2,387 0.31 Medical and all other life scientists3 .......... 122,748 6,204 1.70

 Mathematicians .......................... 2,450 955 0.03 Astronomers and physicists ................ 11,331 1,760 0.16

 Operations research analysts ............... 133,100 6,571 1.84 Agricultural and food science technicians ...... 26,166 2,931 0.36

 Statisticians ............................. 42,358 3,920 0.59 Biological technicians ..................... 19,054 2,553 0.26

 Miscellaneous mathematical science Chemical technicians ..................... 61,175 3,889 0.85

 occupations ............................ 2,690 868 0.04 Geological and petroleum technicians ........ 14,888 2,324 0.21

 Nuclear technicians. . . . . . . . . . . . . . . . . . . . . . . 3,229 868 0.04 Engineering occupations . . . . . . . . . . . . . . . . . . . 2,305,215 26,370 31 .89 Atmospheric and space scientists ........... 8,407 1,405 0.12 Architectural and engineering managers ....... 130,207 5,603 1.80 Chemists and materials scientists. . . . . . . . . . . . 76,339 4,632 1.06 Surveyors, cartographers, and Environmental scientists and geoscientists .... 66,502 4,444 0.92 photogrammetrists ....................... 35,190 3,191 0.49

 Physical scientists, all other ................ 180,332 6,788 2.50 Aerospace engineers ...................... 124,902 5,649 1.73

 Miscellaneous life, physical, and social science Agricultural engineers ..................... 2,389 891 0.03 technicians ............................ 113,730 5,271 1.57 Biomedical engineers ...................... 13,383 1,851 0.19

 Chemical engineers ....................... 47,214 3,203 0.65 Social science occupations . . . . . . . . . . . . . . . . . 257,178 7,674 3 .56

 Civil engineers ........................... 262,066 9,443 3.63 Economists ............................. 24,460 2,564 0.34

 Computer hardware engineers .............. 58,517 4,846 0.81 Survey researchers ....................... 1,602 628 0.02

 Electrical and electronics engineers .......... 203,538 8,039 2.82 Psychologists ........................... 164,516 6,551 2.28

 Environmental engineers ................... 24,163 2,364 0.33 Sociologists ............................. 3,196 969 0.04

 Industrial engineers, including health and Urban and regional planners. . . . . . . . . . . . . . . . 18,442 2,210 0.26 safety ................................. 156,517 6,969 2.17 Miscellaneous social scientists and related 

 Marine engineers and naval architects ........ 10,005 1,318 0.14 workers ............................... 41,600 3,266 0.58

 Materials engineers ....................... 29,445 2,525 0.41 Social science research assistants ........... 3,362 1,062 0.05

1

 Occupation codes are based on the 2010 Standard Occupational Classification (SOC).

2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure of an estimate’s variability. The larger the margin of error 

in relation to the size of the estimates, the less reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 percent 

confidence interval. 3

 Medical and all other life scientists were combined because of a small number of all other life scientists. 

Source: U.S. Census Bureau, 2011 American Community Survey.
6 U.S. Census Bureau

Software developers was the 

largest detailed STEM occupation, 

employing 12 percent of all STEM 

workers (Table 3). An additional 

7.8 million workers were employed 

in STEM-related occupations, most 

of which were in health care. The 

largest detailed STEM-related occupation was registered nurse, making up a third of the STEM-related 

workforce (Table 4). 

Educational Attainment of 

STEM Workers

Figure 4 shows that the majority 

of STEM workers had at least a 

bachelor’s degree, and a bachelor’s 

degree was the most typical level 

of education among STEM workers. 

Of STEM workers, 42 percent had a 

bachelor’s degree, 21 percent had 

a master’s degree, 1 percent had 

a professional degree (e.g., J.D., 

M.D.), and 6 percent had a doctorate degree. STEM-related workers 

were more likely to have a bachelor’s degree or an associate’s degree 

(29 and 22 percent, respectively) 

as their highest level of educational attainment. A larger percentage of STEM-related workers than 

STEM workers had a professional 

degree—14 percent compared with 

1 percent—because the majority of 

STEM-related workers are in health 

care, where professional degrees 

are common. Non-STEM workers 

were more likely to have a high 

school diploma as their highest 

level of educational attainment 

(28 percent). 

Employment in STEM 

Occupations Among 

Noncollege Graduates

In 2011, about 30 percent of 

the STEM workforce had less than 

a bachelor’s degree: 10 percent 

held an associate’s degree, 14 percent had some college education 

but no degree, 6 percent had a high 

school diploma, and 1 percent had 

less than a high school diploma 

(Table 5). 

Table 4.

Employment in STEM-Related Occupations: 2011

(Civilian employed aged 25 to 64)

Per- Percent of cent of 

STEM- STEM- Occupation1 Occupation1

related related 

work- workNumber MOE2 force Number MOE2 force

 Total STEM-related . . . . . . . . . . . 7,829,769 49,792 100 .00

Medical and health services managers .. 552,493 12,061 7.06 Nurse midwives ................... 2,701 787 0.03

Architects ......................... 154,538 7,522 1.97 Nurse practitioners ................ 94,570 6,016 1.21

Chiropractors ...................... 51,545 4,550 9.33 Health diagnosing and treating 

Dentists .......................... 150,227 6,159 1.92 practitioners, all other ............. 19,400 2,520 0.25

Dietitians and nutritionists ............ 73,771 4,706 0.94 Clinical laboratory technologists and 

Optometrists ...................... 32,083 2,927 0.41 technicians ...................... 300,755 8,816 3.84

Pharmacists ....................... 237,451 10,334 3.03 Dental hygienists .................. 144,764 6,915 1.85

