Research/Scholarship—A Ph.D. or other doctoral degree that requires advanced work beyond the master’s level, including the preparation and defense of a dissertation based on original research, or the planning and execution of an original project demonstrating scholarly achievement;

Professional Practice—A doctoral degree conferred upon completion of a program providing the knowledge and skills for the recognition, credentialing, or licensing required for professional practice; or

Other—A doctoral degree that does not meet the definition of the research/scholarship or professional practice doctorate.

For the years 1966–1986, degree completion data are available only by the National Science Foundation’s (NSF) standardized disciplinary categories. For those years, the Humanities Indicators uses NSF’s “English and Literature” category as the basis of its ELL degree counts. This category includes degrees earned in comparative literature, classics, and classical languages and literatures (but omits degrees in ancient and medieval Greek and Latin—these are included by NSF in its “Foreign Languages” category).

For years 1987 and later, when degree completion data are available by the more detailed Classification of Instructional Programs (CIP), the Humanities Indicators treats degrees in classics, classical languages and literatures, Greek, and Latin as LOTE degrees. Comparative literature degrees are excluded from the ELL degree counts for this latter period. A subsequent iteration of the Humanities Indicators will include a separate indicator for comparative literature, which is considered by the Humanities Indicators to be its own discipline.

For an explanation of the difference between the NSF and CIP classification systems as well as an inventory of the various degree programs that are included by the Humanities Indicators under the headings of “English Language and Literature” and “Languages and Literatures Other than English,” see the Note on the Data Used to Construct Degree-Related Indicators).

The data that form the basis of these indicators are drawn from the U.S. Department of Education’s National Center for Education Statistics’s (NCES) Higher Education General Information System (HEGIS) and its successor, the Integrated Postsecondary Educational Data System (IPEDS), through which institutions of higher learning report on the numbers and characteristics of students completing degree programs (as well as a variety of other topics; for more on this major data collection program, see http://nces.ed.gov/ipeds/). The HEGIS/IPEDS degree-completion data going back to 1966 have been made easily accessible to decision-makers, researchers, and the general public by the National Science Foundation (NSF) via its online data analysis tool WebCASPAR. The NSF has traditionally used the NCES data to tabulate science and engineering degree awards as part of its Science and Engineering Indicators Program, which since 1973 has issued a biennial report designed to provide public and private policymakers with a broad base of quantitative information about the U.S. science, engineering, and technology enterprise.

The NSF has developed a set of standardized disciplinary categories that can be used across the various data sources it relies upon to construct its indicators. Because the NSF focuses on trends in science and engineering education, its disciplinary classification is most detailed in these areas. The utility of the NSF system for the purposes of the Humanities Indicators (HI) is limited. For example, the NSF scheme does not distinguish between the academic study of the arts, considered by the HI to be part of the humanities, and art performance. This makes it impossible for the HI to include in its tally those degrees conferred in the areas of musicology, art history, film studies, and drama history/criticism. Moreover, while the HI considers such disciplines as archeology, women’s studies, gay and lesbian studies, and Holocaust studies to be part of the humanities field, NSF categorizes them as social sciences. Additionally, NSF places interdisciplinary degrees in areas such as general humanities and liberal studies in a broad “Other” category that includes degrees for many disciplines that are clearly not within the purview of the humanities as conceptualized by the HI. Consequently, such interdisciplinary degrees, along with those mentioned above, cannot be captured in humanities degree counts from 1966 to 1986.

For 1987 and later years (1995 and later for data on the race/ethnicity of degree recipients), however, NSF also categorizes earned degrees according to the more detailed Classification of Instructional Programs (CIP), which permits a more precise count of humanities degrees; that is, a count that includes degrees in all those programs that are part of academic disciplines included within the scope of the humanities for the purposes of the HI. (For an inventory of the disciplines and activities treated as part of the humanities by the HI, see the Statement on the Scope of the “Humanities” for Purposes of the Humanities Indicators.) The CIP was first developed by NCES in 1980 as a way to account for the tremendous variety of degree programs offered by American institutions of higher learning and has been revised three times since its introduction, most recently in 2009 (this version is referred to as “CIP 2010”). The CIP has also been adopted by Statistics Canada as its standard disciplinary classification system.

