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II-25f: Percentage of Doctoral Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups,* Selected Humanities Disciplines, 1995–2015

Data Source and Other Information

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Integrated Postsecondary Data System. Data were accessed via the National Science Foundation’s online data system, . Data analyzed and presented by the American Çï¿ûÊÓƵ of Arts and Sciences’ Indicators ().

About the Data

See the Note on the Data Used to Calculate Humanities Degree Counts and Shares, the Note on the Calculation of Shares of Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups, the Note on the Racial/Ethnic Composition of the U.S. Young Adult Population (18–30 Years Old), and the Note on the Definition of Advanced Degrees.

Related Indicators

For the share of master’s degrees awarded in particular humanities disciplines to members of traditionally underrepresented racial/ethnic groups, see Indicator II-25e, “Percentage of Master’s Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups, Selected Humanities Disciplines, 1995–2015.†For the racial/ethnic distribution of those earning master’s degrees in the humanities, see Indicator II-25c,

For data on students receiving doctoral degrees, see Indicator II-25f, “Percentage of Doctoral Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups, Selected Humanities Disciplines, 1995–2015.† For the share of humanities doctorates awarded to members of traditionally underrepresented racial/ethnic groups, see Indicator II-25b,

For comparable information on the demographics of students at the bachelor’s level, see

For additional information on the demographics of students earning graduate-level humanities degrees, see

Other indicators pertaining to graduate education in the humanities can be found under the topics   and

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The Humanities Indicators and Departmental Survey have been made possible in part by grants from the Andrew W. Mellon Foundation and the National Endowment for the Humanities. Any views, findings, conclusions, or recommendations expressed in this website do not necessarily represent those of the National Endowment for the Humanities.
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