Last week the American Academy of Arts and Sciences released a long-anticipated prototype of its Humanities Indicators project. The initiative – organized a decade ago by the American Council of Learned Societies, the National Endowment for the Humanities, and the National Humanities Alliance, and funded by the Hewlett and Mellon Foundations – responds to the accumulating sense that (and I guess this is ironic) the humanities haven’t paid enough attention to quantifying their impact and history. As Roger Geiger notes, “gathering statistics on the humanities might appear to be an unhumanistic way to gain understanding of its current state of affairs.” But noting the value of a fuller accounting, the HI project was proposed as a counterpart to the Science and Engineering Indicators (done biennially by the National Science Board), which have helped add traction to the now widely recognized production crisis in the so-called STEM disciplines.
The Chronicle of Higher Education summarized the interesting findings this way (noting that these were their extrapolations; the Indicators simply present data without a narrative overlay apart from some attached essays):
In recent years, women have pulled even with men in terms of the number of graduate humanities degrees they earn but still lag at the tenure-track job level. The absolute number of undergraduate humanities degrees granted annually, which hit bottom in the mid-1980s, has been climbing again. But so have degrees in all fields, so the humanities’ share of all degrees granted in 2004 was a little less than half of what it was in the late 1960s.
This published effort is just a first step, and the reported data mainly usefully repackage data gleaned by other sources (such as from the Department of Education and the U.S. Bureau of Labor Statistics). Information relating to community colleges is sparse for now. Considerably more data have been originally generated by a 2007-2008 survey, and that will be added to the website in coming months.
The information contained in the tables and charts confirm trends long suspected and more anecdotally reported at the associational level: the share of credit hours and majors and faculty hired who connect to the humanistic disciplines has fallen dramatically as a percentage of totals. The percentage of faculty hired into tenure lines, which dropped most significantly in the late 1980s and 1990s, is still dropping, though more modestly, today. Perhaps most telling, if a culture can be said to invest in what it values, is the statistic that in 2006, “spending on humanities research added up to less than half a percent of the total devoted to science and engineering research” (Howard). As Brinkley notes, in 2007, “NEH funding… was approximately $138.3 million – 0.5 percent of NIH funding and 3 percent of NSF… [And] when adjusted for inflation, the NEH budget today is roughly a third of what it was thirty years ago.” Even worse: “[T]his dismal picture exaggerates the level of support for humanistic research, which is only a little over 13% of the NEH program budget, or about $15.9 million. The rest of the NEH budget goes to a wide range of worthy activities. The largest single outlay is operating grants for state humanities councils, which disburse their modest funds mostly for public programs and support of local institutions.” And from private foundations, “only 2.1% percent of foundation giving in 2002 went to humanities activities (most of it to nonacademic activities), a 16% relative decline since 1992.” Meanwhile, university presses are in trouble. Libraries are struggling to sustain holdings growth.
Other information suggests interesting questions. For instance: why did the national production of humanities graduates climb so sharply in the 1960’s (doubling between 1961 and 1966 alone)? Geiger argues the bubble was a product of circa-1960s disillusionment with the corporate world, energy in the humanistic disciplines, the fact that a humanities degree often provided employment entree for women (especially to careers in education), and a booming economy that made jobs plentiful regardless of one’s academic training. After 1972, Geiger argues, all these trends were flipped: the disciplines became embroiled in theoretical disputes and thus less intellectually compelling for new students (some attracted by Big Theory and arguably more antagonized), universities themselves became the target of disillusion, business schools expanded fast and became a more urgent source of competition, and so on. Today, although enrollments are booming across the board in American universities, the humanities remain stable in generating roughly 8% of B.A. degrees, which may mean the collapse has reached bottom.
One interesting suggestion is posed by David Laurence, who reads the Indicators as proving that the nation can be said to have produced a “humanities workforce,” which in turn “makes more readily apparent how the functioning of key cultural institutions and significant sectors of the national economy depends on the continued development and reproduction of humanistic talent and expertise.” This infrastructure includes (as listed by Laurence) schools and teachers, libraries, clergy, writers, editors, museums, arts institutions, theater and music, publishing, entertainment and news (where the latter involve the production of books, magazines, films, TV, radio, and Internet content). And this gives rise to some potential confidence: humanities programs continue to attract brilliant students, good scholarship is still produced, and the “’rising generation’ of humanities scholars is eager to engage directly with publics and communities” (Ellison), implying that the public humanities may grow further. An outreach focus for humanists is a double-edged sword, of course, but might enhance the poor standing university humanities programs have, for example, with state funding councils.
SOURCES: Jennifer Howard, “First National Picture of Trends in the Humanities is Unveiled,” Chronicle of Higher Education, 16 January 2009, pg. A8; Jennifer Howard, ‘Early Findings From Humanities-Indicators Project are Unveiled at Montreal Meeting,” Chronicle of Higher Education, 18 May 2007, pg. A12; Essays attached to the AAAS Humanities Indicators website, including Roger Geiger, “Taking the Pulse of the Humanities: Higher Education in the Humanities Indicators Project,” David Laurence, “In Progress: The Idea of a Humanities Workforce,” Alan Brinkley, “The Landscape of Humanities Research and Funding,” and Julie Ellison, “This American Life: How Are the Humanities Public?”