Exponential Growth and Relative Decline

The time series for doctorates are limited to PhDs (see IB, Adkins, 1975,12-14). Since the category of first professional degree does not apply to most scientific disciplines, the discussion below uses second-level and masters as interchangeable labels when referring to degrees in these disciplines. 

For Adkins definitions of subject fields (which are compatible with the specialty codes of the National Center for Education Statistics), see ibid, Table A-1,181-190. The trends reported in this chapter employ Adkins system of classification. See Appendix A for a discussion of possible adjustments which incorporate biochemistry and chemical-materials engineering. 

The picture shows chemistry as a steadily-growing academic activity which has also suffered a sustained relative decline. On the one hand, growth has been the enduring context in which chemistry has functioned as academic discipline. That growth has had, and continues to have, important consequences with respect to scientists expectations concerning available resources and proper procedures. In its early stages growth was sustained by direct. 

Physics doctorates also suffered a slight relative decline, but this occurred prior to 1930. In 1890, PhDs in physics constituted 6.0% of all doctorates conferred by 1930, this figure had declined to 4.7%. Since World War II, physics has regained some of this loss in 1960 and 1970, doctorates in physics were a constant 5.1% of all doctorates conferred. See ibid., Tables A-2 and A-5.1,190-195, 278-281. 

The growth in federal funding for academic science during the early 1960s helps to explain the tone of the Westheimer Report on Chemistry Opportunities and Needs (IB, NAS, 1965). In his letter of transmittal George B. Kistiakowsky warned that chemistry was not as well supported as is research in other natural sciences, if qualified requests for funds and the training of scientific personnel are proper yardsticks (ibid., iii). 

---