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L Z. » 155 OCCUPATIONAL OUTLOOK HANDBOOK U N I T E D S T A T E S D E P A R T M E N T OF L A B O R BUREAU OF LABOR STATISJ^on &Montgomery Co BULLETIN NO, 1550 i Public Library f JUN27 1968 DOCUMENT COLLECTION & Pointers on Using the Handbook To find out what is in this page 3. Handbook and how it is arranged, To locate an occupation or industry in this book, Table of Contents, page xi. Alphabetical Index, page 735. For a general view of work and jobs Jobs, page 13. see Guide to the Handbook, see: in the United States, read the chapter on Tomorrow’s In interpreting the statements on the outlook in each occupation, keep in mind the points made on page 4, as well as the methodology presented in the Technical Appendix, page 733. Forecasts of the future are precarious! To find out how you can keep your information up to date, see the chapter on Where To Go For More Information or Assistance, page 7. The job picture is constantly changing. The Handbook gives facts about each occupation for the United States as a whole. For suggestions on where to get information for your own locality, see page 10. You may need local information too. OCCUPATIONAL OUTLOOK HANDBOOK EMPLOYMENT INFORMATION ON OCCUPATIONS FOR USE IN GUIDANCE BULLETIN NO. 1550 Revision of Bulletin 1450 UNITED STATES DEPARTMENT OF LABOR Willard Wirtz, Secretary BUREAU OF LABOR STATISTICS Arthur M. Ross, Commissioner 196S-69 Edition A Revised Edition of the Handbook Is Published Every 2 Years For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price $4.25 Foreword The major manpower challenge of this decade is to insure that our citizens receive the training and education they need to perform useful and rewarding work in our changing economy; that our education and training are geared to the needs of the individual as well as the needs of society. The Department of Labor’s Occupational Outlook Handbook, with its broad coverage of occupations and industries, seeks to define the various facets of the 20th Century world of work. In doing so, it serves as a basic tool for helping prospective workers to make intelligent decisions about the occupational course they will follow. W illard W irtz, Secretary of Labor Prefatory Note Recent legislation in the fields of manpower and education has heightened the demand for counseling services. Because only a limited number of counselors are available to meet this demand, occupational information has become more vital than ever as a tool in the guidance process. The 1968-69 edition of the Occupational Outlook Handbook continues the progress that has characterized the Bureau’s occupational outlook program for more than a quarter of a century. It includes more statements on occupations for which people having relatively low levels of skill and education may qualify. In addition, an introductory statement for each major industry group highlights occupational trends in the industry. The introduction, “Tomorrow’s Jobs,” has been completely revised to provide young people with a brief overview of the world of work and the economic and other factors that affect the choice of a career. The new Handbook includes many changes recommended by counselors and other readers; its for mat has been changed to make the volume easier to read. This Handbook—eighth in a series which began in 1949—provides counselors and others with the latest information about the employment outlook, earnings, training requirements, and related information for over 700 occupations. It also assesses the impact of future economic, social, and educational trends on the employment outlook in industries and occupations. The Handbook is used extensively in various Federal programs concerned with vocational counseling, such as those of the Veterans Administration, the Department of Defense, and the U.S. Employment Service, as well as in the State employment services. The Bureau of Labor Statistics also issues the Occupational Outlook Quarterly, a periodical which keeps readers informed of the latest developments between editions of the Handbook, and the Occupational Outlook Reprint Series, a set of over 100 reprints of the Handbook statements on different fields of work. Both of these publications offer assistance to young people seeking career information. Hundreds of officials in industry, labor organizations, trade organizations, professional societies, government agencies, educational institutions, and other organizations have cooperated with the Bureau of Labor Statistics in preparing the Handbook. Their assistance is acknowledged with gratitude. A rthur M. Ross, Commissioner of Labor Statistics Letter From the American Personnel and Guidance Association Each year the growth and development of the Nation’s economy bring many changes in employment outlook important to our youth. New occupations emerge. Old ones change in content and attractiveness. The outlook in both the old and the new may be affected markedly by such factors as the level of defense expenditures, automation and technological development, the birth rate, consumer expenditures, and other influencing factors. To keep abreast of the results of these changes, counselors and young persons need an authoritative, current source of information. The Occupational Outlook Handbook continues to provide, in its biennial edition, just the kind of sophisticated economic analysis counselors need. Each one should make sure they have the latest edition on hand. Guidance and counseling personnel are fortunate that the wide-ranging research activity of the Bureau of Labor Statistics has been put to such good use in compiling this compact, readable guidance encyclopedia and its companion periodical, the Occupational Outlook Quarterly. Another new edition continues our good fortune as we seek to aid each individual to find that type of work suited to his interest and aptitude. E. G. W illiamson , President American Personnel and Guidance Association Letter From the Veterans Administration The beneficiaries served by the Veterans Administration cover a broad spectrum, from the teenage war orphan who needs to plan his post-high school education to the severely disabled veteran requiring vocational rehabilitation. In the wide array of counseling and rehabilitation problems presented by this diverse group, one factor is common. All need to make their educational and vocational plans in the context of current, sound information about the rapidly changing occupational structure of the world of work they will enter. The Occupational Outlook Handbook, revised biennially, is a major source of such information. The Handbook, in its present form, is an outgrowth of a project originated to meet the needs for occupational information in the Veterans Administration counseling and training program for World War II veterans. Greatly expanded in aims, scope, and coverage, it has for many years provided a useful tool for counselors and those being counseled. The Veterans Administration looks forward to the Handbook’s continued usefulness and welcomes the publication of the 1968-69 edition. W. J. D river Administrator of Veterans Affairs Letter From Hie Bureau of Employment Security In 1966, more than 10.5 million individuals came to the public employment service for jobs. Many thousands of them also needed information about jobs—job content, job quali fications, earning potential, possibilities of advancement, and outlook for employment. This need is especially true of youth seeking work for the first time, of adults wishing to change vocations, and for senior citizens who have been displaced from their jobs. Counseling such individuals is a keystone in the work of the public employment service. Annually, over a million individuals benefit from job counseling. During these interviews, the Occupational Outlook Handbook is used to supplement the knowledge of the counselor and to satisfy more fully the jobseeker’s desire for information. The Bureau of Employment Security welcomes this new edition of the Occupational Outlook Handbook. Its improved, comprehensive format and expanded content will contribute immeasurably to the effectiveness of job counseling in the 2,000 local offices and 170 Youth Opportunity Centers which make up the employment service network. R obert C. G oodwin , Administrator Bureau of Employment Security US. Department of Labor Letter From the Vocational Rehabilitation Administration , The 154,000 handicapped people who were rehabilitated in our Federal-State program in 1966 went into almost every kind of employment there is. A number of blind people were trained as computer programers and got the jobs in that highly specialized work. Men and women with all kinds of physical and mental handicaps went to work as teachers, auditors, nurses, dentists, draftsmen, policemen, elevator operators, homemakers—the list is long. This year, there will be an even greater variety of jobs open to our program’s clients, as larger numbers of them are rehabilitated and as more and more employers learn that disabled people, like anybody else, have many abilities as workers. I know that your handbook of occupations is being used often by the vocational rehabilita tion counselors who are seeking and finding jobs for their clients all across the country. I know this new edition of valuable career information will be used even more frequently in our expanded effort to place disabled people in the most appropriate employment that can be found. M ary E. S witzer , Commissioner of Vocational Rehabilitation U.S. Department of Health, Education, and Welfare Letter From the United States Office of Education America has set a goal that is simple to state but intensely difficult to carry out: Each member of our society, we say, should have the opportunity to develop his talent and interests to the maximum for his own good and for the good of the country. Each year millions of young men and women begin earnest pursuit of this objective. They stand on the threshold of the job market, each qualified by ability and ambition, each intent on satisfaction and fulfillment in a career. Their choice is not a simple one: There are thousands of different ways in which a person can earn a living. In a massive pairing exercise, talent must be matched with opportunity, desire with need, individual with job. To the vocational counselor seeking to bring about the best solutions, there is one indis pensable reference, the Occupational Outlook Handbook, through its previous seven editions the basic work on occupational information. Compiling the eighth edition of this invaluable guide, the Bureau of Labor Statistics has managed to improve upon its excellent predecessors and produce an even finer compilation of job information. To the Bureau—and particularly to the Handbook staff—I would like to extend the congratulations and the thanks of the Office of Education. H arold H owe II, U.S. Commissioner of Education U.S. Department of Health, Education, and Welfare Letter From the Department of Defense Armed Forces counselors have been using the Occupational Outlook Handbook for many years. It is a primary source of occupational information used in guiding members of the Armed Forces with respect to their off-duty educational programs or in preparation for their return to civilian life. Servicemen have many opportunities to participate in off-duty educational programs throughout their military service; they are encouraged to pursue educational goals that will help their military careers and prepare them for future civilian careers. The Occupational Outlook Handbook has been tremendously useful to Armed Forces counselors in providing career information for both professional and citizen soldiers. On the basis of our experience with this valuable career guide, we commend it to all concerned with career planning. L ynn M. Bartlett, Deputy Assistant Secretary of Defense for Education Contributors The Handbook was prepared in the Bureau of Labor Statistics, Division of Manpower and Occupational Out look, under the supervision of Howard V. Stambler and Sol Swerdloff. General direction was provided by Harold Goldstein, Assistant Commissioner for Manpower and Employment Statistics. The general planning and coordination of the Hand book was done under the direction of Morton Levine. Russell B. Flanders supervised the research underlying the occupational statements. The research and the preparation of the various chap ters were carried on under the direct supervision of Richard Dempsey, Melvin C. Fountain, David P. Lafayette, L. A. O’Donnell, Neal H. Rosenthal, Joe L. Russell, and Gerard C. Smith. Members of the Division staff who contributed sections were: Elinor W. Abramson, Annie B. Asensio, Delores F. Booker, William L. Brown, Max L. Carey, Michael F. Crowley, Penny M. Friedman, Edward H. Ghearing, William F. Hahn, Daniel E. Hecker, Janice N. Hedges, vin Kevin Kasunic, Jerry F. Kursban, Annie Lefkowitz, Maxine J. Mitchell, Ludmilla K. Murphy, H. James Neary, Irving P. Phillips, Michael J. Pilot, Charlotte Richmond, Joseph J. Rooney, and Janet L. Wildman. Gary G. Rubenstein also contributed sections and acted as photographic editor. The statistical checking of charts and manuscripts was supervised by Everett J. McDermott, with the assistance of Olive B. Clay, Sally G. Curry, Catherine G. Gilbert, Beatrice H. Meadows, Evelyn T. Polance, and Jean F. Whetzel, who also prepared the index to the occupations and industries. Analyses of the occupational composition of industries for use in the Handbook were prepared in the Division of Occupational Employment Statistics, Robert B. Steffes, Chief, under the supervision of Harry Greenspan. The chapter on Agricultural Occupations was pre pared in the Farm Economics Division, Economic Re search Service, U.S. Department of Agriculture, under the direction of Wylie D. Goodsell. Photograph Credits The Bureau of Labor Statistics gratefully acknowledges the cooperation and assistance of the many government and private sources that either contributed photographs or made their facilities available to U.S. Department of Labor photographers for this edition of the Occupational Outlook Handbook. Government Sources Federal. Atomic Energy Commission; Department of Ag riculture—Forest Service; Department of Commerce— Environmental Science Services Administration, and Na tional Bureau of Standards; Department of Health, Edu cation, and Welfare—National Institutes of Health, and Vocational Rehabilitation Administration; Department of the Interior—Bonneville Power Administration, and Bureau of Land Management; Department of Justice— Federal Bureau of Investigation; Department of Labor— Bureau of Employment Security; Department of the Navy—Naval Gun Factory, Naval Observatory, and Naval Research Laboratory; Department of Transporta tion—Federal Aviation Administration; Federal Power Commission; General Services Administration—National Archives and Records Service; Government Printing Office; National Aeronautics and Space Administration; Office of Economic Opportunity; Post Office Depart ment; and Smithsonian Institution. State and Local. Arlington County (Va.) Public Schools; Commonwealth of Virginia, State Police Department; District of Columbia Police Department; and Grant County (Wash.) Public Utilities District. Private Sources Individuals. Harold C. Conklin, Ph. D.; George De Vin cent, Arena Stage; and Jerome Footer, D.D.S. Membership Groups. Amalgamated Clothing Workers of America; American Association of Medical Record Librarians; American Bar Association; American Chi ropractic Association; American Dental Association; American Dietetic Association; American Federation of Teachers; American Forest Products Industries, Inc.; American Geological Institute; American Occupational Therapy Association, Inc.; American Optometric Associa tion; American Paper and Pulp Association; American Podiatry Association; American Psychological Associa tion; American Society of Planning Officials; American Speech and Hearing Association; American Trucking Associations, Inc.; American Veterinary Medical Asso ciation; Association of American Geographers; Brother hood of Painters, Decorators and Paperhangers of America; College Placement Council, Inc.; Guild of Prescription Opticians of America, Inc.; International Alliance of Theatrical Stage Employers and Moving Pic ture Machine Operators of the United States and Canada; International Association of Heat and Frost Insulators and Asbestos Workers; International Associa tion of Machinists and Aerospace Workers; International Ladies’ Garment Workers’ Union; Manufacturing Jewel ers and Silversmiths of America, Inc.; National Associa tion for Practical Nurse Education and Service, Inc.; National Association of Barber Schools; National Asso ciation of Metal Finishers; National Association of Sani tarians; National Beauty Culturists’ League, Inc.; National Committee for Careers in Medical Technol ogy; National Restaurant Association; National Terrazzo and Mosaic Association, Inc.; Printing Industries of America, Inc.; Sales and Marketing Executives, Inter national; Society for Industrial and Applied Mathe matics; Society of Technical Writers and Publishers, Inc.; Southeast Women’s Club of Washington, D.C.; United Association of Journeymen and Apprentices of the Plumbing and Pipe Fitting Industry of the United States and Canada; and United Brotherhood of Carpen ters and Joiners of America. Industry and Business. Air Reduction Co., Inc.; Ameri can Airlines, Inc.; American Telephone and Telegraph Co.; Armstrong Cork Co.; Atchinson, Topeka and Santa Fe Railway Co.; Atlantic Research Corp.; Babcock and Wilcox Co.; Banning and Sons Motors, Inc.; Bob Peck Chevrolet; Burroughs Corp.; Carrier Corp.; Chesapeake and Potomac Telephone Co.; Chrysler Corp.; Cincinnati Milling Machine Co.; Cities Service Oil Co.; CleaverBrook Co.; Cluett, Peabody and Co., Inc.; Collins Radio Co.; Columbia Records; Container Corporation of America; E. I. Du Pont de Nemours and Co.; El Paso Natural Gas Co.; Esso Research and Engineering Co.; Fairchild Camera and Instrument Corp.; First National City Bank of New York; Ford Motor Co.; General Dynamics/Electronics; General Electric Co.; General IX OCCUPATIONAL OUTLOOK HANDBOOK X Motors Corp.; Hart, Schaffner and Marx; Hobart Broth ers Co.; Hughes Aircraft Co.; Humble Oil and Refining Co.; Inland Steel Co.; International Business Machines Corp.; John Hancock Mutual Life Insurance Co.; Leeds and Northrup Co.; Litton Industries; Lofland Upholster ing; Louisville and Nashville Railroad Co.; Macke Co.; Marriott-Hot Shoppes, Inc.; McCann-Erickson, Inc.; McDonnell Aircraft Corp.; Melpar, Inc.; Merkle Press, Inc.; Merrill Lynch, Pierce, Fenner, and Smith, Inc.; Mobil Oil Corp.; Monsanto Co.; New York Life Insur ance Co.; North American Aviation, Inc.; Oklahoma Publishing Co.; Ottenberg’s Bakers, Inc.; Pako Corp.; Penton Publishing Co.; Philco Corp.; Potomac Electric Power Co.; Radio Corporation of America; Reynolds Metals Co.; Rothstein Dental Laboratories, Inc.; Safe way Trails, Inc.; Sheffield Corp.; Sheraton-Park Hotel and Motor Inn; Smith, Kline and French Laboratories; Standard Studios; Texas Instruments, Inc.; Union Car bide Corp.; United States Steel Corp.; WETA-TV; WMAL-TV; Washington Gas Light Co.; Western Elec tric Co., Inc.; Westinghouse Astronuclear Laboratory; West Virginia Pulp and Paper Co.; White Motor Corp.; Woodward and Lothrop; and Wyman-Gordon Co. Publications. Electric Appliance Service News; Imple ment and Tractor; Industrial Photography; National Jewelers; Shoe Service; Signs of the Times; Traffic World; The Washington Post; and The Washington Star. Schools. Culinary Institute of America; George Wash ington University; International Institute of Interior Design, Inc.; Joseph Bulova School of Watchmaking; and Washington School of the Ballet, Inc. Others. Argonne National Laboratory; Johns Hopkins University Applied Physics Laboratory; Oak Ridge Na tional Laboratory; and Washington Hospital Center. Note A great many trade associations, professional societies, unions, and industrial organizations are in a position to supply valuable information to counselors or young people seeking informa tion about careers. For the convenience of Handbook users, the statements on separate occupa tions or industries list some of the organizations or other sources which may be able to provide further information. Although these references were assembled with care, the Bureau of Labor Statistics has no authority or facilities for investigating organizations. Also, since the Bureau has no way of knowing in advance what information or publications each organization may send in answer to a request, the Bureau cannot evaluate the accuracy of such information. The listing of an organization, therefore, does not in any way constitute an endorsement or recom mendation by the Bureau or the U.S. Department of Labor, either of the organization and its activities or of the information it may supply. Such information as each organization may issue is, of course, sent out on its own responsibility. The occupational statements in this Handbook are not intended, and should not be used, as standards for the determination of wages, hours, jurisdictional matters, appropriate bargain ing units, or formal job evaluation systems. These descriptive statements are presented in a general, composite form and, therefore, cannot be expected to apply exactly to specific jobs in a particular industry, establishment, or locality. USING THE HANDBOOK IN GUIDANCE SERVICES............................................................ GUIDE TO THE HANDBOOK......................... How the handbook is organized...................... Some important facts about the occupational reports.............................................................. WHERE TO GO FOR MORE INFORMA TION OR ASSISTANCE.................................. Occupational outlook service publications. . . Services to jobseekers at public employment offices.............................................................. TOMORROW’S JOBS........................................ PROFESSIONAL AND RELATED OCCU PATIONS.............................................................. Business administration and related profes sions .................................................................. Accountants................................................. Advertising workers.................................... Marketing research workers...................... Personnel workers....................................... Public relations workers............................. Clergy.................................................................. Protestant clergymen.................................. Rabbis.......................................................... Roman Catholic priests............................. Conservation occupations................................. Foresters....................................................... Forestry aids................................................ Range managers.......................................... Counseling.......................................................... School counselors........................................ Rehabilitation counselors.......................... Vocational counselors................................. Engineering........................................................ Aerospace..................................................... Agricultural................................................. Ceramic........................................................ Chemical...................................................... Civil.............................................................. Electrical...................................................... Industrial..................................................... Mechanical.................................................. Metallurgical............................................... Mining......................................................... Health service occupations............................... Chiropractors............................................... Dental hygienists......................................... Contents Page 1 3 3 4 7 9 10 13 29 32 32 34 37 39 41 44 44 46 47 50 50 52 53 56 56 58 60 64 67 69 69 70 70 71 72 72 73 74 75 75 77 Health service occupations—Continued Dental laboratory technicians.......... Dentists................................................. Dietitians............................................. Hospital administrators..................... Licensed practical nurses................... Medical laboratory assistants............ Medical record librarians.................. Medical technologists......................... Medical X-ray technicians................ Occupational therapists..................... Optometrists........................................ Osteopathic physicians...................... Pharmacists.......................................... Physical therapists.............................. Physicians............................................. Podiatrists............................................ Registered professional nurses.......... Sanitarians........................................... Speech pathologists and audiologists Veterinarians....................................... Mathematics and related fields............... Mathematicians.................................. Statisticians.......................................... Actuaries.............................................. Natural sciences......................................... Biological sciences............................... Earth sciences...................................... Geologists...................................... Geophysicists................................. Meteorologists............................... Oceanographers........................... Physical sciences................................. Chemists........................................ Biochemists................................... Physicists....................................... Astronomers.................................. Performing arts.......................................... Actors and actresses............................ Dancers................................................ Musicians and music teachers.......... Singers and singing teachers............. Other art related occupations.................. Commercial artists.............................. Industrial designers............................ Interior designers and decorators. . . Social sciences............................................ Anthropologists................................... XI Page 78 80 83 85 87 89 91 93 95 97 99 100 102 104 106 108 110 112 115 116 119 119 122 124 127 127 132 132 134 137 139 142 142 145 147 150 153 153 155 158 160 163 163 165 167 170 170 xn Social sciences—Continued Economists................................................... Geographers................................................. Historians..................................................... Political scientists........................................ Sociologists................................................... Teaching............................................................. Kindergarten and elementary school teachers..................................................... Secondary school teachers......................... College and university teachers................ Technicians........................................................ Engineering and science............................ Draftsmen.................................................... Writing occupations.......................................... Newspaper reporters.................................. Technical writers........................................ Other professional and related occupations. . Architects..................................................... College placement officers......................... Home economists........................................ Landscape architects.................................. Lawyers........................................................ Librarians.................................................... Photographers............................................. Programers.................................................. Psychologists................................................ Recreation workers.................................... Social workers............................................. Surveyors..................................................... Systems analysts.......................................... Urban planners........................................... MANAGERIAL OCCUPATIONS..................... Industrial traffic managers........................ Purchasing agents....................................... CLERICAL AND RELATED OCCUPA TIO N S................................................................... Stenographers and secretaries................... Typists.......................................................... Receptionists............................................... Bookkeeping workers.................................. Cashiers........................................................ Office machine operators.......................... Electronic computer operating personnel. Telephone operators.................................. Shipping and receiving clerks................... SALES OCCUPATIONS..................................... Salesmen and saleswomen in retail trade. Automobile salesmen.................................. Automobile parts countermen.................. Automobile service advisors...................... Salesmen in wholesale trade...................... Manufacturers’ salesmen........................... Insurance agents and brokers................... Real estate salesmen and brokers............. Securities salesmen..................................... OCCUPATIONAL OUTLOOK HANDBOOK Page 172 174 176 178 179 182 182 185 187 190 190 195 198 198 200 203 203 205 207 209 211 213 217 219 222 224 227 229 232 234 237 239 241 245 248 250 251 253 254 256 259 262 265 267 268 271 273 275 277 278 281 283 286 SERVICE OCCUPATIONS................................ Private household workers......................... FBI Special Agents..................................... Firefighters................................................... Policemen and policewomen..................... State police officers..................................... Cooks and chefs........................................... Waiters and waitresses............................... Hospital attendants..................................... Barbers.......................................................... Cosmetologists............................................. SKILLED AND OTHER MANUAL OCCU PATIONS.............................................................. Skilled workers................................................... Semiskilled workers........................................... Unskilled workers............................................... Building trades................................................... Asbestos and insulating workers............... Bricklayers.................................................... Carpenters.................................................... Cement masons (cement and concrete finishers)....................................... ............ Construction laborers and hod carriers.. Electricians (construction)......................... Elevator constructors.................................. Floor covering installers............................. Glaziers......................................................... Lathers................................................... .. Marble setters, tile setters, and terrazzo workers...................................................... Operating engineers (construction ma chinery operators)................................... Painters and paperhangers................ Plasterers...................................................... Plumbers and pipefitters............................ Roofers.......................................................... Sheet-metal workers................................... Stonemasons................................................. Structural-, ornamental-, and reinforcingiron workers, riggers, and machine movers....................................................... Driving occupations.......................................... Over-the-road truckdrivers........................ Local truckdrivers....................................... Routemen.................................................... Intercity busdrivers..................................... Local transit busdrivers............................. Taxi drivers................................................. Forge shop occupations.................................... Machining occupations..................................... All-round machinists.................................. Machine tool operators.............................. Tool and die makers................................... Instrument makers (mechanical)............. Setup men (machine tools)....................... Layout m en................................................. Page 289 291 293 294 296 299 301 304 306 308 310 313 314 316 317 318 323 324 327 329 331 333 336 337 340 341 343 346 349 351 354 356 358 360 362 366 366 369 371 374 376 379 381 385 388 389 391 393 395 396 CONTENTS Mechanics and repairmen................................ Air-conditioning, refrigeration, and heat ing mechanics.......................................... Appliance servicemen................................ Automobile body repairmen..................... Automobile mechanics............................... Bowling-pin-machine mechanics.............. Business machine servicemen.................... Diesel mechanics.......................... .............. Electric sign servicemen............................. Farm equipment mechanics...................... Industrial machinery repairmen.............. Instrument repairmen................................ Maintenance electricians........................... Millwrights.................................................. Television and radio service technicians. Truck mechanics and bus mechanics. . . . Vending machine mechanics.................... Watch repairmen........................................ Printing (graphic arts) occupations................ Composing room occupations................... Photoengravers............................................ Electrotypers and stereotypers.................. Printing pressmen and assistants.............. Lithographic occupations.......................... Bookbinders and related workers.............. Some other manual occupations..................... Assemblers................................................... Automobile painters................................... Automobile trimmers and installation men (Automobile upholsterers)...................... Blacksmiths.................................................. Boilermaking occupations.......................... Dispensing opticians and optical mechan ics............................................................... Electroplaters............................................... Furniture upholsterers................................ Gasoline service station attendants.......... Inspectors (manufacturing)....................... Jewelers and jewelry repairmen............... Motion picture projectionists.................... Photographic laboratory occupations.... Power truck operators................................ Production painters.................................... Shoe repairmen........................................... Stationary engineers................................... Stationary firemen (boiler)........................ Welders and oxygen and arc cutters........ SOME MAJOR INDUSTRIES AND THEIR OCCUPATIONS................................................. MANUFACTURING...................................... Aircraft, missile, and spacecraft manu facturing ................................................... Aluminum industry.................................... Apparel industry......................................... Page 398 MANUFACTURING—Continued Atomic energy field.................................... Baking industry........................................... 399 401 Electronics manufacturing......................... 404 Foundries..................................................... Patternmakers....................................... 406 409 Molders.................................................. 412 Coremakers........................................... 418 Industrial chemical industry............. 420 Iron and steel industry............................... 423 Motor vehicle and equipment manufac 425 turing......................................................... 426 Petroleum and natural gas production and 429 processing................................................. 431 Petroleum refining occupations................ 433 Pulp, paper, and allied products indus 435 tries ............................................................ 438 WHOLESALE AND RETAIL TRADE... 441 Restaurants.................................................. 444 GOVERNMENT.............................................. 448 Civilian employment.................................. 450 Federal Government............................ 452 Post office occupations.................. 453 Mail carriers............................ 455 Postal clerks............................. 457 State and local governments.............. 460 Armed Forces.............................................. 460 SERVICE AND MISCELLANEOUS................ 462 Hotels.................................................................. Bellmen and bell captains......................... 464 Front office clerks........................................ 466 Housekeepers and assistants...................... 467 Managers and assistants.............. 469 AGRICULTURE.................................................... 472 Opportunities on farms..................................... 474 Opportunities on specific types of farms........ 475 Occupations related to agriculture................. 477 Cooperative extension service workers. . . 479 Soil scientists................................................ 481 Soil conservationists.................................... 483 Other professional workers........................ 486 Farm service jobs........................................ 488 489 TRANSPORTATION, COMMUNICATION, 491 AND PUBLIC U TILITIES............................... Civil aviation...................................................... 493 Pilots and copilots....................................... 494 Flight engineers........................................... Stewardesses................................................. 498 Aircraft mechanics...................................... 498 Airline dispatchers...................................... Air traffic controllers.................................. 500 Ground radio operators and teletypists. . . 509 Traffic agents and clerks............................. 515 XHI Page 523 531 536 545 549 550 551 553 559 568 577 579 582 590 591 595 598 598 602 606 607 609 612 613 615 617 618 619 620 623 624 625 629 629 630 631 631 634 635 637 640 643 644 646 648 649 651 652 OCCUPATIONAL OUTLOOK HANDBOOK XIV Electric power industry..................................... Powerplant occupations............................. Transmission and distribution occupa tions ........................................................... Customer service occupations................... Radio and television broadcasting.................. Radio and television announcers.............. Broadcast technicians............................... Railroads............................................................. Locomotive engineers................................ Locomotive firemen (helpers)................... Conductors................................................... Brakemen..................................................... Telegraphers, telephoners, and towermen ........................................................... Station agents.............................................. Clerks............................................................ Shop trades.................................................. Signal department workers....................... Track workers............................................. Bridge and building workers.................... Page 654 657 659 663 665 671 672 675 679 681 682 683 684 685 686 687 689 691 692 Page Telephone industry........................................... 694 Telephone craftsmen.................................. 697 Central office craftsmen...................... 697 Central office equipment installers... 699 Linemen and cable splicers................ 700 Telephone and PBX installers and repairmen........................................... 702 CONSTRUCTION................................................. 705 FINANCE, INSURANCE, AND REAL ES TATE..................................................................... 707 Banking............................................................... 709 Bank clerks................................................... 711 Tellers........................................................... 713 Bank officers................................................. 714 Insurance business............................................. 717 M INING................................................................... 722 Petroleum and natural gas production occu pations .............................................................. 724 Natural gas processing occupations................ 729 TECHNICAL APPENDIX................................... 733 INDEX TO OCCUPATIONS AND INDUS TRIES .................................................................... 735 OCCUPATIONAL OUTLOOK HANDBOOK USING THE HANDBOOK IN GUIDANCE SERVICES “Let each become what he is ca pable of becoming.” To become voca tionally mature one must have in formation about the world of work. The more information and knowledge an individual possesses, the better his plans will be to achieve his role in the world of work, and the world of leisure. In recent years, knowledge has been multiplying at an ever increas ing rate. Consequently, most occupa tions which are affected by new knowledge— and what job is not?