What is the percentage of degrees conferred by sex and race?

From 1999–2000 to 2009–10, the percentage of degrees earned by females remained between approximately 60 and 62 percent for associate's degrees and between 57 and 58 percent for bachelor's degrees. In contrast, the percentages of both master's and doctor's degrees earned by females increased from 1999–2000 to 2009–10 (from 58 to 60 percent and from 45 to 52 percent, respectively). Within each racial/ethnic group, women earned the majority of degrees at all levels in 2009–10. For example, among U.S. residents, Black females earned 68 percent of associate's degrees, 66 percent of bachelor's degrees, 71 percent of master's degrees, and 65 percent of all doctor's degrees awarded to Black students. Hispanic females earned 62 percent of associate's degrees, 61 percent of bachelor's degrees, 64 percent of master's degrees, and 55 percent of all doctor's degrees awarded to Hispanic students.

From 1999–2000 to 2009–10, the number of degrees earned among U.S. residents increased for students of all racial/ethnic groups for each level of degree, but at varying rates. For associate's, bachelor's, and master's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Black and Hispanic students. For doctor's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Hispanic and Asian/Pacific Islander students.

Among U.S. residents, the number of associate's degrees earned by Hispanic students more than doubled from academic years 1999–2000 to 2009–10 (increasing by 118 percent), and the number earned by Black students increased by 89 percent. As a result, Blacks earned 14 percent and Hispanics earned 13 percent of all associate's degrees awarded in 2009–10, up from 11 percent and 9 percent, respectively, in 1999–2000. During the same time period, the number of bachelor's degrees awarded to Black students increased by 53 percent, and the number awarded to Hispanic students increased by 87 percent. In 2009–10, Black students earned 10 percent and Hispanics earned 9 percent of all bachelor's degrees conferred, versus the 9 and 6 percent, respectively, earned in 1999–2000. Similarly, the numbers of master's degrees earned by Black and Hispanic students more than doubled from 1999–2000 to 2009–10 (increasing by 109 percent and 125 percent, respectively). As a result, among U.S. residents in 2009–10, Black students earned 12 percent and Hispanics earned 7 percent of all master's degrees conferred, up from 9 percent and 5 percent, respectively, in 1999–2000. In addition, the number of doctor's degrees awarded increased by 60 percent for Hispanic students and by 47 percent for Black students.


SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2012 (NCES 2012-045),
Indicator 47.

Number of degrees conferred to U.S. residents by degree-granting institutions, percentage distribution of degrees conferred, and percentage of degrees conferred to females, by level of degree and race/ethnicity: Academic years 1999–2000 and 2009–10
Level of degree and race/ethnicity	Number		Percentage distribution		Percent conferred to females
	1999–2000	2009–10	1999–2000	2009–10	1999–2000	2009–10
Associate's	554,845	833,337	100.0	100.0	60.3	62.0
White	408,772	552,863	73.7	66.3	59.8	60.9
Black	60,221	113,905	10.9	13.7	65.2	68.3
Hispanic	51,573	112,211	9.3	13.5	59.4	62.4
Asian/Pacific Islander	27,782	44,021	5.0	5.3	56.8	58.5
American Indian/Alaska Native	6,497	10,337	1.2	1.2	65.8	64.9
Bachelor's	1,198,809	1,602,480	100.0	100.0	57.5	57.4
White	929,106	1,167,499	77.5	72.9	56.6	56.0
Black	108,013	164,844	9.0	10.3	65.7	65.9
Hispanic	75,059	140,316	6.3	8.8	59.6	60.7
Asian/Pacific Islander	77,912	117,422	6.5	7.3	54.0	54.5
American Indian/Alaska Native	8,719	12,399	0.7	0.8	60.3	60.7
Master's	406,761	611,693	100.0	100.0	60.0	62.6
White	324,981	445,038	79.9	72.8	59.6	61.8
Black	36,595	76,458	9.0	12.5	68.2	71.1
Hispanic	19,384	43,535	4.8	7.1	60.1	64.3
Asian/Pacific Islander	23,538	42,072	5.8	7.0	52.0	54.3
American Indian/Alaska Native	2,263	3,960	0.6	0.6	62.7	64.3
Doctor's1	106,494	140,505	100.0	100.0	47.0	53.3
White	82,984	104,426	77.9	74.3	45.4	51.4
Black	7,080	10,417	6.6	7.4	61.0	65.2
Hispanic	5,039	8,085	4.7	5.8	48.4	55.0
Asian/Pacific Islander	10,684	16,625	10.0	11.8	48.8	56.5
American Indian/Alaska Native	707	952	0.7	0.7	52.9	54.8

