Master Degree In History

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Master Degree In History – AHA About AHA and Members AHA History and Archives Archives Collecting History’s Trash Master (2005) II. Master’s Thesis in History: A Portrait in Statistics

The master’s degree is the fastest growing degree in the United States, and the Department of Education expects master’s degrees to continue to expand and grow for at least another decade (see Figure 1).15 For example, between 1996 and 2002 (the last seven academic years with complete data available), the annual number of master’s degrees awarded in all areas grew by an average of 19 percent, compared to increases of just 7 percent for associate’s degrees and 11 percent for baccalaureate, and a slight decrease in the annual number of doctorates. The master’s degree in education rose faster

Master Degree In History

Master Degree In History

, with a 29 percent increase overall, including a notable 41 percent increase among blacks and a 54 percent increase among Hispanics.16 Meanwhile, master’s degrees have been historically regressed, with a 16 percent decrease in the number awarded during that period table). 1).17

Masters’s Degree In History

Should you be concerned about these trends? We think so. At the very least, the decline in the number of master’s degrees in history reflects the decline in the number of bachelor’s degrees in history, both in absolute terms and as a percentage of the total.

Degrees awarded in the United States.18 (We have also seen a similar decline in recent decades in the number of master’s degrees among the social sciences most closely related to history, all of which continue to lose ground in fields such as business or education; see Figures 2A and 2B. ) All levels of history teaching are closely related, as parts of the same pipeline for advanced study of the discipline (see Table 1 and Figure 3); in 2001, for example, 58 percent of all new history Ph.D. also had a master’s degree in history, and 57 percent had a bachelor’s degree in the discipline. degree in history, which raises some questions that cannot be answered within the confines of the current report: Why aren’t more students majoring in history? Are all-time majors declining in both quality and quantity? How, exactly, is the declining number of B.A. Is innovation related to the reduction in the number of master’s degrees? Is the recent history of undergraduates, as a group, less prepared for graduate education at the master’s level than their predecessors, as many in this research process suggest?

Master’s programs have “always been more diverse than doctoral programs,” but the number of minority students earning master’s degrees began to increase significantly in the early 1990s.20 percent while Hispanics experienced a 146 percent increase one hundred More than ever, some “groups that have traditionally not been well represented in higher education see a master’s degree as a good way to improve skills and get the necessary credentials they need in the industry.” 21 At first glance, history seems to be part of it. healthy culture: from 1995 to 2001, the

Of subjects receiving a master’s degree in history rose from 14 percent to 17 percent (counting only US citizens and permanent residents), modest but still recognizable. At the same time, the share of history master’s degrees awarded to women also increased from 38 percent to 44 percent, again affecting US citizens and permanent residents (see Table 2). He resorts to reason

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Of degrees awarded between 1995 and 2001, however, we see a very different story: from year to year, minority students receive about the same number of degrees, while the number of white students—especially white men—earning master’s degrees in history decreased. precipitously (1,580 degrees for white men in 1994-95 compared to just 1,046 in 2000-01, a decline of 34 percent overall). Any increase in diversity is the result of subtraction (loss of white men and, to a lesser extent, white women) rather than addition (attracting more subjects of criticism).

Another troubling measure of diversity among college students historically comes from the National College Student Aid Study, a periodic survey of demographics and financial aid policies. In 1999-2000, the last time the survey was conducted, the number of high school students enrolled in history master’s programs was actually.

Different from the population of students enrolled at the doctoral level, with the notable exception of Hispanics. In many other disciplines the opposite occurs (see Table 3). need to ask why, and consider the possible implications of a master’s degree as an entry barrier against would be of different bases. According to a recent economic analysis, “holding other factors constant, black membership representation would double the black share of doctorates earned and increase it by 2.5 percent.” have a small percentage of master’s degrees obtained.

Master Degree In History

The number of male undergraduates pursuing a master’s degree in history still outnumbers female undergraduates, putting history at odds with most other academic disciplines (especially outside the sciences). However, the recent and dramatic decline in the percentage of male students in the master’s degree deserves further investigation. Similarly, there is a gap between the percentage of male students

Pdf) A Thesis Submitted As A Partial Fulfillment For The Requirements Of Master Degree In Modern History

Level (51 percent in 2000) and master’s level (58 percent in 2000), which is also atypical (see Tables 2 and 4). History majors are also different from their non-history counterparts in another way: they are more likely to enroll fully, especially at the master’s level (see Table 4).23 Is that why a paper or simply unrelated. to continuing gender bias in graduate history education? Is the recent trend towards fewer male students part of a long-awaited correction in the gender balance, which will soon rebalance the equal proportion of men and women pursuing higher education in history?24 Why, for now , master’s programs are even more attractive. to men than to women? Is it something about textbooks? Do men see a master’s degree as a more promising tool for career advancement than women (although women are more likely than men to use their master’s degree as public or even high school teachers)? Is it easier for men to pursue a master’s degree than for women because of their work, family responsibilities or personal finances? These are all possible hypotheses, but we need more data to determine which (if any) are true. In particular, we need more information about the goals and aspirations of incoming graduate students and the career paths they follow once they receive a master’s degree.

John Snell reported that “a total of 196 institutions in the country offered master’s degrees in history in 1959,” and about eighty also offered doctorates in history. By your estimate, one-fifth of “typical” four-year colleges offer a degree, and half of the “best” ones. The largest producer of master’s degrees in history in 1958 was Columbia University with 87, and Columbia remains one of the top producers, although the annual output fell to only 30 degrees per year in the 1990s.25 But many of the history majors that if they are given they are few. titles in one year: In 1958, a quarter of the companies on Snell’s list were given no more than two titles; 26

Snell predicted that “the number of master’s programs could grow,” and he is right.27 According to the Department of Education, about 340 institutions in the United States today offer history degrees. Unfortunately, there are many quirks in how the federal government calculates earned income, and the story suffers from more than its share of quirks because it sits between the cracks of the social sciences and the humanities. Sometimes it reads like one, sometimes like the other. . So how many companies

Masters in history? We set out to compile our own census, using eight different sources of information (Department of Education records, business guides to graduate training, and lists of graduate programs maintained by professional disciplinary organizations), 28 and arrived at a grand total of 435 companies as of autumn 2003 (see annex 1). Most additional institutions offer degrees in history education (usually in programs run jointly by a history department and a school or department of education), in history of deep science, or in many places in general history, all of which we read. . separated from “history” in official statistics (see Notes). In particular, the AHA is unaware that many of these programs still exist, emphasizing the need for greater attention to the master’s degree in the history profession.

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