Physicians and surgeons ............. 809,980 16,793 10.34 Diagnostic related technologists and 

Physician assistants ................ 108,922 5,163 1.39 technicians ...................... 290,075 10,107 3.70

Podiatrists ........................ 7,161 1,269 0.09 Emergency medical technicians and 

Audiologists ....................... 13,539 1,930 0.17 paramedics ..................... 148,509 6,932 1.90

Occupational therapists .............. 85,491 4,377 1.09 Health practitioner support 

Physical therapists .................. 198,104 7,492 2.53 technologists and technicians ....... 417,450 11,601 5.33

Radiation therapists ................. 11,051 1,445 0.14 Licensed practical and licensed 

Recreational therapists .............. 11,004 1,496 0.14 vocational nurses ................. 586,722 14,383 7.49

Respiratory therapists ............... 98,958 6,030 1.26 Medical records and health information 

Speech-language pathologists ........ 118,338 4,990 1.51 technicians ...................... 93,843 5,184 1.20

Exercise physiologists ............... 2,797 836 0.04 Opticians, dispensing .............. 44,255 3,910 0.57

Therapists, all other ................. 129,175 5,937 1.65 Miscellaneous health technologists and 

Veterinarians ...................... 63,858 4,330 0.82 technicians ...................... 108,081 6,274 1.38

Registered nurses .................. 2,558,418 28,951 32.68 Other healthcare practitioners and 

Nurse anesthetists .................. 26,389 2,714 0.34 technical occupations ............. 83,351 5,176 1.06

1

 Occupation codes are based on the 2010 Standard Occupational Classification (SOC).

2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure of an estimate’s variability. The larger the margin of error 

in relation to the size of the estimates, the less reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 percent 

confidence interval.

Source: U.S. Census Bureau, 2011 American Community Survey.
U.S. Census Bureau 7

Figure 4. 

Educational Attainment Distribution of STEM, STEM-Related, and Non-STEM

Workers Aged 25 to 64: 2011

(In percent. Data based on sample. For information on confidentiality protection, sampling error, nonsampling error, and 

definitions, see www.census.gov/acs/www/)

Source: U.S. Census Bureau, 2011 American Community Survey. 

Less than high

school diploma

High school graduate

Some college

Associate's degree

Bachelor's degree

Master's degree

Professional degree

Doctorate degree

STEM STEM-related Non-STEM

6

12

14

4

1

6

14

10

42

21

1 2

1

1

6

13

22

29 20

10

28

23

8

8

100 100 100

Table 5.

Educational Attainment by Field of Employment: 2011

(Civilian employed aged 25 to 64)

Educational 

attainment

Total workforce STEM STEM-related Non-STEM

Number MOE1

Percent MOE1 Number MOE1Percent MOE1 Number MOE1Percent MOE1 Number MOE1Percent MOE1

 Total . . . . . . . . . . 116,445,308 106,429 100 0 .1 7,227,620 48,618 100 0 .1 7,829,769 49,792 100 0 .1 101,387,919 104,828 100 0 .1

Less than high school 

 diploma ............ 10,419,424 69,443 8.9 0.1 45,849 3,938 0.6 0.1 43,583 3,861 0.6 0.1 10,329,992 68,525 10.2 0.1

High school graduate2 .. 29,103,676 87,679 25.0 0.1 415,688 11,722 5.8 0.2 464,417 11,981 5.9 0.2 28,223,571 84,081 27.8 0.1

Some college ......... 25,517,458 87,818 21.9 0.1 1,027,137 17,396 14.2 0.2 1,044,761 18,012 13.3 0.2 23,445,560 85,821 23.1 0.1

Associate’s degree .... 10,817,523 52,998 9.3 0.1 690,713 15,227 9.6 0.2 1,700,518 21,366 21.7 0.2 8,426,292 49,984 8.3 0.1

Bachelor’s degree ..... 25,515,856 102,592 21.9 0.1 3,013,947 28,397 41.7 0.3 2,246,450 24,735 28.7 0.2 20,255,459 94,919 20.0 0.1

Master’s degree ....... 10,542,113 61,810 9.1 0.1 1,513,859 20,007 20.9 0.2 913,097 16,680 11.7 0.2 8,115,157 56,144 8.0 0.1

Professional degree .... 2,801,886 30,491 2.4 0.1 98,092 4,904 1.4 0.1 1,088,383 18,575 13.9 0.2 1,615,411 21,431 1.6 0.1

Doctorate degree ...... 1,727,372 22,924 1.5 0.1 422,335 11,283 5.8 0.2 328,560 11,268 4.2 0.1 976,477 16,122 1.0 0.1

1

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure of an estimate’s variability. The larger the margin of error in 

relation to the size of the estimates, the less reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 percent confidence interval. 2

 Includes those with a GED or equivalent credential.

Source: U.S. Census Bureau, 2011 American Community Survey
8 U.S. Census Bureau

Table 6.

Educational Attainment by Occupational Distribution: 

2011

(Civilian employed aged 25 to 64)

Educational attainment

Total workforce Field of employment

Percent MOE1 Occupation Percent MOE1

 Total . . . . . . . . . . . . . . .

High school or less .........

Some college ..............

Associate’s degree .........

Bachelor’s degree ..........

Master’s degree ............

Professional degree .........

Doctorate degree ...........