¹ Includes Ph.D., Ed.D., and comparable degrees at the doctoral level. Includes most degrees formerly classified as first-professional, such as M.D., D.D.S., and law degrees.


NOTE: NOTE: Degree-granting institutions grant associate's or higher degrees and participate in Title IV federal financial aid programs. Reported racial/ethnic distributions of students by type of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported. Race categories exclude persons of Hispanic ethnicity. Nonresident aliens are excluded because information about their race/ethnicity is not available. Detail may not sum to totals because of rounding.


SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012).

What is Sequestration?

Sequestration, sometimes called the sequester, is a process that automatically cuts the federal budget across most departments and agencies.

Congress included the threat of sequestration in the Budget Control Act of 2011 as a way to encourage compromise on deficit reduction efforts.

Congress couldn’t agree on a budget by the deadline set in the Budget Control Act, so mandatory budget cuts were scheduled to go into effect on January 2, 2013.

Congress stopped the cuts from happening by passing the American Taxpayer Relief Act on January 2. This law pushed the budget cuts back until March 1, 2013.

If Congress cannot agree on a budget to reduce the deficit by March 1, then sequestration would happen and $85 billion in spending cuts would go into effect.

These reports give detailed information about the amount that programs may be cut and which programs are exempt from sequestration:

• White House Office of Management and Budget Sequestration Reports to the President and Congress
• Congressional Budget Office Report on Estimated Impact of Automatic Budget Enforcement Procedures Specified in the Budget Control Act
• Congressional Research Service Report on Budget “’Sequestration’ and Selected Program Exemptions and Special Rules” (PDF)

How to Stage an Occupational Comeback

Raising a family, recovering from an injury or illness, taking time to travel abroad -- there are many reasons to take a month-long or even a year-long absence from the workforce. Just as many are the reasons for wanting to get back in. You could be a stay-at-home parent eager for a change of pace or in want of a new direction in life. Perhaps you need the money or you're just bored.   

Regardless of the reasons behind it, the prospect of going back to work can be intimidating or downright scary. At the speed with which the world moves these days, you might think yourself unable to keep up with the latest technological skills needed in today’s workforce. If you've been traveling a lot you might be worried about having to integrate back into a sedentary work life. Or maybe you're anxious about having to explain those long gaps in your resume to potential employers.

Before you even start, the most important thing to keep in mind is that returning to work is hardly impossible. There is no shortage of people who've resumed careers or started entirely new ones after lengthy periods away from the workplace. As with most things in life, a little self-confidence is the greatest asset you can have when undergoing the process of getting back to work. The following these tips should help out, too.

Assess your skills

Without recent work experience to back you up, it's your skills that are really going to end up selling you. If you're wondering how you're going to parlay two years of backpacking around the world into an office-applicable context, remember that skills are built on experience, and you earn experience whether you're on the clock or not.

Employers look for two different types of skills: 'hard' skills are job specific and entail more technical abilities, such as programming or mechanical knowledge, while 'soft' skills are personal attributes that relate to your ability to interact in social and professional scenarios, like leadership and effective communication.

While you've been away from work you've most likely developed skills that any employer would find attractive. Raising kids shows that you're adept in the ways of organization, negotiation, and time management. And that you possess no small amount of patience as well. Learning a different language makes traveling overseas easier, but it also looks irresistible on a resume. Remember: there is no difference between life skills and work skills. Ask your family and friends what they think you've got to offer.