— will be subject to change. As work patterns change with the times, work er functions also will shift. The Occupational Outlook Hand book, now in its eighth edition, has become an invaluable tool in coun seling and placement programs. Over the years, as both the Handbook and guidance services have matured, they have become mutually dependent on each other. Surveys of counselors and other users of the Handbook indicate that it is the best single source of oc cupational information and is the publication most frequently used. The Handbook, like other source materials, is intended to provide the individual with information about oc cupations and to assist him with his career decisions. It is a bound volume of occupational briefs providing perti nent information concerning occupa tions in which over 75 percent of all workers in the United States are en gaged. Descriptions include the na ture of the job, location of employ ment, training and other qualifica tions required, employment outlook, earnings and working conditions, and where additional information may be obtained. The Handbook service includes: —Reprints of individual occupa tions which permit filing by oc cupation in each counselor’s of fice as well as in the library. —Supplementary charts illus trating occupational trends and guidance principles and con cepts. The Handbook is current. It is re vised every 2 years and permits the counselor and counselee to keep abreast of the rapid changes in the occupational structure. This is im portant since most authorities agree that all occupational materials more than 5 years old should be discarded. The Handbook is used in a variety of counseling and educational set tings : Junior and senior high schools, vocational and technical schools, jun ior and community colleges, counselor preparation programs, college student personnel centers, private and public placement and counseling agencies, and youth opportunity centers. Its primary contribution is in the field of career counseling and educa tional planning. Properly used, the Handbook can broaden the coun1 2 selee’s background of occupational information by revealing the impor tant factors influencing occupations; this will help him to develop desir able and satisfying plans for the fu ture. By carefully studying the Hand book, counselors, parents, and pupils can learn the many ways in which occupations are changing, growing, and declining, and the necessity for flexible planning in the choice of a major interest area. Helping individuals to achieve vo cational maturity is a very compli cated process. Many persons play important roles in such development, but key roles should be played by trained personnel in the helping pro fessions: Counselors, teachers, guid ance workers. The Handbook is a basic source for these people. One publication cannot appeal equally to all grade levels, reading levels, and levels of vocational ma turity. However, the Bureau of Labor Statistics has overcome many of the limitations common to the printed word by liberal use of graphics and pictures, and by simplifying the lan guage as much as possible. In school, students can receive group instruction in the use of the Handbook. They need to know what the Handbook can and cannot do for them. They need to know where the Handbook can be found. They need to know OCCUPATIONAL OUTLOOK HANDBOOK that it supplements other sources of information, such as that derived from observational and exploratory work, experience, education, and dis cussions with employers and recent graduates who are engaged in occu pations in which students are inter ested. Since many occupations which will be important a decade hence have not yet evolved, a student having some years of preparation before him may be encouraged to elect a broad curriculum and perhaps identify a general area of interest, such as sci ence, social studies, or art. Specializa tion may be delayed until a later date. The further he goes in school, the better opportunity he will have to se lect his major field of interests. The more familiar he is with areas of work as described in the Handbook, the better prepared he will be to plan his own future as his education progresses. Counselors can use the Handbook and related materials not only with students but also with parents in help ing them counsel their children. The reprints are especially valuable be cause they may be borrowed easily for home reading. The local guidance worker should supplement the Handbook’s national occupational data with local com munity occupational and educational information. Use of the Handbook in individual and group counseling is important in helping the individual to perceive himself in the world of work. How ever, the Handbook should not be considered a substitute for individual exploration of vocational interests. The individual has the privilege of making his own decisions. He also has the privilege to seek and to ob tain reliable information. Schools and other local agencies will have to decide how much to budget for the occupational file. There are approximately 300 private and public sources of information. An agency can spend several hundred dollars a year purchasing materials re viewed by the career guidance serv ice of the National Vocational Guid ance Association and references con tained in bibliographies prepared by the Bureau of Labor Statistics and several private publishers. Materials should be ranked on a priority basis depending upon the budget and other factors. Most agencies have found that the Occupational Outlook Hand book service, including the Reprint Series, has a very high priority. Harold J. Reed, Chief Occupational and Career Guidance Section Office of Education, U.S. Depart ment of Health, Education, and Welfare GUIDE TO THE HANDBOOK This book answers many questions young people ask when they are in terested in choosing an occupation. It provides many types of informa tion on occupations—the employ ment outlook in each field, the nature of the work, training and other quali fications needed for entry, lines of ad vancement, where jobs are located, and earnings and working conditions. HOW THE HANDBOOK IS ORGANIZED The Handbook starts with three introductory chapters designed to help counselors and students make effective use of the book and to give them a general view of the world of work. This chapter, the Guide to the Handbook, describes the contents and organization of the book. It tells how 262-057 0 — 68----- 2 the information was assembled and discusses a number of points which need to be kept in mind in interpret ing the statements. The second intro ductory chapter gives suggestions re garding supplementary sources of oc cupational information and tells how readers can keep up to date on devel opments affecting the employment outlook in different occupations. This introductory chapter also contains a brief description of the counseling, placement, and other services avail able to jobseekers at local offices of State employment services affiliated with the U.S. Employment Service. The final introductory chapter de scribes some of the most important trends in population and employment, both current and prospective, and provides a background for interpret ing the reports on particular occupations. Occupational Reports The reports on different fields of work make up the main body of the book. The seven major divisions of the book are: Professional and re lated occupations; managerial occu pations; clerical and related occupa tions, sales occupations, service occu pations, skilled and other manual oc cupations, and some major industries and their occupations. Within each of these major divisions, occupations are grouped into related fields. The introductory statement for each ma jor industry group provides occupa tional trends in the industry. Indexes and Appendix To help the readers locate infor mation on the occupations in which they are interested, a detailed list of the occupational reports, by field of 3 4 OCCUPATIONAL OUTLOOK HANDBOOK work, is included in the table of con tents at the front of the book. The in dex at the back of the book lists occu pations and industries alphabetically. The technical appendix contains a discussion of the sources and methods used in analyzing the occupational outlook in different fields of work. It is designed for readers wishing more information on this subject than is in cluded in this chapter. The appendix also contains an explanation of the D.O.T. numbers given in the occupa tional reports, to indicate where each occupation fits into the classification system of the Dictionary of Occupa tional Titles. D.O.T. Numbers: The occupations covvered in the Occupational Outlook Hand book are organized according to the oc cupational classification system developed by the Bureau of Employment Security of the U.S. Department of Labor and pub lished in the Dictionary of Occupational Titles. This Dictionary provides a code number (the so-called D.O.T. number) for each occupation included in it. The code numbers of the D.O.T. are listed in parentheses immediately below the main occupational group headings in the Handbook. Volumes I and II of the D.O.T. contain job definitions; the sup plement lists individual physical demands, working conditions, and training time data for each job defined in the Dictionary. SOME IMPORTANT FACTS ABOUT THE OCCUPATIONAL REPORTS Occupations Covered The more than 700 occupations dis cussed in this Handbook generally are those of greatest interest to young people. Most of the large ones requir ing long periods of education or train ing are discussed, as are a number of small but rapidly growing fields and other occupations of special interest. Altogether, the occupations covered account for about 90 percent of all workers in professional and related and in sales occupations; nearly as high a proportion in skilled occupa tions; about half in clerical and about 40 percent in service occupations; and sm aller proportions in semi skilled occupations. The main types of farming occupations also are discussed. General information on many fields of work not covered in the oc cupational reports is contained in the introductions to the major divisions of the book. These introductions are designed to aid the reader in inter preting the reports on individual occupations. Sources of Information Information on employment trends and outlook and the many related topics discussed in the occupational reports was drawn from a great va riety of sources. It is based in part on extensive field investigation carried out by the Bureau of Labor Statistics professional staff. Interviews with hundreds of persons in industry, un ions, trade associations, and public agencies provided a wealth of the latest information. In addition, the Bureau’s other research programs supplied data on employment in dif ferent industries, productivity and technological developments, wages and working conditions, trade union agreements, industrial hazards, and a number of other topics. Additional data regarding the nature of the work in various occupations, training and licensing requirements, wages, and employment trends were provided by other agencies of the Federal Govern ment—among them, the Bureau of Apprenticeship and Training and the Bureau of Employment Security in the Department of Labor; the Bu reau of the Census of the Department of Commerce; the Office of Educa tion and the Vocational Rehabili tation Administration of the Depart ment of Health, Education, and Wel fare; the Veterans Administration; the Civil Service Commission; the Interstate Commerce Commission; the Civil Aeronautics Board; the Fed eral Communications Commission; and the Department of Transporta tion. Many other public and private organizations—including State licens ing boards, educational institutions, business firms, professional societies, trade associations, and trade un ions—also made available published and unpublished data and supplied much helpful information through interviews. After the information from these many sources was brought together and analyzed, conclusions were reached as to prospective employ ment trends in the occupations. In addition, estimates were made of the numbers of job openings that will be created by retirements and deaths and transfers out of the occupation. The supply of new workers likely to be available in particular fields also was analyzed, by studying statistics on high school and college enrollments and graduations, data on the number of apprentices in skilled trades, re entries to an occupation, and trans fers into an occupation. Preliminary drafts of the occupa tional reports were reviewed by offi cials of leading companies, trade associations, trade unions, and pro fessional societies, and by other experts. The information and con clusions presented in each report thus reflect the knowledge and judg ment not only of the Bureau of Labor Statistics staff, but also of leaders in the field discussed, al though the Bureau, of course, takes full responsibility for all statements made. (See the technical index at the back of the book for a more detailed discussion of the sources of informa tion used in the occupational reports.) Points To Bear in-Mind in Using the Reports In using the information on em ployment prospects which this book contains, it is important to keep in mind that all conclusions about the 5 GUIDE' OX) THE' HANDBOOK economic future necessarily rest on certain assumptions. Among the as sumptions which underlie the state ments on employment outlook in this Handbook, are that high employment levels will be maintained and that no cataclysmic events will occur, such as a war or a severe and prolonged eco nomic depression. Such catastrophes would, of course, create an entirely different employment situation from that likely to develop under the assumed conditions. But young peo ple would find it impossible to build their lifetime plans in expectation of such unpredictable catastrophes, although, on the basis of historical ex perience, they must be prepared to weather economic ups and downs during their working lives. The assumptions and methodology used in employment outlook analysis are discussed in detail in the technical appendix, page 733. To avoid constant repetition, the assumptions seldom are mentioned in the reports on the many fields of work where the impact of a general decline in business or a change in the scale of mobilization would probably be about the same as in the economy as a whole. On the other hand, in the statements on occupations where employment tends to be either un usually stable or especially subject to ups and downs, the factors affecting employment are delineated. Even in the latter occupations, however, long-term trends in employment are more important than short-run fluctuations when appraising the prospects of an individual in a par ticular occupation. The picture of employment oppor tunities given in this book applies to the country as a whole unless other wise indicated. People who want supplementary information on job opportunities in their communities should consult local sources of infor mation, as suggested in the next chapter. The information presented on earnings and working conditions, as on other subjects, represents the most recent available when the Handbook was prepared early in 1967. Much of the information came from Bureau of Labor Statistics surveys, but many other sources were utilized also. For this reason, the earnings data pre sented in the various occupational reports often refer to different periods of time, cover varying geographic areas, and represent different kinds of statistical measures. Comparisons between the earnings data for differ ent occupations should, therefore, be made with great caution. Reference has been made in sev eral occupational statements to train ing programs established under the Manpower Development and Train ing Act (MDTA), to equip unem ployed and underemployed persons with skills needed in today’s world of work. However, the absence of a reference to MDTA training for a particular occupation does not neces sarily mean that programs are not in operation. In 1967, training programs (which last from several weeks to 2 years) covered several hundred occu pations—technical and semiprofes sional, skilled and semiskilled, clerical and sales, service and nonagricultural. To obtain information about MDTA training offered in your area, contact the local office of the State employ ment service. Finally, it should be kept in mind that information on occupations and the employment opportunities they offer is only part of that needed in making a career decision, which means matching a person and an oc cupation. The other part relates, of course, to the aptitudes and interests of the potential worker himself. In assessing their own abilities and in terests and in selecting the occupa tion for which they are best suited, people can obtain help from voca tional counselors in schools and col leges, State employment service of fices, Veterans Administration re gional offices and guidance centers, and many community agencies. WHERE TO GO FOR MORE INFORMATION OR ASSISTANCE Persons using this Handbook may want more detail on the occupations discussed in the occupational reports, or information on fields of work which are not covered in this publication. Suggestions as to sources of addi tional information on the occupations discussed are given in most of the oc cupational reports. In addition, sev eral types of publications of the U.S. Department of Labor, including peri odicals described on pages 757-759, provide further information on topics such as earnings, hours of work, and working conditions. Other sources likely to be helpful include public libraries; schools; State employment services; business establishments; and trade unions, employers’ associations, and professional societies. A brief de scription of each follows. Public Libraries These libraries usually have many books, pamphlets, and magazine ar ticles giving information about differ ent occupations. They also may have several books and current, indexes which list the great numbers of publi cations on occupations, and the librar ians may be of assistance in finding the best ones on a particular field of work. Schools School libraries and guidances of fices also often have extensive reading materials on occupations. In addition, school counselors and teachers usually know of any local occupational infor mation which has been assembled through special surveys made by schools or other community agencies. Teachers of special subjects such as music, printing, and shorthand can often give information about occu pations related to the subjects they teach. State Employment Services Counselors in local public employ ment offices are in a particularly good position to supply information about job opportunities, hiring standards, and wages in their localities. (The services available through the public employment offices are described in the concluding section of this chapter.) 7 8 OCCUPATIONAL OUTLOOK HANDBOOK Business Establishments Employers and personnel officers usually can supply information about the nature of the work performed by employees in their industry or busi ness and the qualifications needed for various jobs, as well as other facts about employment conditions and oportunities. The names of local firms in a particular industry can be found in the classified sections of telephone directories or can be ob tained from local chambers of com merce. Trade Unions, Employers’ Associa tions, and Professional Societies Frequently, these organizations have local branches; their officials can supply information relating to the oc cupations with which they are concerned. OCCUPATIONAL OUTLOOK SERVICE PUBLICATIONS AND MATERIALS The Bureau of Labor Statistics has published a Counselor’s Guide to Occupational and Other Manpower Information, An Annotated Bibliog raphy of Selected Government Pub lications. The bibliography, as the title suggests, lists the major occupa tional and other manpower publica tions of Federal and State govern ment agencies that will be useful to counselors and others interested in trends and developments that have implications for career decisions. This bulletin, No. 1421, is available from the Superintendent of Documents, G overnm ent Printing Office, Wash ington, D.C. 20402, at 50 cents a copy. The Bureau of Labor Statistics also issues a periodical, the Occupational Outlook Quarterly, to keep readers up to date between editions of the Handbook, on developments affecting employment opportunities and on the findings of new occupational outlook research. In addition, the Bureau issues at irregular intervals occupa tional outlook bulletins which give much more detailed information on various fields of work than can be included either in the Handbook or in the Occupational Outlook Quar terly. Further information about these publications, and directions for ordering them, will be found on page 757. The Bureau also has developed a new visual aid for counselors entitled Looking Ahead To A Career. It con sists of a set of 36 color slides that show the changing occupational and industrial mix and what this implies for manpower development, educa tion, and training. The slides and the narrative used in presenting the slides are available directly from the Bureau of Labor Statistics, for $10 a set. The Bureau will be glad to place the name of any user of this Hand book on its mailing list to receive announcements of new publications and releases summarizing the results of new studies. Anyone wishing to receive such materials should send the request, with his address, to the Bureau of Labor Statistics, U.S. De partment of Labor, Washington, D.C. 20212. 