100 .0

33.9

21.9

9.3

21.9

9.1

2.4

1.5

0 .1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

STEM

STEM-related

Non-STEM

6 .2

6 .7

87 .1

1.2

1.3

97.5

4.0

4.1

91.9

6.4

15.7

77.9

11.8

8.8

79.4

14.4

8.7

77.0

3.5

38.8

57.7

24.4

19.0

56.5

0 .1

0 .1

0 .1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

0.2

0.2

0.1

0.1

0.1

0.2

0.2

0.2

0.2

0.5

0.5

0.6

0.6

0.6

1

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure 

of an estimate’s variability. The larger the margin of error in relation to the size of the estimates, the less 

reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 

percent confidence interval.

Source: U.S. Census Bureau, 2011 American Community Survey.

However, individuals with less than 

a bachelor’s degree were much less 

likely to be employed in a STEM 

occupation. Only 1 percent of those 

who had a high school or lower 

level of education are currently 

employed in STEM, compared with 

4 percent of those with some college education, 6 percent of those 

with an associate’s degree, 12 

percent of those with a bachelor’s 

degree, 14 percent of those with a 

master’s degree, 4 percent of those 

with a professional degree, and 24 

percent of those with a doctorate 

degree (Table 6 and Figure 5). 

The majority of STEM workers 

without a bachelor’s degree were in 

computer occupations or engineering support. The largest occupation for those with a high school 

diploma or less was engineering 

technician, while the largest occupations for those with some college or an associate’s degree were 

computer support specialist and 

engineering technician (Table 7).13

13 The estimates for computer support 

specialist and engineering technician are not 

statistically different.
U.S. Census Bureau 9

Employment in STEM 

Occupations Among College 

Graduates

Of the 40.6 million college graduates, 36 percent reported a science or engineering major for their 

bachelor’s degree (Table 8). An 

additional 9 percent had a

science- or engineering-related 

major (e.g., nursing, architecture). 

College graduates made up 70 

percent of the STEM workforce, and 

most had a science or engineering 

bachelor’s degree. Of college graduates employed in a STEM occupation, 73 percent had a science or 

engineering major, 5 percent had a

science- or engineering-related 

major, and 22 percent were nonscience or engineering majors. 

Figure 5. 

Percentage of Workers Aged 25 to 64 Currently Employed in STEM by Educational

Attainment: 2011

(In percent. Data based on sample. For information on condentiality protection, sampling error, nonsampling error, and denitions, see

www.census.gov/acs/www/)

Source: U.S. Census Bureau, 2011 American Community Survey. 

Doctorate

degree

Professional

degree

Master's

degree

Bachelor's

degree

Associate's

degree

High school Some college

or less

4

24

6

12

14

1

4
10 U.S. Census Bureau

Table 7.

Top Ten STEM Occupations by Educational Attainment for Workers Aged 25 to 64: 2011

Number Number 

Occupations of Occupations of 

workers workers

High School Diploma or Less Master’s Degree

Engineering technicians ............................. 92,000 Software developers ............................... 253,800

Computer support specialists ......................... 49,200 Computer and information systems managers ........... 122,400

Computer occupations, all other ....................... 31,800 Engineers, all other ................................ 107,300

Software developers ................................ 22,400 Computer systems analysts ......................... 98,600

Computer programmers ............................. 21,800 Computer programmers ............................ 79,600

Computer systems analysts .......................... 20,800 Psychologists ..................................... 67,800

Computer and information systems managers ............ 20,100 Civil engineers .................................... 59,600

Drafters .......................................... 18,800 Electrical and electronics engineers ................... 53,900

Surveying and mapping technicians .................... 17,900 Physical scientists, all other .......................... 42,100

Miscellaneous life, physical, and social science technicians .. 17,100 Architectural and engineering managers ................ 42,000

Some College or Associate’s Degree Professional Degree

Computer support specialists ......................... 210,700 Psychologists ..................................... 15,600

Engineering technicians ............................. 200,300 Medical and life scientists, all other .................... 12,900

Computer occupations, all other ....................... 125,100 Software developers ............................... 7,600

Computer and information systems managers ............ 116,500 Physical scientists, all other .......................... 6,000

Software developers ................................ 114,700 Engineers, all other ................................ 5,700

Computer systems analysts .......................... 98,700 Computer and information systems managers ........... 4,900

Computer programmers ............................. 94,300 Computer programmers ............................ 4,200

Drafters .......................................... 89,400 Computer systems analysts ......................... 4,000

Network and computer systems administrators ............ 87,200 Civil engineers .................................... 2,900

Engineers, all other ................................. 55,800 Actuaries ........................................ 2,700

Bachelor’s Degree Doctorate Degree

Software developers ................................ 430,000 Physical scientists, all other .......................... 85,100

Computer and information systems managers ............ 233,800 Psychologists ..................................... 67,600

Computer programmers ............................. 208,500 Medical and life scientists, all other .................... 63,700

Computer systems analysts .......................... 204,000 Software developers ............................... 23,900

Engineers, all other ................................. 193,800 Engineers, all other ................................ 21,800

Computer support specialists ......................... 162,600 Biological scientists ................................ 14,400

Civil engineers ..................................... 151,700 Chemists and materials scientists ..................... 14,100

Computer occupations, all other ....................... 124,800 Electrical and electronics engineers ................... 9,100

Electrical and electronics engineers .................... 99,200 Economists ...................................... 7,300

Mechanical engineers ............................... 97,900 Computer programmers ............................ 6,900

Note: Because of sampling error, the estimates may not be significantly different from one another or other occupations not in the top ten list.