Explaining the gaps in your resume

If you're worried about how gaps in your work history look on you CV, consider a functional resume instead of the more traditional reverse chronological format. A functional resume focuses on your skills and calls attention to your accomplishments rather than a continuous work history. If you don't have your heart set on resuming a previous career, functional resumes are ideal as they can be made applicable to multiple job fields. Many job search websites have functional resume templates available for free. (Microsoft Word even has one in their template selection.)

As these gaps will inevitably be brought up during the interview process, be ready to summarize your time off. Be calm and concise. Provide the highlights of your experiences while listing the skills you picked up as a result. Don't accentuate the negative; focus instead on why you're ready to get back to work.     

Networking and support systems

The value of networking can never be overstated. If you know someone in a sector you're interested in, let them know. They can offer indispensable advice, and if you show what you're capable of they might just put in a good word somewhere it counts. Take advantage of the internet and find online communities of other people in your situation. And learn from what they’re doing.

Don't forget that reentering the workforce will not just affect you, but your family as well, especially if you're returning from being an at-home parent. It's important to share your job search with those you're close to. It secures support and prepares everyone, particularly the kids, for drastic and sudden changes should an opportunity present itself.

Be proactive

 

You might recall from your first time around that finding work is not a quick task -- you could be waiting another year before you land that ideal gig. Spend that time wisely. Start with what kind of career you want, and go from there. A basic IT class can open up a host of new job opportunities – skills like programming, data analysis, and digital marketing are in high-demand because of the role computers now play in our daily lives. Make sure that, if your field involves the use of computers, you’re up-to-speed with core functionalities (like social media and job-specific applications). 

Volunteering, as well, can ease you into old work habits without the pressure of paid employment, but can introduce you to new contacts and improve any resume. Attend your university’s alumni events, or join a business-oriented social group. Sites like Meetup.com are perfect for networking in a fun, friendly fashion. 

It's too easy to lose confidence when you stumble into those first few blocks. As long as you stay positive, you'll have no trouble bearing in mind that every contact made, every resume sent, and every job posting investigated is a step in the right direction. 

Angie Picardo is a staff writer for NerdWallet. Her mission is to help consumers stay financially savvy, and save some money with Crate and Barrel coupons.

Effects of Sequestration on Govenrment Hiring Practices

On March 1st, the Office of Management and Budget (OMB) sequestered $85 billion in Fiscal Year (FY) 2013 spending as mandated by the Budget Control Act. This across - the - board cut will slow job creation within the federal government.

If you still want to apply for government jobs, you need to be prepared now more than ever. We are happy that applying for federal jobs has gotten easier, you just need to know that there are just going to be less jobs to apply for.

FAA jobs - In March 1st, the Federal Aviation Administration ("FAA") instituted a complete hiring freeze which means that FAA will not be able to feed the pipeline of departing controllers, inspectors and technicians.

State Department and USAID jobs - USAID’s operating budget has been reduced by nearly $71.4 million. It is likely that USAID will implement a hiring freeze for both Civil and Foreign Service Officers.

Department of Defense jobs - The Army is the process of releasing about 1,300 temporary and term employees and implement an Army - wide hiring freeze. The Army is also planning for the furlough of up to 251,000 civilian employees.

The Navy will furlough most civilians for 22 work days. The Navy will cancel 23 ship maintenance actions affecting shipyards around the count ry. The Navy will also cancel emergency repairs to the USS MIAMI, the USS PORTER, and the USS MONTPELIER.

The Energy Department - Out of 4,500 employees at the Y-12 site, between 700 and 1,000 will be furlough for a period of up to 6 months. The Pantex Plant in Amarillo, Texas will furlough up to 2,500 employees for 3 weeks. Los Alamos National Lab in New Mexico will furlough over 500 for about 2 weeks. And Sandia National Labs will lay off up to 100 positions and forgo hiring staff to support the B61 bomb life extension program.

Continuing education can give employees an edge in the workplace

A volatile economy and tough job market have revived American workers' interest in continuing education. Now more than ever, adults are returning to educational environments to advance their skills, training and knowledge.