For the purposes of the Humanities Indicators the CIP has several advantages over the NSF classification system. For example, because the NSF system groups degrees in the nonsectarian study of religion with those awarded in programs designed to prepare students for religious vocations and since the latter type of degree is much more common, the HI cannot include what the NSF considers to be degrees in religion in the humanities degree counts for years prior to 1987. With CIP-coded data, however, academic disciplines such as comparative religion can be separated from vocational programs such as theology and thus can be included in the humanities degree tally. Additionally, when using CIP-coded data, the HI can include degrees in all the excluded disciplines mentioned above, from art history to Holocaust studies, in its counts of humanities degrees from 1987 onward. For an inventory of the NSF and CIP disciplinary categories included by the HI under the broad field headings (“humanities,” “natural sciences,” etc.) used throughout Part II of the HI, see the NSF and CIP Discipline Code Catalog. This catalog also indicates which degree programs are included by the HI within specific humanities disciplines (e.g., for the purposes of the HI, English degrees include those classified under CIP as being in “English Language and Literature,” “American Literature,” and “Creative Writing,” among others).

In constructing indicators that use IPEDS data to track long-term historical trends in the academic humanities, the HI has employed completion data that were classified using both the NSF and CIP systems. In these cases, either a note accompanying the chart or a break in the trend line indicates where estimates based on the NSF classification system leave off and those based on CIP begin. For those indicators reporting degree data gathered in 1987 or more recently (1995 or more recently for the charts and tables describing the proportions of all degrees received by members of racial/ethnic minority groups), CIP-coded data are used.

In the case of several of the degree-related indicators, the humanities are compared to certain other fields such as the sciences and engineering. The nature of these fields is specified in the Statement on the Scope of the “Humanities” for Purposes of the Humanities Indicators. These broad fields do not encompass all postsecondary programs. Therefore, where fields are being compared in terms of their respective shares of all degrees, the percentages will not add up to 100%. Also, none of the graphs showing change over time includes a data point for the academic year 1999, because the NCES did not release data for that year.

The degree counts presented as part of the HI do not include so-called double major degrees. When degrees are earned concurrently in this way, only the first degree is counted. Although second degrees are not common (in the 2006–2007 academic year, they accounted for 5.2% of all degree completions), anecdotal evidence suggests that a preponderance of such degrees are in the humanities. Second-degree data first became available via WebCASPAR in November 2010. If resources permit, an analysis of these data will be conducted in 2011.

Data on the number of students completing minors are not collected as part of IPEDS, but such information was compiled for selected humanities disciplines as part of the American Academy of Arts and Sciences–sponsored Humanities Departmental Survey (HDS; see the HDS final report, page 8, Table 12).

The shares of all degrees earned by members of traditionally underrepresented racial/ethnic groups were calculated by dividing the number of humanities degrees completed by students identified by their institutions as African American (non-Hispanic), Hispanic, or American Indian/Alaska Native by the total number of degree completions in the humanities. Not included in the count of traditionally underrepresented minorities were (1) students designated by their educational institutions as being of “Other/Unknown Ethncity”* and (2) international students—that is, temporary residents who were in the United States for the express purpose of attending school and who were likely to return to their home countries upon graduation (significant numbers of these individuals may be of African or Hispanic background, but the National Center for Education Statistics (NCES), the compiler of these data, does not request that institutions of higher learning collect racial/ethnicity data for such students).

* According to the NCES, the compiler of these data, a student is assigned to this category only if he or she does not select a racial/ethnic designation and his or her educational institution finds it impossible to place the student in one of the NCES-defined racial/ethnic categories during established enrollment procedures or in any post-enrollment identification or verification process. Over time the percentage of students categorized as “Other/Unknown” has grown, thereby reducing the ability of postsecondary institutions, policymakers, and the general public to reliably track the racial/ethnic diversity of degree recipients.

Using information provided by the U.S. Census Bureau’s Population Division,* the Humanities Indicators has calculated the following estimates of the share of the total national population represented by each of the categories employed by the National Center for Education Statistics for the purpose of reporting the percentage of degrees awarded to students of different races/ethnicities (estimates are for July, 2008):

* Data drawn from U.S. Census Bureau, “Table 3: Annual Estimates of the Resident Population by Sex, Race, and Hispanic Origin for the United States: April 1, 2000 to July 1, 2008 (NC-EST2008-03),” released May 14, 2009, http://www.census.gov/popest/national/asrh/NC-EST2008-srh.html.