Source: U.S. Census Bureau, 2011 American Community Survey.
U.S. Census Bureau 11

Computer and engineering occupations predominated among 

those with a bachelor’s or master’s 

degree. The largest occupation for 

STEM workers with a bachelor’s 

degree or a master’s degree was 

software developer. Scientists held 

a larger share of STEM employment 

among professional and doctorate degree holders (Table 7). The 

leading STEM occupations among 

those with a professional degree 

were psychologist and medical and life scientist. The largest 

occupations for doctorate degree 

holders include physical scientist, 

psychologist, and medical and life 

scientist.14

Most science and engineering 

graduates are not employed in a 

STEM occupation. Although science 

and engineering majors make up 

73 percent of the college-graduate 

STEM workforce, only 26 percent 

of science and engineering majors 

are currently employed in a STEM 

occupation (Figure 6). Instead, 

they are employed in fields such 

as management, health care, law, 

education, social work, accounting, 

or counseling (Table 9).15

A small percentage of college 

graduate STEM workers were not 

14 The estimates for psychologist and 

medical and life scientist are not statistically 

different. 15 Management in STEM fields, such as 

computer and information systems, natural 

sciences, and engineering is considered STEM 

employment. The Census Bureau occupational 

classification allows for more detail in the 

classification of managers (e.g., computer 

and information systems manager), but does 

not capture specific field of teaching (e.g., 

high school math teacher). For the full list of 

available occupations, see <www.census.gov 

/people/io/methodology/>.

science and engineering college 

majors. About 6 percent of those 

with a science- and engineeringrelated major are employed in 

STEM, and 5 percent of those with 

nonscience and engineering majors 

are employed in STEM.16

STEM Employment by Detailed 

Field of Degree

Engineering majors and computers, 

mathematics, and statistics majors 

are the most likely to be employed 

16 Some of these individuals may have 

graduate-level science and engineering training, but data on graduate degree majors are 

not available from the American Community 

Survey.

Table 8.

Field of Bachelor’s Degree for the First Listed Major: 2011

(Civilian employed aged 25 to 64 with a bachelor’s degree)

Field of degree Total degree holders

Number MOE1 Percent

 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40,587,227 141,320 100

Science and engineering . . . . . . . . . . . . . . . . . . . . . . . 14,449,945 74,072 35 .6

 Computers, mathematics, and statistics ........... 1,879,764 22,969 4.6

 Biological, agricultural, and environmental sciences .. 2,673,123 30,593 6.6

 Physical and related sciences ................... 1,341,576 23,052 3.3

 Psychology .................................. 1,929,435 22,014 4.8

 Social science ............................... 3,143,968 32,562 7.7

 Engineering ................................. 3,230,323 31,527 8.0

 Multidisciplinary studies ........................ 251,756 9,184 0.6

Science- and engineering-related field . . . . . . . . . . . . 3,817,781 37,670 9 .4

Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,837,345 58,973 21 .8

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,488,430 38,694 11 .1

Arts, humanities, and other . . . . . . . . . . . . . . . . . . . . . 8,993,726 58,506 22 .2

 Literature and languages ....................... 1,598,174 22,820 3.9

 Liberal arts and history ........................ 1,896,923 23,878 4.7

 Visual and performing arts ...................... 1,622,425 27,330 4.0

 Communications ............................. 1,649,355 23,061 4.1

 Other ...................................... 2,226,849 24,602 5.5

1

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure 

of an estimate’s variability. The larger the margin of error in relation to the size of the estimates, the less 

reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 

percent confidence interval.

Source: U.S. Census Bureau, 2011 American Community Survey.

Table 9.

Largest Occupations Among 

Science and Engineering 

Graduates Aged 25 to 64 

Who Are Not Employed 

in STEM: 2011

Occupations Number of 

workers

Managers, all other .......... 692,000

Physicians ................. 594,200

Postsecondary teachers ...... 522,100

Lawyers ................... 442,900

Elementary and middle school 

 teachers .................. 425,100

Chief executives ............ 220,400

Social workers .............. 218,700

Management analysts ........ 214,300

Counselors ................ 204,100

Accountants and auditors ..... 194,000

Note: Because of sampling error, the estimates 

may not be significantly different from one another 

or other occupations not in the list. 

Source: U.S. Census Bureau, 2011 American 

Community Survey.
12 U.S. Census Bureau

in a STEM occupation (Figure 7). 

Nearly half of engineering majors 

and computers, mathematics, 

and statistics majors are currently 

employed in a STEM occupation, 

and engineers make up nearly onethird of the STEM college-graduate 

workforce (Table 10). Science graduates are less likely to be employed 

in STEM, ranging from 7 percent 

(social science) to 27 percent 

(physical and related sciences) of 

science-degree holders, depending 

on the specific scientific field. One 

reason is that science graduates 

may be employed in STEM-related 

occupations, such as health care, 

and non-STEM teaching occupations.17 For instance, a biology 

major may attend medical school 

and subsequently obtain employment as a physician (STEM-related 

occupation). A second reason is 

that science employment is more 

likely to require graduate education. About 80 percent of social 

scientists, 50 percent of physical 

scientists, and 46 percent of life 

scientists have a graduate degree. 

About 37 percent of mathematical 

workers, 23 percent of engineers, 

17 For the purposes of these analyses, 

teachers are not classified as STEM workers 

even if they teach in a STEM field. Census 

Bureau occupation data are not differentiated 

by field of teaching, so an English teacher 

cannot be distinguished from a physics 

teacher. The SOCPC recommends classifying teachers as STEM when detailed field of 

teaching is available.

and 22 percent of computer workers have a graduate degree.