9 ment service network of offices, information is also available on job opportunities in other areas of the country. SERVICES TO JOBSEEKERS AT PUBLIC EMPLOYMENT OFFICES Local offices of State employment services specialize in finding jobs for workers and workers for jobs. The State employment services are affil iated with the U.S. Employment Service of the Manpower Administra tion’s Bureau of Employment Secu rity and constitute a Federal-State partnership. Employment and related services are available without charge in every State. At each of the over 2,000 public employment service offices across the Nation, jobseekers are aided in ob taining employment, and employers are assisted in finding qualified workers. There are four basic services pro vided to workers by the public em ployment service: (1) Job informa tion; (2) employment counseling; (3) referral to job training or other needed service; and (4) job place ment. Job Information. The personnel who staff the public employment service offices are familiar with their areas and thus know what kinds of workers are employed in local industry, what jobs are available, what the hiring requirements and the opportunities for advancement are, and the wages that are paid. The staff conduct man power surveys to determine the area’s available skills, training needs, and what the future occupational oppor tunities will be. Through the employ10 Employment Counseling. Employ ment counseling assists young people who are starting their careers, as well as experienced workers who wish or need to change their occupation. The major purposes of employment coun seling are to help people understand their actual and potential abilities, their interests, and their personal traits; to know the nature of occupa tions; and to make the best use of their capacities and preferences in the light of available job opportunities. The employment counselor is a specially trained individual who has access to a large store of occupational information. Testing facilities are one resource available to him. Most local offices provide testing services to help the counselor appraise the applicant’s abilities, aptitudes, and preferences. Often such tests reveal aptitudes the jobseeker did not know he had. The General Aptitude Test Battery, for instance, measures basic abilities for broad fields of work and for specific jobs. Referral to Training. Many individ uals seek work for which they lack some qualifications. Sometimes it is a matter of basic education or the level of skill which the job requires. One of the most important functions of the public employment service, short of actually referring a jobseeker to a job, is referral to a training op portunity where he can improve his employability and thereby qualify for a job or secure a better one. Jobs change and so do job require ments. In today’s fast-paced world, important considerations when se lecting a vocation are the training required to perform the work, and how that training need can be met. job openings must be filled with oc cupationally qualified workers, and employment suited to the worker’s skills, knowledge, and abilities must be found. By performing this dual function, the public employment service eliminates the waste of “hitor-miss” job hunting. The method of operation is basi cally simple. Regular contact is maintained with local employers in order to learn about their job open ings. Requests are received from em ployers for many different kinds of workers. As a result, registered ap plicants have access to a variety of job vacancies with many employers, just as the employer has access to many applicants. If job openings are not available locally, applicants may be offered the opportunity to apply for employment elsewhere in the State, in another area, or even in a foreign country. Each State employment service pre pares inventories of its hard-to-fill jobs so that other State employment services may refer local workers to out-of-area jobs for which they qualify. In addition, a national net work of highly specialized profes sional placement offices operates within the employment service net work to speed the matching of jobs and applicants in professional fields. Special Services for Youth. The full range of employment services is avail able to youth. Specialized youth units have been established in most local offices. In addition, some 170 Youth Opportunity Centers (YOC) have been established in high population areas, as a part of the public employ ment service system, to assist young people, particularly school dropouts, to prepare for and obtain jobs. YOC representatives go into neighborhoods where disadvantaged youth live to recruit and motivate those who do not come on their own to the center for help. These centers, established in early 1965, provide complete em Job Placement. A primary objective ployment services and cooperate of the public employment service is closely with other community agen to place workers in jobs. Employers’ cies serving youth. WHERE TO GO FOR MORE INFORMATION Special Services for Disadvantaged Adults. Through its recently estab lished human resources development program, the employment service seeks to improve the employability of adults who have withdrawn from the work force because of some social or cultural disadvantage. An important part of this program is “outreach” into slum areas. Other Special Services. Individuals with mental or physical disabilities which constitute vocational handi caps are given special consideration by the employment service. Veterans also receive special serv ices. Each local office has a veterans’ employment representative who is in formed about veterans’ rights and benefits, and seeks to develop jobs for veterans. Middle-age and older workers are assisted in making realistic job choices and overcoming problems related to getting and holding jobs. Employers are encouraged to remove unreasonable age restrictions and to base hiring on the individual’s ability to perform the work. Similar attention is given to the employment problems of minority 11 group members and all others facing special difficulties in obtaining suit able employment. Community Manpower Service. Job seekers, employers, schools, civic groups, and public and private agen cies concerned with manpower prob lems are invited to utilize the service of the public employment office in their community, and avail them selves of the job information in that office. The local office which serves you is listed in the phone book as an agency of your State government. TOMORROW’S JOBS Choosing a career is one of the most important decisions a young per son will ever make. This choice de pends on an appraisal of his interests and abilities, as well as on a knowl edge of the economic and other fac tors that are likely to affect his future career and employment opportuni ties. Among these factors are changes in the composition of the country’s work force and in its businesses and industries, as well as changing oc cupational trends. These develop ments in the economy are ceaseless and ever present. They affect the kinds of work that people will do and determine the changes in education and training that are required to pre pare individuals for different kinds of work. The Handbook contains economic information which will provide stu dents and their counselors, teachers, and parents with answers to such questions as: What kind of jobs will there be? What industries will pro vide these jobs? What qualifications will be necessary for these jobs? What fields of work look especially promis ing? What will the competitive situa tion be for young people seeking to enter the labor force? The charts that follow will serve as a useful tool for counselors who share the major responsibility for helping young people to decide about their future educational and job plans. They graphically answer questions about the changing nature of occupa tions and industries and discuss the implications of these trends for career choice. The ability of young people to maximize the opportunities that await them will depend to a great extent on their education and train ing. There is a need for workers to be broadly educated so that they can more readily adapt to changing job requirements and absorb the training and retraining that may be necessary to permit them to switch jobs. Workers who have completed the most education generally have the highest incomes. Yet, experience has shown that the amount of money one can earn over a lifetime should not be the compelling consideration in choosing a career. Job satisfaction and the many other personal rewards that flow from the right choice of a career may be even more important than monetary considerations. It follows, therefore, that a young person must first of all consider his own interests, talents, and abilities in making alter native occupational choices. (See also Using the Handbook in Guidance Services, p. 1 and Services to Job seekers at Public Employment Offices, p. 10.) 13 THE COUNTRY’S HUMAN RESOURCES SHAPE THE CHARACTER AND NATURE OF ITS MANPOWER About 40 percent of our total pop ulation is working to provide our growing national requirements for food, clothing, shelter, and services. More than a third of these workers (27.2 million) are women. Most People Make Their Living As Private Wage And Salary Workers - 1965 IN MILLIONS PRIVATE WAGE AND SALARY 52.6 GOVERN MENT _________ SELF EMPLOYED 85 f f r * 14 FAMILY WORKERS __ L4 Most people work for someone else, either for a salary or a wage. Yet 1 out of every 7 workers is either selfemployed or contributing his services to a family enterprise. The majority of workers are employed in private industry, and about 13 percent work for Federal, State, and local govern ment. 15 TOMORROW’S JOBS Despite the long-term shift away from employment in goods producing industries to employment in the serv ice industries, manufacturing is still the largest employer among the major industry divisions. About 19 million persons worked in manufac turing in 1965. The second and third largest industries, trade and services accounted for nearly 14 and 13 mil lion workers, respectively. The principal occupations in these industry groups are: Manufacturing: Operatives of machines, assemblers, engineers, stenographers, production man agers, tool and die makers, traveling salesmen, and unskilled laborers. Trade: Sales workers, clerical workers, truckdrivers, deliverymen, elevator operators, pack agers, and repair workers. Government: Teachers, police men, firemen, sanitation work ers, welfare workers, clerical workers, post office workers, and public health workers. Gains, as well as losses in employ ment, may result from technological innovations. Agriculture is a good ex ample of an industry in which laborsaving technologies have been devel oped to such an extent that employ ment declines accompany increases in farm production. However, the opposite is true in the concrete prod ucts industry, where, despite rapid increases in output per man-hour, employment is rising. I INCLUDES SELF EMPLOYED AND UNPAID FAMILY WORKERS 16 OCCUPATIONAL OUTLOOK HANDBOOK Employment Growth Will Vary Widely PERCENT CHANGE 1965 1975 INDUSTRY -20% SERVICES GOVERNMENT CONTRACT CONSTRUCTION FNANCE. INSURANCE. REAL ESTATE TRANSPORTATION. PUBLIC UTILITIES MANUFACTURING © Industries Differ In The Kinds Of Workers They Employ PERCENT 1965 FINANCE. INSURANCE. REAL ESTATE TRADE. WHOLESALE RETAIL SERVICES TRANSPORTATION PUBLIC U TILITIES MANUFACTURING FORESTS. FISHERIES MINING CONTRACT CONSTRUCTION 25 50 75 100% Compared with a 20-percent in crease in total employment over the next decade, employment in govern ment, services, and the contract con struction industries will grow much faster. Although employment in man ufacturing is expected to grow only half as fast as total employment, this industry will continue to employ the greatest number of workers. Recent developments in the fields of education, manpower, and health and welfare have intensified the de mand for services of all kinds. These and other factors, such as technologi cal innovations, have resulted in dif ferential growth rates of industries and changes in occupational require ments. The future employment level of individual industries is the primary determinant of occupational require ments. This is so because each in dustry has a unique occupational structure. For example, the structure of the insurance industry, which em ploys a large number of clerical, sales, and other white-collar workers, dif fers markedly from that of the con struction industry, where employment is concentrated in blue-collar occupa tions—carpenters, electricians, and laborers. Consequently, a sharp change in total employment in the construction industry will have a marked effect on the requirements for blue-collar workers. Conversely, if employment in the insurance industry changes sharply, requirements for workers in white-collar occupations will be significantly affected. The sec ond factor influencing the trend in occupational employment is the changing occupational structure within industries. 17 TOMORROW’S JOBS Semiskilled workers constitute the largest occupational group. In 1965, more than 13 million workers (fac tory assemblers, inspectors, machine operators, and apprentices; truck, taxicab, and bus drivers; and others) were employed in this occupational group, which represents an important source of work for new young male workers. The second and third largest occupational groups, clerical and service workers, are a major source of work for women. Craftsmen—the skilled worker category—make up the fourth largest occupational group; and professional workers—most of whom have had some college train ing—make up the next largest group. Within each occupational group, there is a diversity of jobs requiring differing levels of education and skill. For instance, among professional and related workers are nuclear physicists as well as athletes; and among service workers are FBI agents and house hold workers. Similarily, among sales workers, there are technical sales rep resentatives with engineering back grounds, as well as retail salesclerks. In general, employment growth will be fastest among those occupa tions requiring the most education and training to enter. Employment in professional and related occupations will show the fast est growth over the next 10 years— twice as fast as overall employment. These occupations generally require the most formal educational prepara tion to qualify for employment. The completion of a high school education has become standard for American workers. Employers are seeking people with higher levels of education because job content is more complex and requires higher levels of skill. Many rapidly growing jobs in the clerical, sales, and service fields reflect this trend. Employment In Major Occupational Groups, By Sox MILLIONS OF WORKERS, 1965 SEM ISKILLED CLERICAL, KINDRED SERVICE SKILLED FARMERS, FARM MANAGERS, LABORERS LABORERS, EXCEPT FARM INCLUDES SELF EMPLOYED AND UNPAID FAMILY WORKERS More Jobs Will Require Extensive Education And Training 6 PERCENT CHANGE IN EMPLOYMENT. 1965 1975 SCHOOL YEARS COMPLETED (MEDIAN) 1965 16.3 10 8 t$ 11.3 20 PROFESSIONAL. TECHNICAL. KINDRED SERVICE PRIVATE HOUSEHOLD OTHER CLERICAL. KINDRED 12 6 ■ MANAGERS, OFFICIALS. PROPRIETORS j SKILLED 12.5 SALES 10.6 SEMISKILLED NONFARM LABORERS FARMERS. FARM MANAGERS -10% +10% 20 30 OCCUPATIONAL OUTLOOK HANDBOOK £7 Even among unskilled workers, an occupational group which is not ex pected to increase at all during the next decade, roughly one-half million jobs will need to be filled to replace workers who die or retire. Semiskilled workers have, on the average, about a year and a half less education than the typical American worker. Though the growth rate anticipated for this group is relatively low, 4 million semiskilled jobs are ex pected to be available over the next decade. Service workers are a very diverse group and include workers with both high and low levels of education and skill. Service jobs requiring high levels of educational attainment will ac count for most of the projected growth of about 3 million workers. Nevertheless, due to the size of this group, another 3 million job openings will arise because of replacement needs. Training Needs Are Determined By Replacement Plus Growth WORKERS NEEDED. E965 1975 200.000 400,000 600.000 A WORD ABOUT JOB OPENINGS Job opportunities spring from two sources: Net growth and replacement needs. In rapidly growing occupa tions made up mainly of young men with a long working life ahead of them, growth in the occupation will be the principal source of new jobs. On the other hand, replacement needs will be particularly high in oc cupations with a large proportion of older workers who have relatively few years of working life left. Similarly, job openings also arise as many wom en leave the labor force to take care of family responsibilities. 19 TOMORROW’S JOBS Engineering And Teaching Are The Largest Professional Occupations MILLIONS OF WORKERS, 1965 A LOOK AT FUTURE MANPOWER REQUIREMENTS , SCIENTIFIC. TECHNICAL TEACHING IN THE PROFESSIONS Teaching is the largest profession and, like nursing, represents a major source of employment for women. Engineering is the major field of pro fessional employment for men. Altogether, nearly 9 million per sons work in these and other profes sional and technical fields. Scientific and engineering employ ment is expected to grow faster than that of the professional group as a whole. The growth rate for scientists is likely to be greater than that of engineers. Technicians who assist engineers and scientists will also show a rapid rate of growth. During the 1965 school year, 53 mil lion persons—more than one-fourth of the country’s population—were enrolled in schools and colleges. These enrollments are likely to exceed 60 million by 1975. To take care of this growth, the Nation’s teaching staff will have to increase by about one-third (650,000); nearly three times this number (1.8 million) will be required to fill teaching positions vacated because of retirements, trans fers, and deaths. REG ISTERED NURSES ACCOUNTANTS 3 f LAWYERS I Rapid Growth Is Expected In Scientific And Technical Occupations PERCENT INCREASE 1965 1975 20% 40 60 TECHNICIANS (Engl neering & Science) TOTAL SCIENTISTS & ENGINEERS ENGINEERS SCIENTISTS LIFE SCIENTISTS PHYSICISTS MATHEMATICIANS CHEMISTS METALLURGISTS GEOLOGISTS, GEOPHYSICISTS OTHER SCIENTISTS Replacement Needs Will A a o u * For Most Job Opportunities in Teaching 1965 (FALL) TEACHER EMPLOYMENT REPLACEMENT (including transfers) 80% ELEMENTARY 1.1 MILLION COLLEGE 245 THOUSAND 262-057 O— 68- CLERGY PERFORMING ARTISTS SECONDARY 823 THOUSAND PHYSICIANS 60 40 20 EMPLOYMENT GROWTH 20 40% OCCUPATIONAL OUTLOOK HANDBOOK Growth Rates In Health Occupations Will Vary Widely PERCENT INCREASE, 1965 1975 20 40 60 80 100 1207. MEDICAL TECHNOLOGISTS DENTAL HYGIENISTS MEDICAL RECORD LIBRARIANS REGISTERED PROFESSIONAL NURSES MEDICAL X-RAY TECHNICIANS PHYSICIANS DENTISTS DENTAL LABORATORY TECHNICIANS DIETICIANS AND NUTRITIONISTS VETERINARIANS PHARMACISTS Strong Demand Expected For People In "Helping” Occupations PERCENT INCREASE. 1965 1975 15% 30% 45% 60% 75% I I I I I 90% Continued rapid growth in em ployment is likely among paramedical workers in the health field. Persons in these occupations assist profes sional workers, who are in short sup ply, in performing the more routine aspects of their work. Educational re quirements in these occupations are lower than those for entrance into the professional health occupations, and training facilities can be expanded more rapidly. Yet, in both cases, the supply of workers will have to be ex panded greatly to meet health man power requirements. For many years, the demand for people in the “helping” professions— counselors, social workers, librarians, and others—has exceeded the avail able supply. The recently passed so cial welfare, education, and man power legislation heightens the de mand for their services. The result is that opportunities for work in these fields are virtually unlimited for qualified people. CLERICAL OCCUPATIONS Most Clerical Workers Are In These Occupations 300 SECRETARIES, STENOGRAPHERS BOOKKEEPING WORKERS CASHIERS TYPISTS TELEPHONE OPERATORS OFFICE MACHINE OPERATORS SHIPPING. RECEIVING C LERKS POSTAL CLERKS RECEPTIONISTS BANK TELLERS MAIL CARRIERS THOUSANDS OF WORKERS. 1965 600 900 1200 1500 1800 2100 Seven out of every ten persons em ployed in clerical occupations are women. This field is also a major source of employment for young people. Clerical workers represent a large variety of skills. This occupational group includes, for example, highly skilled workers such as title research ers and examiners in real estate firms and confidential secretaries in busi nesses of all kinds. It also includes oc cupations such as messengers and file clerks which can be entered with lit tle specialized training. 21 TOMORROW’S JOBS Technological innovations in this field, including the use of computers, have tended to reshape the nature of the work of office machine operators and create entirely new functions such as those performed by electronic com puter personnel. Employment in these fields, though less numerous than among the traditional clerical occu pations, is growing the fastest. MANAGERIAL OCCUPATIONS Employment trends among man agers and proprietors have followed the longrun shift from small to large business organizations. Many inde pendently run retail shops and firms have disappeared, and chainstores of all kinds and complex corporations have replaced them. Thus, the re quirements for salaried managers and officials have far outpaced the need for self-employed proprietors, who, in fact, have been declining in number. As a result, many thousands of job opportunities will be available for col lege-trained people in fields such as advertising, banking, and hotel and restaurant management, as well as in occupations such as industrial pur chasing agent and industrial traffic manager. Jobs For Salaried Managers Grow As Number Of Proprietors Decreases 5 OCCUPATIONAL OUTLOOK HANDBOOK 22 SALES OCCUPATIONS About 5 million persons are em ployed in sales occupations. Of this number, about one-fourth are em ployed on a part-time basis. Salesworkers employed in retail stores ac count for over one-half of the employ ment in this occupational group. Most of these workers are women. Almost all persons employed outside of retail trade—in wholesale trade, manufac turing, insurance companies, real estate firms, and other companies— are men. In the 1965-75 period, employ ment in this occupational group may rise by 25 percent, totaling around 6 million workers. Most of this growth is likely to occur in occupations out side the retail field, among real estate salesmen, insurance agents, manufac turer’s salesmen, and others. Sales Work Offers Many Employment Opportunities For Men And Women MILLIONS OF JOBS .1965 58.2” OTHER FIRMS (wholesale, manufacturer's. Insurance, real estate) about a fourth of salespeople work part time More Than 9 Million People Worked In Service Occupations 2 3 SERVICE OCCUPATIONS Private household workers are the largest single group of service work ers, accounting for one-fourth of total employment in 1965. Virtually all are women, many of whom work part time as dayworkers and babysitters. Almost as many service workers are employed as waiters, bartenders, and countergirls. This occupational group also includes protective service work ers such as FBI agents and policemen who have much more education, on the average, than the group as a whole. 