"Continuing education generally refers to any type of post-secondary education for the purpose of keeping current with changes in a particular field of study or for preparation to obtain a certification," says Dr. Marianne Greenfield, a program chair at Argosy University, Atlanta. "Some professions require that you earn continuing education credits in order to maintain a license. The goal of continuing education is to offer adults who already possess a college or university degree further opportunity for learning without having to enroll in a degree program."

"Now more than ever, it's important for employees and professionals to keep up with all the latest skills and relevant knowledge necessary to compete in today's workforce," says Dr. George Spagnola, chair of the College of Education at Argosy University, Sarasota. "While a traditional education is necessary in today's workforce, it is also a cornerstone upon which one can build a better future through continuing education."

Greenfield agrees. "As more and more people are obtaining academic degrees, the advantage lies with the candidate whose skills and knowledge are current and relevant in the workplace," she says. "Continuing education is especially important in areas such as human resources, engineering, technology, finance and health care, where rapid advances occur, leading to constantly evolving practices." For many professions, certifications and licenses are requirements for employment opportunities, so continuing education is important for job seekers and professionals in those fields.

And obtaining continuing education is more convenient for learners. "Advances in technology have made continuing education more accessible," says Spagnola. "Options are available to pursue continuing education online, at a physical location or in a combination of both. These technology breakthroughs help so many to continue their education and advance their professional knowledge while working and raising a family."

Given the number of people raising families and working, that flexibility of education can be key to continuing education success. Look for an institution or provider that can meet your educational needs while still allowing you to meet your personal and professional obligations. "Seek out a student-centered institution that meets your needs both academically and non-academically," says Spagnola.

"Although there are many course providers who cater to those seeking continuing education, it is important to find an accredited institution to ensure your efforts yield results," says Greenfield. "Look for programs that offer you access to and learning from quality instructors with real-life experience in the specific field of study." Make sure that the program you are considering is compatible with any requirements you will face for licensure.

And while there are costs associated with continuing education, many people can find financial assistance in the form of tuition assistance programs offered through their employers. "Tuition assistance programs are of huge benefit to employees and the company," says Spagnola. "As an employee, you receive financial assistance for your education and your employer, in turn, gets an employee advancing their knowledge and skills and applying them to the organizations."

"The benefits far outweigh the expense and many private sector employers will pay for or reimburse the expense if a compelling case is made for the added competitive advantage for the organization," agrees Greenfield. "And if your employer isn't able to assist you with the costs, the Internal Revenue Service allows you to deduct a portion of qualifying continuing education expenses on your federal tax return. If you pay the expense on behalf of a spouse or a dependent child, you can also claim the deduction."

Tips for beating workplace stress by taking charge of your career

Whether it's low pay, a heavy workload, fear of being laid off or simply that annoying co-worker in the cube next to you, there's a variety of reasons why you might feel stressed at work. If you think of yourself as someone who's consistently stressed at work, it's important to know that you're not alone, and there are things you can do reduce the stress of your job.

Workplace stress is common in America, as a recent survey by Harris Interactive on behalf of Everest College found that 73 percent of Americans are stressed by at least one thing at work. Reasons for workplace stress varied, from lacking opportunities for advancement, working a job outside of your chosen career, long commutes and poor work-life balance.

While reasons for workplace stress vary, the most important thing you can do is take control of your career, says John Swartz, regional director of career services at Everest College. "It's easy to get stressed if you're working a job you weren't particularly excited about in the first place," says Swartz.

Swartz offers the following tips for taking control of your career, which in turn should help reduce the amount of stress you face at work:

* Stay on top of current trends in your field. One of the best ways to improve your situation at work is to give yourself room to grow by becoming an expert in your field. Employees who demonstrate the ability to adapt and learn are a valuable commodity, which will help ensure your advancement at your current place of employment or elsewhere.

* Learn practical skills. Don't wait to be asked by your boss to learn something now. Seek out ways you can increase your value within your company. While it may seem like a lot of work at the time, acquiring more skills will open more doors for you in the long run.