Geographical Distribution of 

STEM Workers

There is considerable diversity in 

the geographical location of STEM 

workers. STEM workers tend to 

be located in large cities dominated by professional and scientific industries, manufacturing, or 

government (Figure 8). The largest 

concentration of STEM workers is 

in California. Three of the top ten 

metro areas ranked by percentage 

employed in STEM occupations are 

in California—two in or near the 

well-known, high-tech corridor of 

the Silicon Valley (Table 11). About 

20 percent of workers in San JoseSunnyvale-Santa Clara, CA, are in 

a STEM occupation, the highest 

percentage of any metro area. 

Figure 6. 

STEM Employment Among College Graduates 

Aged 25 to 64: 2011

(In percent. Data based on sample. For information on confidentiality

protection, sampling error, nonsampling error, and definitions, see 

www.census.gov/acs/www/)

Source: U.S. Census Bureau, 2011 American Community Survey. 

Non-STEM

occupation

STEM-related 

occupation

STEM

occupation

 Nonscience and

engineering

 Science- and

engineering-related

 Science and

engineering 26

5 3 92

6 59 35

11 64

College major
U.S. Census Bureau 13

Figure 7. 

Percentage of Workers Aged 25 to 64 Currently Employed in a STEM Occupation 

by Detailed Field of Degree: 2011

(In percent. Data based on sample. For information on confidentiality protection, sampling error, nonsampling error,

and definitions, see www.census.gov/acs/www/)

Source: U.S. Census Bureau, 2011 American Community Survey. 

Education

Other

Literature and languages

Communications

Visual and performing arts

Liberal arts and history

Science- and engineering-related

Business

Social science

Multidisciplinary studies

Psychology

Biological, agricultural, environmental science

Physical and related science

Computers, mathematics, statistics

Engineering 49

6

6

7

7

8

10

15

27

49

5

5

5

4

2

College major STEM employment rate
14 U.S. Census Bureau

Table 10.

Field of Degree by Employment in STEM Occupations: 2011

(Civilian employed aged 25 to 64 with a bachelor’s degree)

Field of Degree

Bachelor’s degree

holders1 Field of employment STEM collegeeducated workforce

Percent MOE2 Occupation Percent MOE2 Percent MOE2

 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100.0 0.1 STEM 12.4 0.1 100.0 0.1

STEM-related 11.3 0.1

Non-STEM 76.3 0.1

Science and engineering. . . . . . . . . . . . . . . . . . . . . . . . . 35.6 0.1 STEM 25.6 0.2 73.3 0.3

STEM-related 10.8 0.2

Non-STEM 63.6 0.2

Computers, mathematics, and statistics. . . . . . . . . . . . . 4.6 0.1 STEM 49.0 0.6 18.2 0.2

STEM-related 2.2 0.2

Non-STEM 48.8 0.6

Biological, agricultural, and environmental sciences. . . . 6.6 0.1 STEM 14.9 0.4 7.9 0.2

STEM-related 31.2 0.6

Non-STEM 53.9 0.6

Physical and related science. . . . . . . . . . . . . . . . . . . . . . 3.3 0.1 STEM 27.2 0.6 7.2 0.2

STEM-related 17.7 0.6

Non-STEM 55.1 0.7

Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.8 0.1 STEM 9.7 0.3 3.7 0.1

STEM-related 11.2 0.4

Non-STEM 79.1 0.5

Social sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.7 0.1 STEM 7.2 0.2 4.5 0.1

STEM-related 3.9 0.2

Non-STEM 88.9 0.3

Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.0 0.1 STEM 48.9 0.5 31.3 0.3

STEM-related 2.2 0.1

Non-STEM 48.9 0.5

Multidisciplinary studies. . . . . . . . . . . . . . . . . . . . . . . . . . 0.6 0.1 STEM 8.2 1.0 0.4 0.1

STEM-related 17.2 1.3

Non-STEM 74.7 1.5

Science- and engineering-related fields. . . . . . . . . . . . . 9.4 0.1 STEM 6.1 0.2 4.6 0.2

STEM-related 59.2 0.5

Non-STEM 34.7 0.5

Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.8 0.1 STEM 6.6 0.1 11.6 0.2

STEM-related 2.4 0.1

Non-STEM 91.0 0.2

Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.1 0.1 STEM 1.9 0.1 1.7 0.1

STEM-related 2.8 0.1

Non-STEM 95.3 0.2

Arts, humanities, and other. . . . . . . . . . . . . . . . . . . . . . . 22.2 0.1 STEM 5.0 0.1 8.9 0.2

STEM-related 4.6 0.1

Non-STEM 90.4 0.2

Literature and languages. . . . . . . . . . . . . . . . . . . . . . . . . 3.9 0.1 STEM 5.4 0.3 1.7 0.1

STEM-related 4.6 0.3

Non-STEM 90.0 0.4

Liberal arts and history. . . . . . . . . . . . . . . . . . . . . . . . . . 4.7 0.1 STEM 5.6 0.3 2.1 0.1

STEM-related 4.8 0.3

Non-STEM 89.6 0.4

Visual and performing arts. . . . . . . . . . . . . . . . . . . . . . . . 4.0 0.1 STEM 5.2 0.3 1.7 0.1

STEM-related 3.2 0.2

Non-STEM 91.7 0.4

Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1 0.1 STEM 5.1 0.3 1.7 0.1

STEM-related 3.0 0.2

Non-STEM 91.9 0.4

Other. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.5 0.1 STEM 3.9 0.2 1.7 0.1

STEM-related 6.7 0.3

Non-STEM 89.4 0.3

1

 Bachelor’s degree or higher level of educational attainment. Field of degree is for the first listed major.

2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure of an estimate’s variability. The larger the margin of error 

in relation to the size of the estimates, the less reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 percent 

confidence interval.