23 TOMORROW’S JOBS The greatest growth is anticipated among service workers outside of private households, mainly among protective service workers, food serv ice workers, and hospital attendants. SKILLED OCCUPATIONS Construction workers, mechanics and repairmen, and machinists make up the majority of the country’s skilled work force. New entrants into these fields generally have at least a high school education; many acquire their skills through apprenticeship training programs, through experi ence gained on the job, and by completing a vocational school curriculum. Earnings of skilled workers are rel atively high, reflecting the level of the work they are required to per form, their extensive training, and the exercise of independent judgment. They generally have more job se curity, better chances for promotions, and more opportunities to open their own businesses than semiskilled or unskilled workers. Most Skilled Workers Are In These Occupations THOUSANDS OF WORKERS, 1965 200 400 CARPENTERS AUTOMOBILE MECHANICS PAINTERS (constr & m aint.) ELECTRICIANS (constr. & maint.) PLUMBERS. PIPEFITTERS ALL ROUND MACHINISTS STATIONARY ENGINEERS OPERATING ENGINEERS BRICKLAYERS^ APPLIANCE SERVICEMEN COMPOSITORS. TYPESETTERS INDUST. MACH. REPAIRMEN BAKERS ^IN CLUDIN G T IL E S E T T E R S . STONEMASONS. AND MARB OCCUPATIONAL OUTLOOK HANDBOOK © Replacement Needs Are High In Skilled Occupations OPENINGS 1965 1975 - IN THOUSANDS 50 100 150 200 250 CARPENTERS AUTOMOBILE MECHANICS PLUM BERS. PIPEFITTERS ELECTRICIANS PAINTERS OPERATING ENGINEERS' ALL ROUND MACHINISTS STATIONARY ENGINEERS APPLIANCE SERVICEMEN BRICKLAYERS, STONEMASONS, ETC REPLACEMENTS (retirements & deaths) 'excavating, grading, road machinery operators GROWTH 1 Worker In Every 6 Is Employed In A Semiskilled Job HAlAlAlAlA 13 MILLION SEMISKILLED WORKERS, 1965 8 MILLION IN MANUFACTURING 5 MILLION IN NON-MFG. Requirements for skilled workers will rise by nearly one-fourth between 1965 and 1975 from about 9 million to nearly lV /t million. Of the 4 mil lion job openings that are anticipated, slightly over one-half will result from growth in the field and the remainder from deaths and retirements. Job opportunities will vary greatly among the skilled occupations that make up this group. For example, despite the small employment growth anticipated for carpenters, the great est number of jobs will be found in this occupation, mainly because of its size and high replacement needs. On the other hand, business machine servicemen, a relatively small occupa tion, is likely to grow very rapidly. Yet this occupation will offer relatively few employment opportunities. SEMISKILLED OCCUPATIONS WERE IN DRIVING OCCUPATIONS Although employment growth in this group, which includes factory workers as well as operators of motor vehicles, will be less than average be tween 1965, and 1975, many thou sands of job opportunities will be available to young people. This is the largest of all the occupational groups and replacement needs are high. Drivers and deliverymen account for roughly one out of every five semi skilled workers. Employment of local and over-the-road truckdrivers is ex pected to grow between 1965 and 1975, offering many employment op portunities for young men seeking to enter the work force. TOMORROW’S JOBS A LOOK AT FUTURE MANPOWER SUPPLY Just as the country’s population furnishes the market for most of the goods and services it produces, it also provides the men and women who produce these goods and services. The labor force, that part of our population age 16 years and over who are working or looking for work, is likely to have a faster rate of growth than our population during the 196575 decade, reaching a total of 92 mil lion people. The rising proportion of women who work will continue to be a major factor (along with the growth in the number of young workers) contribut ing to the anticipated increase in the labor force. By 1975, women will ac count for about 36 percent of all workers, compared with 34 percent today. The highest proportion of working women is found in the 45-54 age group. Slightly over 50 percent of all women in that age group were work ing in 1965 and almost 60 percent are expected to be working in 1975. About 50 percent of all women be tween the ages of 20 and 24 will be in the labor force by 1975. 25 OCCUPATIONAL OUTLOOK HANDBOOK Major Changes In The Labor Force MILLIONS OF WORKERS -1 0 +1 6 1955-1965 1965-1975 New Workers Will Be Better Educated ... PERCENT OF WORKERS 25 29 YEARS OF AGE YEARS OF SCHOOL COMPLETED COLLEGE (4 YRS OR MORE) SOME COLLEGE HIGH SCHOOL LESS THAN HIGH SCHOOL NEVERTHELESS. MORE THAN ONE FOURTH WILL HAVE LESS THAN A HIGH SCHOOL EDUCATION Dropouts Are More Likely To Be Unemployed Than Graduates DROPOUTS By 1975, one-fourth of all persons between the ages of 16 and 25 will be in the labor force (including the Armed Forces), compared with fewer than one-fifth some 20 years earlier. Thus, the economy will be required to absorb increasing numbers of young persons who must be trained to meet technological and other changes anticipated over the next decade. The prime working age group (2534) will increase twice as fast as the labor force between 1965 and 1975. Workers in this age group have been in relatively short supply for many years and actually declined by about 750,000 between 1955 and 1965. The anticipated increase in their numbers will help to alleviate the shortages of well-qualified workers in many oc cupations. The workers who will be entering the labor force in the next decade will have more years of schooling than their predecessors. More of them will have completed high school, more will have gone to college, and a smaller proportion will be high school dropouts. Nevertheless, if trends con tinue, more than a quarter of the new entrants will have less than a high school education. Aside from the loss of earnings that poorly educated workers will experi ence over their lifetimes, they will not share in other benefits that stem from a good education: Cultural enrich ment; a satisfying way of life, both as workers and as responsible citizens; and other intangible social ad vantages. 27 TOMORROW’S JOBS The unemployment rates of young people are much higher at every educational level but dropouts are hit the hardest. Young people seeking a toehold in the labor force often have difficulties simply because they lack relevant work experience. In addition, they face competition for jobs from other persons who are better educated. Thus, it is not uncommon for young people—regardless of their educa tional attainment—to experience high levels of unemployment. A WORD OF CAUTION The picture of the future as re flected in the Handbook and in these charts is based on four fundamental assumptions: 1. That high levels of economic activity and employment will be maintained over the long run, even though there may be temporary reces sions. 2. A defense program similar to that prevailing immediately prior to the Vietnam buildup will exist. 3. That scientific and technologi cal advances will continue. 4. That the institutions and funda mental economic structure of the United States will not change signifi cantly. Unemployment Rates Are Highest For Young Workers UNEMPLOYMENT RATE (MAR 1965) 5% YEARS OF SCHOOL COMPLETED HIGH SCHOOL LESS THAN 4 YEARS ■ IH ■■■ 1 mm 4 YEARS LESS THAN 4 YEARS rm m 4 YEARS OR MORE ■■■ COLLEGE 10% 15% PROFESSIONAL AND RELATED OCCUPATIONS Professional occupations have many attractions for young people choosing a career. These occupations offer opportunities for interesting and responsible work and, in many cases, lead to high earnings. As a rule, however, they can be entered only after long periods of specialized edu cation or other preparation, because a broad knowledge of one’s field is an essential requirement for success in these types of work. About 1 out of 8 workers in 1966 was in a professional and related occupation. These occupations—em ploying more than 9.3 million peo ple—accounted for more than one-fourth of all white-collar employment. The professions generally require either college graduation—often with an advanced degree—or experience of such kind and amount to provide comparable knowledge. Professional occupations are of two main types. Most professional occupations, in cluding those of engineer, architect, physician, lawyer, and teacher, re quire specialized, theoretical knowl edge of a specific field. The other group, including occupations such as editor and actor, does not require as much specialized, theoretical knowl edge, but demands a great deal of creative talent and, also, skill ac quired chiefly through experience. Licenses are required for practice in many professions—medicine, den tistry, and pharmacy, for example— with licensing authorities deter mining the minimum qualifications Teaching & Engineering Are The Largest Professional Occupations Employment In Selected Professional, Technical, and Kindred Occupations 200 THOUSANDS OF WORKERS, 1966 400 600 800 1000 1200 TEACHING ELEMENTARY SECONDARY COLLEGE (FULL TIME) SCIENTIFIC AND TECHNICAL ENGINEERS TECHNICIANS SCIENTISTS HEALTH REGISTERED NURSES PHYSICIANS PRACTICAL NURSES PHARMACISTS DENTISTS OTHER ACCOUNTANTS CLERGYMEN LAWYERS Growth Of Professional, Technical And Kindred Occupations 0 2 4 EMPLOYMENT IN MILLIONS 6 8 • DATA PRIOR TO 1950 ARE DECENNIAL CENSUS FIGURES AND ARE NOT STRICTLY COMPARABLE TO LATER YEARS 29 30 i OCCUPATIONAL OUTLOOK HANDBOOK Graduates As A Percent Of All Pe rsons 22 Years Number Of Bachelor’s Degrees Granted THOUSANDS OF STUDENTS 200 400 Of Age 600 0% 800 10% 20% ematicians, physicians, and other professional personnel. Their job titles include those of draftsman; engineering aid; programer; and electronics, laboratory, or X-ray tech nician. Employment in these techni cal occupations usually requires a combination of basic scientific knowl edge and specialized education or training in some particular aspect of technology or science. Such training may be obtained in technical insti tutes, junior colleges, and other schools, or through equivalent onthe-job training. The major professional and related occupations are shown in chart 33. S O U R C E : U S . D E P A R T M EN T O F H E A L T H , ED U C A T IO N , AND W E L F A R E , O F F IC E OF ED U C A ' Employment Trends @1 Number Of Master’s And Doctor’s Degrees Granted \ • IN THOUSANDS 50 100 150 200 250 SOURCE: U.S. DEPARTMENT OF HEALTH, EDUCATION. AND WELFARE. OFFICE OF EDUCATION which members must have. In addi tion, professional societies set up membership standards, which tend to define their respective fields. The professions provide many em ployment opportunities for women. They represented slightly over onethird of all professional and kindred employment in 1966. In several very large professional occupations— teaching, nursing, library work, and social work—women predominate. 1 1967-75 PROJECTED It is not easy to prepare for and enter professional work. Often, insti tutions do not accept applicants for professional training unless their school grades are high, and employers generally give preference to grad uates whose grades are high in their class. Closely related to the professions is a wide variety of technical occu pations. People in these occupations work with engineers, scientists, math Employment in professional and related occupations has risen rapidly over the years. From 1.2 million in 1900, the number of these workers has grown to about 9.3 million in 1966. (See chart 34.) Moreover, during the 1950 decade, the rate of growth in the professions was more than twice that for clerical workers, the second fastest growing occupa tional group at that time. Thus far in the 1960’s, growth in the profes sional and related worker group continues to exceed that of any other broad occupational group. A major reason for the increase in the total number of workers in pro fessional and related occupations has been the development of various fields, some unknown until recent years. Engineering, mathematics, and other closely related scientific professions have had a spectacular growth over the past 60 years. Other major fields, which have developed wholly or largely during the present century include social work, account ing, personnel work, programing, other data-processing specialties, and electronics. Some of this growth has accompanied the expansion in scien tific and engineering professions. As scientific and technical work has become more highly organized, par ticularly in the laboratories and engi neering departments of large firms PROFESSIONAL AND RELATED OCCUPATIONS and in government agencies, more technical assistance has been pro vided for the professional worker. Similarly, large numbers of techni cians and assistants work in the health fields, thereby freeing the profes sional personnel for work requiring more training. Between 1966 and 1975, employ ment in the professional and techni cal group is expected to rise by nearly 40 percent—about twice the rate for total employment. However, there will continue to be differences in the rates of growth among the profes sions. Educational Trends Professional occupations accounted for about two-thirds of all workers having a college education in 1966. The concentration of college gradu ates among these occupations is in creasing steadily. In addition to the many professional occupations for which college graduation long has been an entry requirement, the de mand for graduates at the entry level in other professional, administrative, and related occupations is increasing. College graduates are now filling many positions which did not exist a few decades ago or which formerly were held by employees because of their experience and personal char acteristics. Emphasis on a college education will be reinforced in the years ahead in view of the growing complexity of modern industry and technology, which is constantly increasing the amount of technical knowledge re quired for effective performance in many professional and administra tive jobs. A great increase in the number of young men and women graduating from college, which is the chief source of professionally trained workers, has accompanied the growth in the pro fessional and related occupations. As a percent of all persons 22 years of age, the proportion of young people completing college rose from 2.5 per cent in 1920 to 8 percent in 1940, and to 19 percent in 1966, as shown on the inset in chart 35. (The level reached in 1950 is artificially high, reflecting the large number of veterans who went to college under the veterans’ education program. In many cases, they would have completed college earlier if it had not been for the war.) The recent rapid increase in the proportion of young people gradu ating from college (chart 35) reflects a number of basic social trends. Fam ily incomes are higher, thus more people can afford to postpone going to work and to pay the costs of edu cation. More families want a college education for their children. Scholar ships and loans are available for more students; part-time work opportuni ties are also available. Finally, a col lege education is becoming necessary for an increasing proportion of jobs, and in many professions the amount of education needed is increasing. Since these factors will probably con tinue to be influential in the future, the proportion of young people who are being graduated from college is expected to go on increasing for many years. The college-age population is also growing. The number of people age 18 to 21 is expected to increase by nearly 3.4 million between 1966 and 1975. These factors, considered together, indicate a great increase in college graduations, assuming that the Nation’s colleges and universities build the classrooms, laboratories, dormitories, and other facilities and hire the faculty members needed to provide for the greatly increased numbers of students. The number of bachelor’s degrees awarded annually will be about two-thirds greater by 31 1975 than in 1966. Projections pre pared by the U.S. Office of Education in 1966 indicate an increase from about 536,000 bachelor’s degrees granted in 1966 to 894,000 in 1975. The number of students taking graduate training has also risen very rapidly during the last few decades, and will probably continue to mount in the years ahead. A master’s degree is usually earned through 1 or 2 years of study beyond the bachelor’s de gree. The Ph. D. degree usually re quires 3 years or more beyond the bachelor’s degree. As a rule, gradu ate study is concentrated in the major subject field of the student’s interest, whereas undergraduate study is broader in content. Chart 36 shows the vast increase in graduate degrees awarded since 1920 in all fields taken together. The num bers of master’s and doctor’s degrees granted reached unprecedented heights in the early 1950’s, following the record number of bachelor’s de grees granted a few years before. After a slight decline in the mid1950’s, master’s degrees rose to about 126,000 in 1966, and are expected to approach 220,000 in 1975, if past trends continue. The number of doc torates awarded (about 17,500 in 1966) may reach 35,000 by 1975. These projections obviously imply a great increase in the supply of per sonnel which will be available for professional employment. Since the overall demand for personnel is also expected to show continued growth, there is promise of expanding employ ment opportunities for the increasing numbers of college graduates. The anticipated increases in collegetrained personnel raise the possibility, however,. of increasing competition during the late 1960’s and early 1970’s for the better professional posi tions in at least some fields of work. BUSINESS ADMINISTRATION AND RELATED PROFESSIONS Many professional workers play a major role in administering businesses and a wide variety of other organiza tions, both private and governmental. People in these occupations generally need a college degree to qualify for work in their respective fields. Though their disciplines are oriented toward business management, they perform functions which are highly special ized and varied. Whether their or ganizations are small or large, em ploying only a few people or many thousands, the decisions they reach and their effectiveness in getting these decisions carried out contribute great ly to the success or failure of the enterprise. This chapter describes a few select ed professional occupations that are of vital importance to the Nation’s businesses—accountants, advertising workers, marketing research workers, personnel workers, and public rela tions workers. Workers engaged pri marily in managerial duties are cov ered in the section on Managerial Occupations elsewhere in the Handbook. ACCOUNTANTS (D.O.T. 160.188) cial reports, such as profit and loss statements, balance sheets, cost stud ies, and tax reports. The major fields of specialization are public, manage ment (private), and government ac counting. Public accountants are in dependent practitioners who work on a fee basis for business enterprises or for individuals wishing to use their services, or as a member or employee of an accountancy firm. Management accountants, often referred to as in dustrial or private accountants, han dle the financial records of the par ticular firm for which they work on a salary basis. Government accountants work on the financial records of gov ernment agencies and often audit the records of private business organiza tions and individuals whose dealings are subject to government regulations. Accountants in any field of em ployment may specialize in such areas as auditing, taxes, cost accounting, budgeting and control, information processing, or systems and proce dures. Public accountants are likely to specialize in auditing—that is, in reviewing financial records and re ports and giving opinions as to their reliability. They also advise clients on tax matters and other financial and accounting problems. Most man agement accountants are involved in some aspects of providing manage ment with information for decision making. Sometimes they specialize in taxes, budgeting or in internal audit ing—that is, examining and apprais ing financial systems and manage ment control procedures in their com pany. Many accountants in the Fed eral Government are employed as In ternal Revenue agents, investigators, and bank examiners, as well as in regular accounting positions. Where Employed Accountants numbered about 500,000 in early 1967, of whom about 100,000 were certified public account Nature of Work ants. Accounting is one of the largest Accountants compile and analyze fields of professional employment for business records and prepare finan- men. Only about 2 percent of the 32 CPA’s, and less than 10 percent of all accountants are women. Nearly three-fifths of all account ants do management accounting work for the business and industrial firms that employ them. An additional onefifth are engaged in public account ing as proprietors, partners, or em ployees of independent accounting firms. Over 10 percent work for Fed eral, State and local government agencies. A small number teach in colleges and universities. Accountants are employed wher ever business, industrial, or govern mental organizations are located. The majority, however, work in large metropolitan centers where there is a particularly heavy concentration of public accounting firms and central offices of large business organizations. Training, Other Qualifications, and Advancement Training in accounting can be obtained in universities, 4-year col leges, junior colleges, accounting and private business schools, and corre spondence schools. Graduates of all these institutions are included in the ranks of successful accountants; how ever, a bachelor’s degree with a major in accounting or a closely related field is increasingly an asset, and for better positions it may be required. Candi dates with a master’s degree in ac counting, as well as college training in other business and liberal arts sub jects, are preferred by many firms. Previous work experience can be of great value also, in qualifying for em ployment. A number of colleges offer students an opportunity to get such experience through internship pro grams conducted in cooperation with public accounting or business firms. For beginning accounting positions, the Federal Government requires 4 years of college training (including 24 semester hours in accounting) or an equivalent combination of educa tion and experience. Most universities require the master’s degree or the doctorate with the Certified Public 33 BUSINESS ADMINISTRATION AND RELATED PROFESSIONS Accountancy Certificate for teaching positions. All States require that anyone prac ticing in the State as a “certified pub lic accountant” hold a certificate issued by the State board of account ancy. Well over half the States also restrict the title “public accountant” to those who are licensed or registered. Requirements for licensing and regis tration vary considerably from one State to another, and information on these requirements may be obtained directly from the board of account ancy in the State where the student plans to practice. Almost half the States have laws that will, by 1970, require CPA candidates to be college graduates. All States use the CPA examination provided by the Amer ican Institute of Certified Public Ac countants. In recent years, more than 9 out of 10 successful CPA candidates have been college graduates. Before the CPA certificate is issued, at least 2 years of public accounting experi ence, or its equivalent, is required in nearly all States. Inexperienced accountants usually begin with fairly routine work. Junior public accountants may be assigned to detailed work such as verifying cash