Public perceptions of science and technology in the United States affect many aspects of civic life. This report provides insights into public confidence in science, understanding of scientific research principles, and Americans� engagement with science through media, scientific activities, or children�s science activities. Confidence in science remains high among Americans: 89% of Americans believe scientists work to make life better for the average person. During the COVID-19 pandemic, U.S. adults tended to think more often about the impact of science in their everyday life than they had before the pandemic.

This report presents data on conference proceedings and peer-reviewed science and engineering journals that reflect the expanding volume of research activity, the involvement and scientific capabilities of different countries, and the growing research ecosystem demonstrated through international collaborations. Publication output grew 5% over the past 4 years, led by China and other middle-income countries. Internationally collaborative research increased in 2020 with nearly one in four articles having coauthors from multiple countries.

This report examines R&D performed by U.S. higher education institutions. It discusses funding by source and S&E field for R&D activities and equipment and provides information on research space. It benchmarks the United States against other nations, and it looks at how academic R&D investments relate to investments in education and training of students and postdoctoral researchers. Academic R&D remains focused on basic research. Most of it is performed by a small percentage of U.S. higher education institutions. The federal government funds over half of academic R&D, although institutional support represents an increasing share.

Individuals in the STEM workforce make important contributions to improve a nation’s living standards, economic growth, and global competitiveness. This report details several aspects of the U.S. STEM workforce, including growth, demographic makeup, earnings, and unemployment. The STEM workforce is made of occupations that require STEM skills and expertise, including occupations not typically considered STEM fields (e.g., maintenance and repair, construction trades, and production occupations). In 2019, the STEM workforce represented 23% of the total U.S. workforce, and over half of this workforce does not have a bachelor’s degree.

Women, Minorities, and Persons with Disabilities in Science and Engineering is a congressionally mandated biennial report that provides a broad base of quantitative information about the participation of these three groups in science and engineering education and employment. The Digest highlights key issues and trends through graphics and text. New to the Digest this cycle are data from a pilot study on early career doctorate holders. Detailed data tables available online provide information on higher education enrollment, degrees earned, institution types, and financial support, as well as on employment status, sector of employment, occupations, and salaries. Surveys conducted by the National Center for Science and Engineering Statistics within the National Science Foundation provided a large portion of the data used in this report.

Tables from the 2013 Scientists and Engineers Statistical Data System (SESTAT) present data on the demographic characteristics, labor force status, occupations, employment, and median annual salaries of individuals with a bachelor's or higher-level degree in a science, engineering (S&E) or S&E-related field or working in an S&E or S&E-related occupation. Two demographic surveys sponsored by the National Science Foundation collect the data that are integrated into SESTAT.

From 2003 to 2013, the number of scientists and engineers residing in the United States grew from 21.6 million to 29.0 million. Immigration has played an important factor in this growth. In 2013, 18% (5.2 million) of the scientists and engineers residing in the United States were immigrants, whereas in 2003, 16% (3.4 million) were immigrants. Immigrant scientists and engineers were more likely to earn post-baccalaureate degrees than were U.S. citizens who were born in the United States, Puerto Rico, or another U.S. territory or born abroad of U.S. citizen parents.

Tables from the 2010 Scientists and Engineers Statistical Data System (SESTAT) present data on the demographic characteristics, labor force status, occupations, employment, and median annual salaries of individuals with a bachelor's or higher-level degree in a science, engineering (S&E) or S&E-related field or working in an S&E or S&E-related occupation. The data are collected by three demographic surveys sponsored by the National Science Foundation and are integrated in SESTAT.

Women, Minorities, and Persons with Disabilities in Science and Engineering (S&E) provides a broad base of quantitative information about the participation of these groups in S&E education and employment. A Digest highlights key issues and trends through graphics and text. Detailed statistical tables provide data on higher education enrollments, degrees, institutions, and financial support and on employment status, occupations, sectors, and salaries. Links to other NSF and non-NSF sources of data are provided.

Women, Minorities, and Persons with Disabilities in Science and Engineering (S&E) provides the latest information about the participation of these groups in S&E higher education and employment. Updates in this release cover undergraduate and graduate enrollment, federal employment, occupations after graduation, median annual salaries, and disability status of scientists and engineers. For doctorate recipients, updates are also available on top baccalaureate institutions for women and persons from racial and ethnic minority groups, primary source of financial support, and postdoctorate status.