Source: U.S. Census Bureau, 2011 American Community Survey.
U.S. Census Bureau 15

Washington-Arlington-Alexandria, 

DC-VA-MD-WV, also has a large 

STEM workforce at 13 percent of 

the total area workforce or about 

330,000 workers.18 Compared 

with other states, Washington, 

DC, has the largest percentage of 

college graduates in the United 

States—nearly half have at least a 

bachelor’s degree.19 It has a large 

professional and federal government sector, both of which are 

overrepresented as STEM employers. New York-Northern New JerseyLong Island, NY-NJ-PA, employs the 

largest number of STEM workers: 

nearly half a million (Table 12). 

Table 13 lists employment in STEM 

occupations for the 50 largest 

metro areas in the United States. 

Educational attainment explains 

some of the geographical variation 

in STEM employment. STEM workers with at least a bachelor’s degree 

predominated in the West and in 

several large metro areas, including 

New York-Northern New JerseyLong Island, NY-NJ-PA; BostonCambridge-Quincy, MA-NH; and 

Washington-Arlington-Alexandria, 

DC-VA-MD-WV (Figure 9). STEM 

workers with less than a bachelor’s 

degree predominated in the South. 

18 The estimates (percentage of STEM 

workers) for Washington-ArlingtonAlexandria, DC-VA-MD-WV, and Raleigh-Cary, 

NC, are not statistically different. 19 Camille L. Ryan and Julie Siebens, 2012, 

“Educational Attainment in the United States: 

2009,” Current Population Reports, P20-566, 

<www.census.gov/prod/2012pubs

/p20-566.pdf>.

Table 11.

Top Ten U.S. Metropolitan Statistical Areas Ranked by 

Percentage Employed in STEM Occupations: 2011 

(Civilian employed aged 25 to 64)

Rank Metropolitan statistical area1 STEM workers

Percent MOE2

1 San Jose-Sunnyvale-Santa Clara, CA3. . . . . . . . . . . . . . 19.7 0.7

2 Washington-Arlington-Alexandria, DC-VA-MD-WV. . . . . 13.1 0.4

3 Raleigh-Cary, NC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.2 1.2

4 Seattle-Tacoma-Bellevue, WA. . . . . . . . . . . . . . . . . . . . . 11.4 0.4

5 San Francisco-Oakland-Fremont, CA. . . . . . . . . . . . . . . 10.7 0.5

6 (tie) Baltimore-Towson, MD. . . . . . . . . . . . . . . . . . . . . . . . . . 10.0 0.5

6 (tie) Boston-Cambridge-Quincy, MA-NH. . . . . . . . . . . . . . . . . 10.0 0.3

8 Austin-Round Rock-San Marcos, TX. . . . . . . . . . . . . . . . 9.8 0.7

9 San Diego-Carlsbad-San Marcos, CA. . . . . . . . . . . . . . . 9.5 0.4

10 (tie) Minneapolis-St. Paul-Bloomington, MN-WI. . . . . . . . . . . 9.1 0.4

10 (tie) Denver-Aurora-Broomfield, CO. . . . . . . . . . . . . . . . . . . . 9.1 0.4

1

 Metropolitan statistical area populations based on the 2010 Census. Metropolitan statistical areas 

defined by the Office of Management and Budget as of December 2009. 2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure 

of an estimate’s variability. The larger the margin of error is in relation to the size of the estimate, the less 

reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 

percent confidence interval. 3

 Statistically different from the other metropolitan statistical areas at the 90 percent confidence level.

Note: Because of sampling error, the estimates in this table may not be significantly different from one 

another.

Source: U.S. Census Bureau, 2011 American Community Survey.

Table 12.

Top Ten U.S. Metropolitan Statistical Areas Ranked by 

Number Employed in STEM Occupations: 2011 

(Civilian employed aged 25 to 64)

Rank Metropolitan statistical area1 STEM workers

Number MOE2

1 New York-Northern New Jersey-Long Island, NY-NJ-PA3. . . 439,451 11,561

2 Washington-Arlington-Alexandria, DC-VA-MD-WV3. . . . . . . 334,446 8,873

3 Los Angeles-Long Beach-Santa Ana, CA3. . . . . . . . . . . . . . 282,253 9,097

4 Chicago-Joliet-Naperville, IL-IN-WI3. . . . . . . . . . . . . . . . . . . 230,343 8,651

5 San Francisco-Oakland-Fremont, CA. . . . . . . . . . . . . . . . . . 197,646 8,606

6 Dallas-Fort Worth-Arlington, TX. . . . . . . . . . . . . . . . . . . . . . . 197,037 8,021

7 Boston-Cambridge-Quincy, MA-NH. . . . . . . . . . . . . . . . . . . . 193,225 6,110

8 Houston-Sugar Land-Baytown, TX. . . . . . . . . . . . . . . . . . . . 185,586 9,804

9 Philadelphia-Camden-Wilmington, PA-NJ-DE-MD. . . . . . . . 170,248 6,669

10 Seattle-Tacoma-Bellevue, WA. . . . . . . . . . . . . . . . . . . . . . . . 165,448 6,189

1

 Metropolitan statistical area populations based on the 2010 Census. Metropolitan statistical areas 

defined by the Office of Management and Budget as of December 2009. 2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure 

of an estimate’s variability. The larger the margin of error is in relation to the size of the estimate, the less 

reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 

percent confidence interval. 3

 Statistically different from the other metropolitan statistical areas at the 90 percent confidence level.

Note: Because of sampling error, the estimates in this table may not be significantly different from one 

another.