balances or inspecting vouchers. They may advance to semisenior positions in 1 or 2 years and to senior positions within another 1 or 2 years. In the larger firms, those successful in dealing with top industry execu tives often become supervisors, man agers, or partners, or transfer to executive positions in private account ing. Some become independent prac titioners. Beginners in management accounting may start as ledger ac countants, junior internal auditors, or as trainees for technical accounting positions. They may rise to chief plant accountant, chief cost accountant, budget director, senior internal audi tor, or manager of internal auditing, depending on their specialty. Some become controllers, treasurers, or cor poration presidents. In the Federal Government, beginners are hired as trainees and usually are promoted in a year or so. In colleges and univer sities, those with minimum training Accountant analyzes financial records. and experience may receive the rank of instructor without tenure; ad vancement and permanent faculty status are dependent upon further education. Accountants who want to get to the top in their profession usually find it necessary to continue their study of accountancy and related prob lems—even though they already may have obtained college degrees or CPA certificates. Even experienced accountants may spend many hours in study and research in order to keep abreast of legal and business develop ments that affect their work. More and more accountants are studying computer operation, programing, mathematics, and quantitative meth ods in order to adapt accounting pro cedures to new methods of processing business data. Although advancement may be rapid for capable accountants, those with inadequate academic preparation are likely to be assigned to routine jobs and find themselves handicapped in obtaining promotion. Employment Outlook Employment opportunities for ac countants are expected to be excellent through the 1970’s. As many as 12,000 accountants may be needed annually during this period to replace those who retire, die, or transfer to other occupations. Provided no major set 34 back occurs in the general level of business activity, at least an equal number of accountants probably will be needed each year due to growth in the occupation. Demand for college-trained accountants will rise faster than demand for people with out this broad background of training, because of the growing com plexity of business accounting require ments. However, graduates of business and other schools which offer thorough training in accounting should have good job prospects dur ing this period, also. Accounting employment is ex pected to expand rapidly in the 1970’s because of such factors as the greater use of accounting information in busi ness management; complex and changing tax systems; the growth in size and number of business corpora tions required to provide financial re ports to stockholders; and the increas ing use of accounting services by small business organizations. The computer is having a major effect on the accounting profession. Electronic data processing systems are replacing manual preparation of ac counting records and financial state ments. As a result the need for junior accountants at the lower level may be reduced or eliminated. On the other hand, computers can process vast quantities of routine data which will require the employment of additional accountants so that these data can be analyzed. Also, the computer is ex pected to bring about radical changes in management information systems and decisionmaking processes in large companies. Additional highly-trained accountants will be required to pre pare, administer and analyze the in formation made available by these systems. OCCUPATIONAL OUTLOOK HANDBOOK Smaller firms, especially the small CPA firms, generally pay lower start ing salaries. Average earnings of experienced accountants, in other than public ac counting, ranged between $7,300 and $12,300 a year in 1966 according to information provided from a Bureau of Labor Statistics study. Chief ac countants averaged between $11,000 and $18,000 a year. Accountants in managerial positions such as con trollers, treasurers, and financial vice presidents earned much more. The earnings of self-employed accountants vary depending on factors such as their qualifications, experience, and clientele. In the Federal Civil Service, the entrance salary for junior accountants and auditors was $6,211 in 1966. Some candidates with superior aca demic records could qualify for a starting salary of $7,090. Many ex perienced accountants in the Federal Government earned more than $11,000 a year. Those with administrative responsibilities earned more. Public accountants are likely to work especially long hours under heavy pressure during the tax season. They do most of their work in their clients’ offices,- and sometimes do considerable traveling to serve dis tant clients. A few management and government accountants also do a great deal of traveling and work irregular hours, but the majority remain in one office and work between 35 and 40 hours a week, under the same general conditions as their fellow office workers. Where To Go for More Information Information, particularly on CPA’s and on the aptitude and Earnings and Working Conditions achievement tests now given in many high schools and colleges and Starting salaries for new college by many public accounting firms, graduates averaged about $7,000 a may be obtained from: year in 1966 according to a private American Institute of Certified Pub survey of large business organizations lic Accountants, 666 Fifth Ave., recruiting for accounting positions. New York, N.Y. 10019. Further information on specialized fields of accounting may be obtained from: National Association of Accountants, 505 Park Ave., New York, N.Y. 10022. Financial Executives Institute, 50 West 44th St., New York, N.Y. 10036. The Institute of Internal Auditors, Inc., 60 Wall St., New York, N.Y. 10005. Information describing accounting as a career may be obtained free from: Accounting Careers Council, National Distribution Center, P.O. Box 650, Radio City Station, New York, N.Y. 10010. ADVERTISING WORKERS (D.O.T. 050.088; 132.088; 141.081; through .168; 164.068 through .168; and 219.488) Nature of Work Through advertisements published in newspapers and magazines, broad cast on the radio, shown on tele vision, displayed on billboards, sent through the mail, or even written in smoke in the sky, businessmen try to reach potential customers and per suade them to buy their products or services. Advertising workers plan and prepare these advertisements and get them before the public. They include executives responsible for planning and overall supervision, copywriters who write the text, artists who pre pare the illustrations, layout special ists who put copy and illustrations into the most attractive arrangement pos sible, administrative and technical workers who are responsible for the satisfactory reproduction of the “ads,” and salesmen who sell advertising space in publications or time on radio and television programs. In a very small advertising organization, one person may do all these things. Large organizations employ specialists for 35 BUSINESS ADMINISTRATION AND RELATED PROFESSIONS research, copywriting, and layout work. They sometimes have staff members who specialize in writing copy for particular kinds of products or for one type of advertising media such as radio, popular magazines, or direct mail. The following are the specialized occupations most com monly found in advertising work. Advertising managers head the ad vertising departments of manufac turing companies and other adver tisers and of newspapers and other media. Since most businesses use the services of advertising agencies to handle all or part of their advertising programs, the company’s advertising manager works mostly on policy ques tions—for example, the type of ad vertising, the size of the advertising budget, and the agency to be em ployed. He then works with the agency in planning and carrying through the program. He may also supervise the preparation of special sales brochures, display cards, and other promotional materials. The advertising manager of a newspaper, radio station, or other ad vertising medium is concerned chiefly with selling advertising time or space; his functions are similar to those of the sales manager in other businesses. Account executives are employed in advertising agencies to handle rela tions between the agency and its clients. An account executive stud ies the client’s sales and advertising problems, develops a plan to meet the client’s needs, and seeks his approval of the proposed program. Account executives must be able to sell ideas and maintain good relations with clients. They must know how to write copy and use artwork, even though copywriters and artists usually carry out their ideas and suggestions. Some advertising agencies have ac count supervisors who oversee the work of the account executives. In others, account executives are directly responsible to agency heads. Advertising copywriters create the headlines, slogans, and text that at tract buyers. They collect informa tion about the products and the peo ple who might use them. They use 262-057 0— 68- 4 Copywriter develops new advertising slogan. psychology and writing techniques to prepare copy especially suited for readers or listeners and for the type of advertising medium to be used. Copywriters may specialize in copy that appeals to certain groups— housewives, businessmen, scientists, or engineers—or even in copy that deals with specific products such as lipsticks or washing machines. In ad vertising agencies, copywriters work closely with account executives, al though they may be under the super vision of a copy chief. Advertisers and advertising agen cies employ media directors (or space buyers and time buyers) to de termine where and when advertising should be carried to reach the largest group of prospective buyers at the least cost. They must have a vast amount of information about the cost of advertising in all media and the relative size and characteristics of the reading or listening audience which can be reached in various parts of the country by specific publications, broadcasting stations, and other media. Production managers and their as sistants arrange to have the final copy and artwork converted into printed form. They deal with printing, en graving, and other firms involved in the reproduction of advertisements. The production manager must have a thorough knowledge of various printing processes, typography, pho tography, paper, inks, and related technical materials and processes. Research directors and their as sistants assemble and analyze infor mation needed for effective advertis ing programs. They study the possible uses of the product, its ad vantages and disadvantages com pared with competing products, and the best ways of reaching potential purchasers. Such workers may make special surveys of the buying habits and motives of customers, or may try out sample advertisements to find the most convincing selling theme or most efficient media for carrying the advertising message. The research di rector is an important executive in advertising organizations. More in formation on this occupation is con tained in the statement on Marketing Research Workers. Artists and layout men are part of a key creative group in advertising work. They work closely with adver tising managers, copywriters, and other advertising personnel in plan ning advertisements. More informa tion about this group appears in the separate statements on Commercial Artists and on Photographers. Where Employed In early 1967, more than 125,000 men and women were employed in professional or other positions re quiring considerable knowledge of advertising. Perhaps a third of these workers are employed in advertising agencies, and more than half of the agency workers are employed in the New York City and Chicago metro politan areas. However, there are many independent agencies in other cities, and many leading agencies op erate branch offices outside the major centers. Advertising workers not employed in advertising agencies work for manufacturing companies, stores, and other organizations having prod- 36 ucts or services to sell; for advertising media, such as newspapers and mag azines; and for printers, engravers, art studios, product and package de signers, and others who provide serv ices to advertisers and advertising agencies. Training, Other Qualifications, and Advancement Most employers, in hiring advertis ing trainees, prefer college graduates with liberal arts training or majors in marketing, journalism, or business administration. However, there is no typical educational background for success in advertising. Some success ful advertising people have had no college training; others started in such varied occupations as engineer, teacher, chemist, artist, or salesman. Most advertising jobs require a flair for language, both spoken and written. Since every assignment re quires individual handling, a liking for problem-solving is also very im portant. Advertising personnel should have a great interest in people and things, to help them sell their ideas to their superiors, to advertisers, and to the public. They must be able to accept criticism and to gain impor tant points with tact. Young people planning to enter the advertising field should get ex perience in copywriting or other work for their school publications and, if possible, through summer jobs in selling, interviewing, or other work connected with marketing research services. Some large advertising or ganizations recruit outstanding col lege graduates and train them through programs which cover all as pects of advertising work. Most be ginners, however, have to locate their own jobs by applying directly to pos sible employers. Young men some times begin as mail clerks, or as mes sengers and runners who pick up and deliver messages and proofs for de partments and agency clients. Some start as assistants in research or pro duction work or as space or time buyers. A few begin as junior copy OCCUPATIONAL OUTLOOK HANDBOOK writers. In most advertising organiza tions, women begin as secretaries or, if they have the required education, as research assistants. The best ave nue of entrance to advertising work for women is through advertising de partments in retail stores. Employees with initiative, drive, and talent may progress from begin ning jobs to creative, research, or managerial work. Management po sitions require experience in all phases of the advertising business in cluding some work with advertising agencies, media, and advertisers. Copywriters and account execu tives can usually look forward to rapid advancement if they demon strate exceptional ability in dealing with clients, since the success of an advertising organization depends upon satisfied advertisers. Many of these workers prefer to remain in their own specialties and for them ad vancement is to more responsible work at increased pay. Some topflight copywriters and account executives establish their own agencies. Employment Outlook Advertising attracts many young people; those seeking entry will face stiff competition through the 1970’s. Good opportunities, however, will continue for those who have the back ground and aptitude. Employment in advertising is ex pected to increase rapidly during the rest of the 1960’s and through the 1970’s. Among the factors that will contribute to the demand for adver tising workers are the overall growth of industry, the development of new products and services, and the in crease in competition among pro ducers of industrial and consumer goods. In addition to those needed to fill new positions, several thousand advertising workers will be needed each year to replace those who trans fer to other types of work, or who retire, die, or leave the field for other reasons. The greatest demand is likely to occur in advertising agencies, since advertisers are turning over more and more of their advertising work to agencies. Earnings and Working Conditions Starting salaries for beginning ad vertising workers ranged from $4,000 to $8,000 per year in 1966-67 accord ing to the limited information avail able. The higher salaries were most frequently paid in very large firms re cruiting outstanding college gradu ates; the lower salaries were received in stores and small advertising agencies. Salaries of workers above the trainee level are also likely to be highest in the largest firms. A private survey reports that the salaries of copywriters ranged from $8,000 to $20,000 annually; account executives, salaries from $15,000 to $25,000; and those of senior media buyers from $8,000 to $15,000 a year. Copy chiefs, account supervisors, media directors and other top agency executive per sonnel often receive substantially higher salaries. For example, the re ported earnings for advertising agency creative directors ranged from $20,000 to $70,000 a year. The earnings of advertising managers and directors employed by firms other than adver tising agencies ranged from $8,000 to $30,000 annually. The wide spread in the salaries reported reflects the great differences in experience, talent, function, and degree of responsibility among workers who have the same job title. Advertising workers frequently work under great pressure. Working hours are sometimes irregular, be cause publication deadlines must be met and last minute changes are not uncommon. People in creative jobs often work evenings and weekends to finish important assignments. At the same time, advertising offers a satisfying career to people who enjoy variety, excitement, and a constant challenge to their creative ability, and who can meet the com petition. Advertising workers have the satisfaction of seeing their work in print or hearing it over the radio 37 BUSINESS ADMINISTRATION AND RELATED PROFESSIONS or television even though they remain pany’s sales force, and the amounts unknown to the public at large. spent by the company for advertising in each city and, from these com parisons, discover the reasons for Where To Go for More Information changes in the volume of sales. Other marketing research workers may American Advertising Federation, 655 Madison Ave., New York, study changes in the quantity of N.Y. 10021. company goods on store shelves, or make door-to-door surveys to learn American Association of Advertising how many company products already Agencies, 200 Park Ave., New York, N.Y. 10017. are used in households. Marketing research is often con cerned with the personal opinions of MARKETING RESEARCH WORKERS the people who are using company (D.O.T. 050.088) products or who might use them in the future. For example, a survey in tended to help management decide on the design and pricing of a new line of television sets may involve the use of a questionnaire to learn from a limited number of consumers the price they would be willing to pay and their preferences in such things as the color and size of the set. A survey of this kind is usually car ried on under the supervision of mar keting research workers who spe cialize in research on consumer Nature of Work Businessmen make decisions daily regarding the marketing of their goods and services. Marketing re search workers help to increase the fund of information upon which these basic business decisions are made. They act as factfinders—seeking out, analyzing, and interpreting many dif ferent kinds of information. They prepare reports and recommenda tions to help management make de cisions on such widely differing prob lems as forecasting sales; selecting a brand name, package, or design; choosing a new plant location; decid ing whether to move goods by rail, truck, or other method; and de termining the kinds of advertising likely to attract the most business. In investigating these and other prob lems, they consider expected changes in population, income levels, and consumer credit policies, or other subjects relevant to marketing policies. Most marketing research starts with the collection of facts from pub lished materials, from the firm’s own records, and from specialists on the subject under investigation. For ex ample, research workers analyzing the fluctuations in a company’s sales, may first study sales records in a number of different cities to determine periodical changes in sales volume. They may then compare these changes with changes in population,' income levels, the size of the com Marketing research workers appraise success of new product. 