* If necessary, increase your level of education. If you're having trouble getting the job you want because you don't have the required amount of education, it's time to think about going back to school. If you're not happy at your job, it will be worth the sacrifice to get a degree that puts you in a better position to succeed.

* Choose a career in a field where growth is projected, if possible. If you are exploring going back to school, it makes sense to first take a look at the job prospects in the fields you are considering. Recent projections by the U.S. Bureau of Labor Statistics note that health care, personal care and social assistance, and construction are projected to have the fastest job growth between 2010 and 2020.

Finding a college that's focused on providing the necessary practical skills specific to your career is also important, especially if you've already been to school and received a broader education in the liberal arts. Your college of choice should also help you tailor your training to areas within your chosen field that are expected to see growth.

"All government labor projections continue to show that health care is and will continue to be one of the fastest-growing industries in the U.S.," says Swartz. "The overwhelming majority of Everest's programs are in this sector and we have worked very hard to make sure our curriculum is relevant to the industries our students are interested in."

The best way to avoid workplace stress is to put yourself in a position to get the types of job that you know you'll enjoy. For more information on career-specific degree programs, visit www.everest.edu.

Are You a Team Oriented Employee?

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by Amin Huffington

Dreamfedjob - Turning unemployed into employed.

Found yourself suddenly assigned to a team? Wondering what that might mean with regard to your role, performance expectations or how your work gets evaluated? All good questions! The definition of a "team" can vary greatly, as does how teams operate, their purpose, even how long they stay together. Provided here is basic information on what teams are and the qualities of effective teams, as well as guidance on how to thrive as a new member of a team.

People don't become a team because someone tells them they are. They must be striving together to attain something. Here's one definition of a team-a small group of people committed to accomplishing a common goal. Teams often operate best if they have a shared set of values. The following list are some attributes of highly successful teams:

• We are customer focused. Meaning, we are driven to do things that make our service more valuable to the customer, whether internal or external.
• We trust each other's intentions. Meaning we believe that everyone else on the team is working together to find the best possible solution to each problem or conflict encountered.
• We are truthful in our communications. Meaning we are open and honest with one another.
• We are interdependent. Meaning we rely on one another to get the whole job done.
• We are all accountable. Meaning we each take responsibility for the results of what we do and what the department does.
• We support one another. Meaning we are committed to helping and encouraging one another to grow professionally.
• We respect our diversity. Meaning we respect other's on the team who have values and points of view that are different from our own.
• We have a common purpose. Meaning we are all working towards attaining similar outcomes.
• We have a shared vision. Meaning we all have a common understanding of what we are trying to accomplish as we move into the future.
• We are always playing to win. Meaning we are trying to get as far as we can get each day by putting everything we can into our work.

"Team building" is not about spending a day out in the woods, trying to solve various contrived "survival" scenarios. Team building simply refers to the efforts teams make to improve functioning. For example, if there is confusion about the outcomes a team is striving for, inviting a facilitator in to guide a discussion about goal setting might well be a team building activity. Without a "common purpose" it is difficult to work together, and more difficult to succeed.

While there is a great deal you can intuit or "pick up" about how you're supposed to behave as a member of a team, just by close observation, it is often best to check out your assumptions with open, direct discussion. If you're uncertain about performance expectations, ask. Inquire as to whether a "team charter" has been created (as well as whether or not it is followed, and why). Ask your supervisor or team leader how individual performance as well as team success is evaluated.

Remember too, for many people, being part of a team can at first feel uncomfortable. Americans value rugged individualism and personal success. Tying one's professional future to the performance of a team; having one's value assessed according to how one functions as a team member as opposed to an independent employee, can seem like a risky proposition. Some would argue that only with great risk comes the opportunity for great success, and great rewards. There's no denying very successful teams work hard at working well together. If you're not interested in that kind of labor, working in a team environment may not be a good fit for you. However, if you thrive on the support of others, if you problem-solve best by bouncing ideas off someone else, if your creativity is fueled by open debate and dialogue, a team environment might suit you well.

Professionally written resumes now available through dreamfedjob.com.  For inquiries email us at  resumes@dreamfedjob.com