Source: U.S. Census Bureau, 2011 American Community Survey.
16 U.S. Census Bureau 0 480 Miles 0 90 Miles 0 100 Miles Note: Metropolitan and Micropolitan Statistical Areas dened by the Oce of Management and Budget as of December 2009. Source: U.S. Census Bureau, 2011 American Community Survey. Percent by Metropolitan and Micropolitan Statistical Area U.S. average: 6.2 percent 9.0 or higher 6.0 to 8.9 3.0 to 5.9 Less than 3.0 Figure 8. Percentage of Workers in STEM Occupations for All Metro Areas: 2011
U.S. Census Bureau 17

Table 13.

Employment in STEM Occupations for the 50 Largest Metropolitan Statistical Areas:1 2011

(Civilian employed aged 25 to 64)

Area

Total workforce STEM occupations Percent employed in 

STEM occupations

Estimate MOE2 Estimate MOE2 Estimate MOE2

 United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116,445,308 106,429 7,227,620 48,618 6.2 0.1

Atlanta-Sandy Springs-Marietta, GA. . . . . . . . . . . . . . . . . . . 2,105,535 19,094 155,590 8,088 7.4 0.4

Austin-Round Rock, TX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750,025 8,426 73,350 5,228 9.8 0.7

Baltimore-Towson, MD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,105,965 9,311 110,631 6,216 10.0 0.5

Birmingham-Hoover, AL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 411,693 7,282 20,370 2,902 4.9 0.7

Boston-Cambridge-Quincy, MA-NH. . . . . . . . . . . . . . . . . . . . 1,940,151 11,211 193,225 6,110 10.0 0.3

Buffalo-Niagara Falls, NY. . . . . . . . . . . . . . . . . . . . . . . . . . . 427,653 5,532 21,934 2,031 5.1 0.5

Charlotte-Gastonia-Concord, NC-SC. . . . . . . . . . . . . . . . . . 724,626 9,333 44,683 3,867 6.2 0.5

Chicago-Naperville-Joliet, IL-IN-WI. . . . . . . . . . . . . . . . . . . . 3,725,265 17,093 230,343 8,651 6.2 0.2

Cincinnati-Middletown, OH-KY-IN. . . . . . . . . . . . . . . . . . . . . 827,844 8,283 59,057 3,860 7.1 0.5

Cleveland-Elyria-Mentor, OH. . . . . . . . . . . . . . . . . . . . . . . . . 784,057 5,987 48,638 3,240 6.2 0.4

Columbus, OH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750,047 8,182 53,435 3,522 7.1 0.5

Dallas-Fort Worth-Arlington, TX. . . . . . . . . . . . . . . . . . . . . . . 2,622,622 16,681 197,037 8,021 7.5 0.3

Denver-Aurora-Broomfield, CO. . . . . . . . . . . . . . . . . . . . . . . 1,116,774 8,093 101,694 4,610 9.1 0.4

Detroit-Warren-Livonia, MI. . . . . . . . . . . . . . . . . . . . . . . . . . . 1,528,931 10,548 120,890 4,331 7.9 0.3

Hartford-West Hartford-East Hartford, CT. . . . . . . . . . . . . . . 491,645 5,310 36,999 3,084 7.5 0.6

Houston-Sugar Land-Baytown, TX. . . . . . . . . . . . . . . . . . . . 2,382,750 17,585 185,586 9,804 7.8 0.4

Indianapolis-Carmel, IN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 708,619 8,442 46,655 3,974 6.6 0.6

Jacksonville, FL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509,072 8,505 28,251 4,158 5.5 0.8

Kansas City, MO-KS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 840,113 7,003 61,999 4,210 7.4 0.5

Las Vegas-Paradise, NV. . . . . . . . . . . . . . . . . . . . . . . . . . . . 730,680 9,436 20,575 3,604 2.8 0.5

Los Angeles-Long Beach-Santa Ana, CA. . . . . . . . . . . . . . . 4,944,231 18,307 282,253 9,097 5.7 0.2

Louisville/Jefferson County, KY-IN. . . . . . . . . . . . . . . . . . . . . 497,943 6,715 23,653 2,423 4.8 0.5

Memphis, TN-MS-AR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492,213 7,099 22,043 2,829 4.5 0.6

Miami-Fort Lauderdale-Pompano Beach, FL. . . . . . . . . . . . . 2,149,963 17,478 81,317 5,654 3.8 0.3

Milwaukee-Waukesha-West Allis, WI. . . . . . . . . . . . . . . . . . . 618,873 6,228 41,588 3,204 6.7 0.5

Minneapolis-St. Paul-Bloomington, MN-WI. . . . . . . . . . . . . . 1,451,034 8,797 132,652 5,394 9.1 0.4

Nashville-Davidson—Murfreesboro—Franklin, TN. . . . . . . . 656,108 7,676 38,245 3,677 5.8 0.6

New Orleans-Metairie-Kenner, LA. . . . . . . . . . . . . . . . . . . . . 452,484 5,542 19,269 2,132 4.3 0.5

New York-Northern New Jersey-Long Island, NY-NJ-PA. . . . 7,539,611 27,749 439,451 11,561 5.8 0.2

Oklahoma City, OK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488,819 5,563 27,088 2,519 5.5 0.5

Orlando-Kissimmee, FL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 833,560 9,736 41,049 4,111 4.9 0.5

Philadelphia-Camden-Wilmington, PA-NJ-DE-MD. . . . . . . . 2,306,972 13,218 170,248 6,669 7.4 0.3

Phoenix-Mesa-Scottsdale, AZ. . . . . . . . . . . . . . . . . . . . . . . . 1,532,069 13,653 101,939 5,358 6.7 0.3

Pittsburgh, PA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 924,697 8,216 59,645 2,977 6.5 0.3