38 OCCUPATIONAL OUTLOOK HANDBOOK goods—that is, merchandise sold to the general public. In planning the survey, the marketing research worker may get help from a statis tician in selecting a group (or “sample”) of individuals to be-inter viewed, in order to be confident that the opinions obtained from them represent those held by the many other potential customers. He may also consult a specialist in “motiva tional research”—an expert in fram ing questions that will produce reli able information about the motives that lead people to make the pur chases they do. When the investiga tion gets underway, the marketing research worker may supervise a number of interviewers who call on consumers to obtain answers to the questions. He also may direct the work of the office employees who tab ulate and analyze the information collected. His report summarizing the survey findings also may include other information that company officials need in making decisions about the new line. Marketing research surveys con cerned with products used by busi ness and industrial firms may be con ducted somewhat differently from consumer goods surveys. Because re search on some industrial products requires interviewers with a technical knowledge of the product involved, the interviews are often conducted by the marketing research worker himself (or by several research work ers, if the survey is a particularly ex tensive one). In his interviews, the worker not only tries to get opinions about the proposed product, but keeps on the lookout for possible new ways of adapting it to industrial needs. He must, therefore, be a spe cialist both in marketing research and in the industrial uses of the product involved. Where Employed About 20,000 marketing research workers were estimated to be em ployed full time in 1967. This number included research assistants and marketing research. A master’s degree in business administration is becom ing increasingly desirable, especially for advancement to higher level posi tions. Many people qualify for posi tions in marketing research through experienced gained in other kinds of research jobs or in work related to the field of marketing. University teachers with experience in teaching, marketing research, or statistics some times are sought by employers to head new marketing research departments. Among the college courses consid ered valuable as preparation for work in marketing research are marketing, statistics, English composition, speech, psychology, and economics. Candi dates for some marketing research positions need specialized training in engineering or other technical sub jects, or a substantial amount of sales experience and a thorough knowl edge of the company’s products. A knowledge of electronic data-processing procedures is becoming important because of the growing use of elec tronic computers in sales forecasting, distribution, cost analysis, and other aspects of marketing research. Gradu ate training may be necessary for some kinds of work—for example, motivational research or sampling and other statistical work connected with large-scale surveys. Trainees in marketing research usually start as research assistants or junior analysts. At first, they are likely to do considerable clerical work, such as copying information from pub lished sources, editing and coding questionnaires, and tabulating results of questionnaires returned in surveys. They also learn how to conduct inter views and how to write reports on survey findings. After a few years of experience, as sistants and junior analysts may ad vance to higher level positions, with responsibility for specific marketing research projects, or to supervisory positions. An exceptionally able indi Training, Other Qualifications, and vidual may eventually become mar Advancement keting research director or vice presi A bachelor’s degree is usually re dent in charge of marketing and quired to enter trainee positions in sales. others in junior positions, who helped experienced analysts collect informa tion and prepare reports, as well as research supervisors and directors. The majority of these workers were men; positions held by women were most frequently at the junior profes sional levels. In addition to these marketing re search workers, a limited number of other professional employees (statis ticians, economists, psychologists, and sociologists) and several thousand clerical workers (clerks who code and tabulate survey returns, typists, and others) were employed full time in this field. Thousands of additional workers, many of them women, were employed on a part-time or tem porary basis as survey interviewers. Among the principal employers of marketing research workers are manufacturing companies and in dependent advertising and marketing research organizations which do this kind of work for clients on a contract basis. Marketing research workers also are employed by very large stores, radio and television firms, and news papers; others work for university re search centers, government agencies, and other organizations which pro vide information for businessmen. Marketing research organizations range in size from one-man enter prises to large firms with a hundred employees or more. The largest number of marketing research workers are in New York City, where many major advertising and independent marketing research organizations are located and where many large manufacturers have their central offices. The second largest concentration is in Chicago. How ever, marketing research workers are employed in many other cities— wherever there are central offices of large manufacturing and sales or ganizations. BUSINESS ADMINISTRATION AND RELATED PROFESSIONS Marketing research workers must have exceptional ability in recogniz ing and defining problems, and imag ination and ingenuity in applying marketing research techniques to their solution. Above all, this work calls for the ability to analyze infor mation and to write reports which will convince management of the significance of the information. Employment Outlook College graduates well prepared in marketing research methods and sta tistics are likely to find very good job opportunities in this growing occupa tion through the 1970’s. It is ex pected that existing marketing re search organizations will expand and that many new marketing research departments and new independent research firms will be set up. In addi tion to growth needs, many openings will occur each year as persons retire, die, or leave the field for other reasons. The demand for marketing re search services is expected to increase during the next 10 years as the con stant stream of new products height ens competition for customers. Busi ness managers will find it increasingly important to obtain the best informa tion possible for appraising market ing situations and planning market ing policies. As marketing research techniques improve and more statis tical data accumulate, company of ficials are likely to turn to marketing research workers for information and advice with increasing frequency. ample, in 1966, earnings of market Additional information on market ing research directors averaged about ing research may be obtained from: $16,000; earnings of senior analysts American Marketing Association, generally ranged between $12,000 230 North Michigan Ave., Chicago, 111. 60601. and $15,000 a year. Marketing research workers usu ally work in modem, centrally located PERSONNEL WORKERS offices. Some, especially those em ployed by independent research firms, (D.O.T. 166.088 through .268 and do a considerable amount of traveling 169.118 and .168) in connection with their work. Also they may frequently work under pres sure and for long hours to meet dead Nature of Work lines. Attracting and keeping the best em ployees available, and matching them Where To Go for More Information to jobs they can do effectively are im for the successful operation Information about specialized types portant of business government. Person of marketing research is contained in nel workers and are responsible for help a report entitled “Selecting Market ing their employers attain these ob ing Research Services” which may be jectives. They develop recmiting and obtained from: hiring procedures, interview job ap Small Business Administration, plicants, and select and recommend Washington, D.C. 20416. Earnings and Working Conditions Annual starting salaries for market research trainees averaged about $6,900 in 1967, according to the limited data available. People with master’s degrees in related fields usu ally started at higher salaries. Earnings are substantially higher for experienced marketing research workers who attain positions with considerable responsibility. For ex 39 Interviewing job applicants is an important responsibility in personnel work. 40 the ones they consider best qualified for the openings to be filled. In addi tion, personnel workers counsel em ployees, deal with disciplinary prob lems, classify jobs, plan wage and salary scales, develop safety programs, and conduct research in personnel methods. Employee training, the ad ministration of retirement and other employee benefit plans, and labormanagement relations—including the negotiation of agreements with unions—are also important aspects of their work. Many personnel jobs require only limited contact with people; others involve frequent contact with em ployees, union representatives, job applicants, and other people in and outside the company. Business organizations with large personnel departments employ per sonnel workers in many different levels of responsibility. Usually, the department is headed by an executive with the title of Personnel Director; other titles sometimes used are Indus trial Relations Director, Labor Rela tions Director, or Employee Relations Director. The department head for mulates personnel policy, advises other company officials on personnel matters, and administers his depart ment. Within the department, super visors and various specialists—in labor relations, wage administration, training, safety, job classification, and other aspects of the personnel pro gram—may be responsible for the work of staff assistants and clerical employees. Small business organiza tions employ relatively few personnel workers. Sometimes one person may be responsible for all the personnel activities as well as other types of duties. Personnel workers in Federal, State, and local government agencies do much the same kind of work in about the same kind of departmental organ ization as do those employed in large business firms. Government personnel workers, however, spend considerably more time in activities related to classifying jobs, and in devising, ad ministering, and scoring the competi OCCUPATIONAL OUTLOOK HANDBOOK tive examinations given to job appli who are not college graduates entered the field in this way. cants. College graduates with a major in personnel administration are pre ferred for beginning positions by Where Employed many employers in private industry; Personnel workers are employed in graduates with a general business ad nearly all kinds of business enterprises ministration background are pre and government agencies. The total ferred by others. A liberal arts educa number employed in 1967 was esti tion is considered the most desirable mated to be more than 100,000. Well preparation for personnel work by over half of all personnel workers still other employers. Young people were employed by private firms. Large interested in personnel work in gov numbers also were employed by Fed ernment are often advised to major eral, State, and local government in public administration, political agencies. A small group of personnel science, or personnel administration; workers were in business for them however, those with other college selves, often as management con majors also are eligible for personnel sultants or labor relations experts. In positions in government. addition, colleges and universities For some positions, more specialized employed some professionally trained training may be necessary. Jobs in personnel workers as teachers of volving testing or employee counsel courses in personnel administration, ing often require a bachelor’s degree industrial relations, and similar with a major in psychology and some subjects. times a graduate degree in this field. Most personnel workers are em An engineering degree may be desir ployed in large cities and in the highly able for work dealing with time industrialized sections of the country. studies or safety standards, and a More than three-fourths of all per degree with a major in industrial rela sonnel workers are men. Many tions may be helpful for work involv women, however, occupy personnel ing labor relations. A background in positions in organizations that employ accounting may be useful for positions large numbers of women workers— concerned with wages, or pension and for example, in department stores, employee benefit plans. telephone companies, insurance com other After the initial period of orienta panies, banks, and government tion, through formal or on-the-job agencies. training programs, college graduates may progress to classifying jobs, inter Training, Other Qualifications, and viewing applicants, or handling other personnel functions. After they have Advancement gained experience, those with excep A college education is becoming tional ability may be promoted to increasingly important for entrance executive positions such as that of into personnel work. Some employers director. Personnel work hire new graduates for junior posi personnel ers sometimes by transfer tions, and then provide training pro ring to other advance organizations with grams to acquaint them with their larger personnel programs or from a operations, policies, and problems. middle-rank position in a big cor Other employers prefer to fill their personnel positions by transferring poration to the top job in a smaller people who already have firsthand one. Personal qualities regarded as knowledge of operations, such as employees in industrial engineering important for success in personnel production supervision, and payroll work include the ability to speak and accounting positions. A large number write effectively and a better-thanof the people now in personnel work average aptitude for working with 41 BUSINESS ADMINISTRATION AND RELATED PROFESSIONS people of all levels of intelligence and experience. In addition, the prospective personnel worker should be the kind of person who can see the employee’s point of view as well as the employer’s, and should be able to give advice in the best interests of both. A liking for detail, a high degree of persuasiveness, and a pleas ing personality are important also. Employment Outlook employed as job analysts in private industry was about $7,100 in early 1966; experienced job analysts aver aged $11,300; directors of personnel generally earned between $10,000 and $18,000 and some top personnel and industrial relations executives in very large corporations earned consider ably more. In the Federal Government, inex perienced graduates with bachelor’s degrees started at $5,331 a year in early 1967; those with exceptionally good academic records or master’s degrees began at $6,451; a few master’s degree holders who ranked high in their respective classes re ceived $7,696 a year. Federal Govern ment personnel workers with higher levels of administrative responsibility and several years of experience in the field were paid about $13,000; some in charge of personnel for major de partments of the Federal Govern ment earned $18,000 or more a year. Employees in personnel offices gen erally work 35 to 40 hours a week. During a period of intensive recruit ment or emergency, they may work much longer. As a rule, personnel workers are paid for holidays and vacations, and share in the same re tirement plans and other employee benefits available to all professional employees in the organizations where they work. College graduates are expected to find many opportunities to enter personnel work through the 1970’s. While employment prospects will probably be best for college grad uates who have specialized training in personnel administration, positions will be available also for people with degrees in other fields. Opportunities for young people to advance to per sonnel positions from production, clerical, or subprofessional jobs will be limited. Employment in personnel work is expected to expand rapidly as the Nation’s employment rises. More per sonnel workers will be needed to carry on recruiting, interviewing, and related activities. Also, many employ ers are recognizing the importance of good employee relations, and are depending more heavily on the services of trained personnel workers to achieve this. Employment in some specialized areas of personnel work will rise Where To Go for More Information faster than others. More people will probably be engaged in psychological General information on personnel testing; the need for labor relations work as a career may be obtained by experts to handle relations with writing to: unions will probably continue to American Society for Personnel Ad increase; and the growth of employee ministration, services, safety programs, pension and 52 East Bridge St., Berea, Ohio 44017. other benefit plans, and personnel research also is likely to continue. Information about government careers in personnel work may be ob Earnings and Working Conditions tained from: A national survey indicated that the average annual salary of trainees Public Personnel Association, 1313 East 60th St., Chicago, 111. 60637. PUBLIC RELATIONS WORKERS (D.O.T. 165.068) Nature of Work All organizations—both profit and nonprofit—want the public to view them in a favorable light. Public rela tions workers help their employers build and maintain such a public im age by keeping themselves informed about the attitudes and opinions of customers, employees, and other groups important to the interests of their employers. Public relations workers provide information about their employers’ business to newspapers and maga zines, radio and television, and other channels of communication. They plan the kind of publicity that they believe will be most effective, contact the people who may be interested in using it, and prepare and assemble the needed material. Many items in the daily papers, human interest stories in popular magazines, and pamphlets giving information about a company, the product it makes and job oppor tunities with it, have their start at public relations workers’ desks. These workers also may play an important part in arranging speaking engage ments for company officials, and sometimes write speeches for them to deliver. Often they participate in community affairs, serving as their employers’ representatives during safety campaigns and other commu nity projects. Showing a film at a school assembly, staging a beauty contest, calling a press conference, and planning a convention may all be part of a public relations worker’s job. Public relations workers tailor their programs to their employers’ partic ular needs. In a business firm, the public relations worker is usually con cerned with his employer’s relation ships with employees, government agencies, civic organizations, and other community groups. Public relations staffs in large firms sometimes number 100 or more. Re 42 OCCUPATIONAL OUTLOOK HANDBOOK sponsibility for developing overall plans and policies may be shared be tween a vice president or other top executive who is responsible for final decisions, and the director of a public relations department. In addition to the public relations department’s writers and research workers, there may be specialists in different kinds of public relations work—in prepar ing material for publication in the daily press, for example, or in writing reports sent to stockholders. Public relations workers who han dle publicity for an individual or who are in charge of a limited public rela tions program for a university, fra ternal organization, or small business firm may handle all aspects of the work. They make their own contacts with outsiders, do the necessary plan ning and research, prepare material for publication, and carry out other duties. Such public relations workers may be top-level officials or they may occupy positions farther down the management ladder. They may com bine public relations duties with ad vertising or other managerial work. Where Employed In 1967, more than 50,000 public relations workers were employed ac cording to the limited data available. About one-fourth were women. In recent years, an increasing number of women have entered public relations work, particularly in department stores, hospitals, hotels, and restau rants. The majority of public relations workers are employed by manufac turing firms, stores, public utilities, trade and professional associations, and labor unions. Others are in con sulting firms which provide counsel and other kinds of public relations services to clients on a fee basis. Employment in public relations work tends to be concentrated in big cities where press services and other communications facilities are readily available and where large corpora tions and trade, professional, and other associations have their head quarters. More than half of the con sulting firms are either in New York City or in Los Angeles, Chicago, and Washington, D.C. Training, Other Qualifications, and Advancement A college education is generally regarded as the best preparation for public relations work; however, em ployers differ in the specific type of college background they require of applicants. Some prefer graduates with majors in English, journalism, or public relations; others prefer candidates with a background in science or some other field related to the firm’s business activities. In 1966, seven colleges offered a bachelor’s degree in public relations and six offered the master’s degree. In addi tion, over 150 colleges offered at least one course in public relations. Among the college subjects con sidered desirable as preparation for a career in public relations are journal ism, economics and other social sciences, business administration, psy chology, public speaking, literature and physical sciences. Extracurricular activities, which may provide students with some valuable experience, include writing or other work con nected with school publications, par ticipation in student government activities, and part-time or summer employment in selling, public rela tions, or related fields of work. Among the personal qualifications usually considered important for work in this field are creativity, initia tive, drive, the ability to express thoughts clearly and simply. Fresh ideas are so important to effective public relations work that some ex perts in this field spend all of their time providing ideas and planning programs but take no active part in carrying out the programs. In select ing new employees, many employers prefer people who have had some previous work experience, par ticularly in journalism or some related field. S o m e companies—particularly those with large public relations pro grams have formal training programs for new employees. In other com panies, new employees learn on the job by working under the guidance of experienced staff members. Begin ners often start out maintaining files of material about the company and its activities, scanning newspapers and magazines for appropriate articles to clip, and doing the research needed to assemble information for speeches and pamphlets. After gain ing experience, they may be given progressively more difficult assign ments, such as writing press releases, speeches, and articles for publication. Promotion to supervisory and man agerial positions may come as the worker demonstrates ability to handle more difficult and creative assign ments. The most skilled public rela tions work—initiating and develop ing plans and maintaining the outside contacts which are so important in a successful program—is usually in the hands of the director of the depart ment and his most experienced staff members. Some experienced public relations workers eventually open their own consulting firms as others move on to better positions with other employers. Employment Outlook Employment in this field is ex pected to expand rapidly through the 1970’s. In addition to the new jobs created as expanding business firms require the services of more public relations specialists, other openings will occur because of the need to re place workers who retire or leave the field for other reasons. The demand for public relations workers is expected to grow through the 1970’s as population increases and the general level of business activity rises. In recent years there has been an increase in the amount of funds spent on public relations, and many companies have newly orga nized public relations departments. 