Portland-Vancouver-Beaverton, OR-WA. . . . . . . . . . . . . . . . 916,031 9,857 75,704 4,502 8.3 0.5

Providence-New Bedford-Fall River, RI-MA. . . . . . . . . . . . . . 630,124 6,704 37,248 3,228 5.9 0.5

Raleigh-Cary, NC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488,116 8,895 59,477 5,833 12.2 1.2

Richmond, VA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500,235 6,300 35,289 2,558 7.1 0.5

Riverside-San Bernardino-Ontario, CA. . . . . . . . . . . . . . . . . 1,378,337 14,973 50,818 4,911 3.7 0.4

Sacramento—Arden-Arcade—Roseville, CA. . . . . . . . . . . . 770,771 10,600 65,365 5,699 8.5 0.7

St. Louis, MO-IL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,110,991 11,281 77,284 4,450 7.0 0.4

Salt Lake City, UT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448,143 5,532 32,646 2,985 7.3 0.7

San Antonio, TX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 796,548 11,065 43,277 4,780 5.4 0.6

San Diego-Carlsbad-San Marcos, CA. . . . . . . . . . . . . . . . . . 1,146,094 11,869 108,451 5,161 9.5 0.4

San Francisco-Oakland-Fremont, CA. . . . . . . . . . . . . . . . . . 1,855,645 13,163 197,646 8,606 10.7 0.5

San Jose-Sunnyvale-Santa Clara, CA. . . . . . . . . . . . . . . . . . 763,949 7,931 150,148 5,631 19.7 0.7

Seattle-Tacoma-Bellevue, WA. . . . . . . . . . . . . . . . . . . . . . . . 1,455,841 10,875 165,448 6,189 11.4 0.4

Tampa-St. Petersburg-Clearwater, FL. . . . . . . . . . . . . . . . . . 1,013,096 13,637 62,031 4,404 6.1 0.4

Virginia Beach-Norfolk-Newport News, VA-NC. . . . . . . . . . . 628,023 8,328 44,592 3,802 7.1 0.6

Washington-Arlington-Alexandria, DC-VA-MD-WV. . . . . . . . 2,545,368 14,353 334,446 8,873 13.1 0.4

1

 Metropolitan statistical area populations based on the 2010 Census. Metropolitan statistical areas defined by the Office of Management and Budget as of 

December 2009. 2

 Data are based on a sample and are subject to sampling variability. A margin of error is a measure of an estimate’s variability. The larger the margin of error 

is in relation to the size of the estimate, the less reliable the estimate. When added to and subtracted from the estimate, the margin of error forms the 90 percent 

confidence interval.

Source: U.S. Census Bureau, 2011 American Community Survey.
18 U.S. Census Bureau 0 490Miles 0 100Miles 0 100 Miles 75.0 or higher 50.0 to 74.9 Less than 50.0 Figure 9. Share of STEM Workers With a Bachelor’s Degree or Higher for All Metro Areas: 2011 Note: Metropolitan and Micropolitan Statistical Areas defined by the Office of Management and Budget as of December 2009. Source: U.S. Census Bureau, 2011 American Community Survey. Percent by Metropolitan and Micropolitan Statistical Area U.S. average: 69.9 percent
U.S. Census Bureau 19

SOURCE OF THE ESTIMATES

The American Community

Survey (ACS) is a nationwide 

survey designed to provide communities with reliable and timely 

demographic, social, economic, 

and housing data for congressional districts, counties, places, and 

other localities every year. It has 

an annual sample size of about 3.5 

million addresses across the United 

States and Puerto Rico and includes 

both housing units and group quarters (e.g., nursing homes and prisons). The ACS is conducted in every 

county throughout the nation, and 

every municipio in Puerto Rico, 

where it is called the Puerto Rico 

Community Survey. Beginning in 

2006, ACS data for 2005 were 

released for geographic areas with 

populations of 65,000 and greater. 

For information on the ACS sample 

design and other topics, visit 

<www.census.gov/acs/www>.

ACCURACY OF 

THE ESTIMATES

The data presented in this report 

are based on the ACS sample interviewed in January 2011 through 

December 2011. The estimates 

based on this sample describe 

the actual average value of characteristics for the household and 

group quarter populations over this 

period of collection. Sampling error 

is the difference between an estimate based on a sample and the 

corresponding value that would be 

obtained if the estimate were based 

on the entire population (as from 

a census). Measures of sampling 

error are provided in the form of 

margins of error for all estimates 

included in this report. All comparative statements in this report 

have undergone statistical testing, 

and comparisons are significant at 

the 90 percent level unless otherwise noted. In addition to sampling 

error, nonsampling error may be 

introduced during any of the operations used to collect and process 

survey data such as editing, reviewing, or keying data from questionnaires. For more information on 

sampling and estimation methods, 

confidentiality protection, and 

sampling and nonsampling errors, 

please see the 2011 ACS Accuracy 

of the Data document located

at <www.census.gov/acs

/www/Downloads/data

_documentation/Accuracy/ACS

_Accuracy_of_Data_2011.pdf>.

MORE INFORMATION

For questions or comments related 

to the contents of this report, 

contact the author:

Liana Christin Landivar, Ph.D.

liana.christin.landivar@census.gov

(301)763-5878

Industry and Occupation Statistics

 Branch

Social, Economic, and Housing

 Statistics Division

U.S. Census Bureau

SUGGESTED CITATION

Liana Christin Landivar, 2013, “The 

Relationship Between Science and 

Engineering Education and

Employment in STEM Occupations,” 

American Community Survey 

Reports, ACS-23, U.S. Census 

Bureau, Washington, DC.