43 BUSINESS ADMINISTRATION AND RELATED PROFESSIONS This development will continue in relations programs are likely to be future years. more extensive than elsewhere. In 1966, directors of public relations employed by medium-size firms gen Earnings and Working Conditions erally earned $12,000 or more annu ally, and those employed by large Starting salaries for public rela corporations had salaries in the tions workers averaged about $5,500 $15,000 to $25,000 range, according a year in 1966, according to the lim to the Public Relations Society of ited data available. The highest America. Some officials, such as vice starting salaries were paid chiefly to presidents in charge of public rela beginners who were employed by tions, earned from $25,000 to $50,000 consulting firms in major cities and or more a year. Many consulting who were very well qualified from firms employ fairly large staffs of the standpoint of educational back experienced public relations special ground and previous work experi ists and often pay salaries which are ence. Many public relations workers somewhat higher than the salaries with a few years of experience earned paid public relations workers in other between $8,000 and $12,000 a year. business organizations. In social wel The salaries of experienced public fare agencies, nonprofit organiza relations workers are generally high tions, and universities, salary levels est in large companies, where public tend to be somewhat lower. The workweek for public relations workers is usually the same as for other officials in their organizations— 35 to 40 hours. Irregular hours and overtime often may be necessary, however, to meet deadlines, prepare or deliver speeches, attend meetings and community functions, and make trips out of town. Sometimes, because of the nature of their regular assign ments or because of special events, they may be on call on a round-theclock basis causing the workweek to stretch to 6 or 7 days instead of the usual 5. Where To Go for More Information The Information Center, Public Rela tions Society of America, Inc. 845 Third Ave., New York, N.Y. 10022. THE CLERGY The choice of the ministry, priest hood, or rabbinate as one’s lifework involves considerations that do not in fluence to the same degree the selec tion of a career in most other occupa tions. When young people decide to become clergymen, they do so pri marily because of their religious faith and their desire to help others. Never theless, it is important for them to know as much as possible about the profession and how to prepare for it, the kind of life it offers, and its needs for personnel. They should under stand also that the civic, social, and recreational activities of clergymen are often influenced, and sometimes restricted, by the customs and atti tudes of their community. The number of clergymen needed is broadly related to the size and geographic distribution of the Na tion’s inhabitants and their participa tion in organized religious groups. These factors affect the number of churches and synagogues that are established and, thus, the number of pulpits to be filled. A sharp rise in church and synagogue membership has occurred since 1940. About 125 million people were members of orga nized religious groups in 1967—repre senting nearly two-thirds of the total population, whereas in 1940, slightly less than half the population belonged to religious groups. In addition to those who serve congregations, many clergymen teach in seminaries and other educational institutions, serve as missionaries, and perform various 44 other duties in meeting their religious responsibilities. Young people considering a career as a clergyman should seek the coun sel of a religious leader of their faith to aid them in evaluating their quali fications for the profession. Besides a desire to serve the spiritual needs of others and to lead them in religious activities, they need a broad back ground of knowledge and the ability to speak and write clearly. Emotional stability is necessary, since a clergy man must be able to help others in times of stress. Furthermore, young people should know that clergymen are expected to be examples of high moral character. The amount of income clergymen receive depends, to a great extent, on the size and financial status of the congregation they serve and usually is highest in large cities or in pros perous suburban areas. Earnings of clergymen, as of most other profes sional groups, usually rise with increased experience and responsibil ity. Most Protestant churches and a number of Jewish congregations pro vide their spiritual leaders with housing. Roman Catholic priests ordinarily live in the rectory of a par ish church or are provided lodgings by the religious order to which they belong. Many clergymen receive al lowances for transportation and other expenses necessary in their work. Clergymen often receive gifts or fees for .officiating at special ceremonies such as weddings and funerals. In some cases, these gifts or fees are an important source of additional income; however, they are frequently donated to charity by the clergymen. Some churches establish a uniform fee for these services, which goes directly into the church treasury. More detailed information on the clergy in the three largest faiths in the United States—Protestant, Roman Catholic, and Jewish—is given in the following statements which were prepared in cooperation with leaders of these faiths. Informa tion on the clergy in other faiths may be obtained directly from leaders of the respective groups. Numerous other church-related occupations— those of the missionary, teacher, director of youth organizations, director of religious education, edi tor of religious publications, music director, church secretary, recreation leader, and many others—offer inter esting and satisfying careers. In addi tion, opportunities to work in connec tion with religious activities are present in many other occupations. Clergymen or educational directors of local churches or synagogues can provide information on the churchrelated occupations and other areas offering opportunities for religious service. PROTESTANT CLERGYMEN (D.O.T. 120.108) Nature of Work Protestant clergymen lead their congregations in worship services and may administer the rites of baptism, confirmation, and Holy Communion. They prepare and deliver sermons and give other talks, instruct people who are to be received into member ship of the church, perform marriages, and conduct funerals. They counsel individuals who seek guidance, visit the sick and shut-in, comfort those who are bereaved, and serve their church members in many other ways. Protestant ministers may also write articles for publication and engage in interfaith, community, civic, educa tional, and recreational activities sponsored by or related to the interests of the church. A few clergymen teach in seminaries, colleges, and uni versities. The types of worship services which ministers conduct differ among Prot estant denominations and also among congregations within a denomination; in some denominations, ministers fol low a traditional order of worship, whereas in others they adapt the serv ices to different occasions. Most of these services include Bible reading, 45 THE CLERGY hymn singing, prayers, and a sermon. Bible reading by a member of the congregation and individual testi monials may constitute a large part of the service in some denominations. Ministers serving small congrega tions generally work on a close per sonal basis with their parishioners. Those serving large congregations usually have greater administrative responsibilities and spend consider able time working with committees, church officers, and staff, besides per forming their other duties. They may have one associate or assistant or more who share specific aspects of the ministry, such as a Minister of Educa tion who assists in educational pro grams for different age groups. Where Employed In 1967, about 240,000 people were serving as ministers of churches, composing over 225 Protestant de nominations or other groups. In ad dition, thousands of ordained clergy men were in other occupations— many closely related to the ministry. The greatest number of clergymen are affiliated with the four largest groups of churches—Baptist, Meth odist, Lutheran, and Presbyterian— to which about 7 out of every 10 of nearly 70 million Protestant church members belong. Most ministers serve individual congregations; some are engaged in missionary activities in the United States and in foreign countries; others serve as chaplains in the Armed Forces, in hospitals, and in other institutions; still others teach in educational institutions, engage in other religious educational work, or are employed in social welfare and related agencies. Less than 5 percent of all ministers are women; however, about 80 denominations ordain wom en. In addition, in some denomina tions an increasing number of women who have not been ordained are serv ing as pastors’ assistants. Also, in a growing number of denominations certain orders of women workers are referred to as deaconesses. All cities and most towns have one Protestant church or more with a full-time minister. The majority of ministers are located in cities and towns. Many others live in less dense ly populated areas where each may serve the religious needs of two con gregations or more in different com munities. A larger proportion of Protestants than members of other faiths live in rural areas. Training and Other Qualifications The educational preparation re quired for entry into the ministry has a wider range than for most profes sions. Some religious groups have no formal educational requirements, and others ordain persons who have re ceived varying amounts of training in liberal arts colleges, Bible colleges, or Bible institutes. An increasingly large number of denominations, however, require a 3-year course of professional study in theology following college graduation. After completion of such a course in a theological school, the degree of bachelor of divinity or sacred theology is awarded. Ninety of the theological institu tions in the Nation in 1967 were accredited by the American Associa tion of Theological Schools. Ac credited institutions admit only students who have received the bach elor’s degree, or its equivalent, from an approved college. In addition, cer tain character and personality quali fications m ust be met, and endorse ment by the religious group to which the applicant belongs is required. The American Association of Theological Schools recommends that presemi nary studies be concentrated in the liberal arts. Although courses in English, philosophy, and history are considered especially important, the pretheological student should take courses also in the natural and social sciences, religion, and foreign lan guages. The standard curriculum recommended for accredited theo logical schools divides the course of studies into four major fields: Bibli cal, historical, theological, and prac tical. There is a trend toward adding more courses in psychology, pastoral counseling, sociology, religious educa tion, administration, and other stud ies of a practical nature. Many ac credited schools require that students gain experience in church work un der the supervision of a faculty mem ber or experienced minister. Some institutions offer the master of theol ogy and the doctor of theology de grees to students completing 1 year or more of additional study. Scholar ships and loans are available for stu dents of theological institutions. In general, each large denomina tion has its own school or schools of theology which reflect its particular interests and needs; however, many of these schools are open to students from various denominations. Several interdenominational schools associ ated with universities give both un dergraduate and graduate training covering a wide range of theological points of view. Among the personal qualifications which most denominations seek in a candidate for the ministry are a deep religious conviction, a sense of dedi cation to Christian service, a genuine concern for and love of people, a wholesome personality and high moral and ethical standards, and a vigorous and creative mind. Because of the demands of the ministry, good health is a valuable asset. Persons who have met denomina tional qualifications for the ministry are usually ordained following grad uation from a seminary. In denomina tions which do not require seminary training, clergymen are ordained at various appointed times. Clergymen often begin their careers as pastors of small congregations or as assistant pastors in large churches. Protestant clergymen in many of the larger de nominations—especially those groups which have a well-defined church or ganization—often are requested to serve in positions of great administra tive and denominational responsi bility. 46 OCCUPATIONAL OUTLOOK HANDBOOK Outlook The supply of well-qualified Prot estant ministers probably will con tinue to be less than the demand through the 1970’s, especially among those denominations where the ex tent of formal training requires many years of preparation for the ministry. Although the number of students graduating from theological schools has increased over the past 10 years, the gains have not been great enough to replace the thousands of ministers who retire, die, or leave the profes sion each year and at the same time to meet the needs of newly established congregations and to supply assistant ministers where needed. Many congregations—mainly those in rural areas—did not have a full time ordained minister in 1967. Some had to rely on the services of theo logical students or lay persons or share the services of a pastor with another congregation. Some large congregations were unable to fill openings for assistant ministers with specialized skills. In addition, or dained ministers were being sought for teaching positions; to serve in for eign missions, in relief work, and in religious educational activities; as chaplains in the Armed Forces; and in universities, hospitals, peniten tiaries, and other institutions. The total number of ministers needed by Protestant churches will probably increase as a result of the expected growth in population and in the number of congregations. The greatest expansion is anticipated in the suburbs of large cities. The in creasing opportunities for ministers in fields such as youth and family rela tions work, the campus ministry, and religious activities including chap laincies in institutions and industry, also point toward a need for addi tional clergymen. Replacement of those who retire, die, or leave the ministry for other causes also will re quire an ever-increasing number of newly trained ministers. In addition, there is a growing demand for clergy men to serve as faculty members in departments of religion in public and differ in the extent to which they follow the traditional form of wor private universities. ship—for example, in the wearing of head coverings or in the use of He Where To Go for More Information brew as the language of prayer, or in the use of music. Because of these Young people who wish to enter differences, the format of the worship the Protestant ministry should seek service and therefore the ritual that the counsel of a minister or church the rabbis use may vary even among guidance worker. Additional infor congregations belonging to the same mation on both the ministry and other branch of Judaism. church-related occupations are also available from many denominational offices. Information on admission re Where Employed quirements may be obtained directly from each theological school. More than 5,000 rabbis served about 5% million followers of the Jewish faith in this country in 1966. RABBIS Most are Orthodox rabbis; the rest are about equally divided between the (D.O.T. 120.108) Conservative and Reform branches of Judaism. Most rabbis act as spirit ual leaders of individual congrega Nature of Work tions; some serve as chaplains in the Rabbis are the spiritual leaders of Armed Forces, in hospitals, and in their congregations and teachers and other institutions; others teach in interpreters of Jewish law and tradi educational institutions or are em tion. They conduct daily services and ployed in religious education work hold special services on the Sabbath for such organizations as the Hillel and on holidays. Rabbis are custom Foundation; and still others are em arily available at all times for counsel ployed by Jewish social welfare to members of their congregations, agencies. Although rabbis serve Jewish com other followers of Judaism , and the munities throughout the Nation, they community at large. Many of the rabbis’ functions—preparing and de are concentrated in those States livering sermons, performing wedding which have sizable Jewish popula ceremonies, visiting the sick, conduct tions, particularly New York, Cal ing funeral services, comforting the ifornia, Pennsylvania, New Jersey, bereaved, helping the poor, supervis Illinois, and Massachusetts. ing religious education programs, engaging in interfaith activities, as suming community responsibilities, Training and Other Qualifications and counseling individuals—are sim become eligible for ordination ilar to those performed by clergymen as To rabbi, a student must complete of other faiths. Rabbis may also write thea prescribed course of study at a for religious and lay publications, and Jewish theological seminary. teach in theological seminaries, col Entrance and training require leges, and universities. ments depend upon the branch Rabbis serve congregations affil Judaism with which the seminary ofis iated with 1 of the 3 branches of associated. The Hebrew Union Col Judaism—Orthodox (traditional), lege—Jewish Institute of Religion is Conservative, or Reform (liberal). the only seminary that trains rabbis Regardless of their particular point for the Reform branch of Judaism. of view, all Hebrew congregations The Jewish Theological Seminary of preserve the substance of Jewish re America is the only seminary that ligious worship. The congregations trains rabbis for the Conservative 47 THE CLERGY branch of Judaism. Both seminaries require the completion of a 4-year college course, as well as prior prep aration in Jewish studies, for admis sion to the rabbinic program leading to ordination. Although 5 years are normally required to complete the rabbinic course at the Reform sem inary, exceptionally well-prepared students can shorten this period of study to a minimum of 3 years. The course at the Conservative seminary can be completed in 4 years if the student has a strong background in Jewish studies; otherwise, the course may take as long as 6 years. About 15 seminaries train Ortho dox rabbis. These schools have pro grams of various lengths, all leading to ordination. Two of the larger Orthodox seminaries require the com pletion of a 4-year college course to qualify for ordination. However, stu dents who are not college graduates may spend a longer period at each of these seminaries and complete the requirements for the bachelor’s de gree at the same time they are pursu ing the rabbinic course. Other Orthodox seminaries do not require a college degree to qualify for ordina tion; however, in most cases students qualifying for ordination have com pleted 4 years of college. In general, the curriculums of Jew ish theological seminaries provide students with a comprehensive grasp of all aspects of Jewish knowledge, Bible, Talmud, Rabbinic literature, Jewish history, theology, and courses in education, pastoral psychology, and public speaking. The Reform semi nary places less emphasis on the study of Talmud and Rabbinic literature and offers a broad course of study that includes such subjects as human rela tions and community organization. Some seminaries grant advanced academic degrees in such fields as Biblical and Talmudic research. All Jewish theological seminaries make scholarships and loans available to students. Newly ordained rabbis usually be gin as leaders of small congregations, as assistants to experienced rabbis, or as chaplains in the Armed Forces. As a rule, the pulpits of large and wellestablished Jewish congregations are filled by experienced rabbis. The choice of a career as a rabbi, of course, should be made on the basis of a fervent belief in the religious teach ings and practices of Judaism and of a desire to serve the religious needs of others. In addition to having high moral and ethical values, the prospec tive rabbi should have good judgment and be able to write and speak effectively. Outlook In 1967, the number of rabbis in this country was inadequate to meet the expanding needs of Jewish con gregations and other organizations desiring their services. This situation is likely to persist through the 1970’s. In recent years, many congregations— especially those located in States where there are relatively few persons of the Jewish faith— were unable to secure the spiritual leadership of a full-time ordained rabbi and had to rely on the services of senior theological students and lay readers. Rabbis also have been sought to lead the many new congregations which had been organized in and around New York, Chicago, Los An geles, Philadelphia, Boston, and other cities with large Jewish populations. The recent increases in Jewish re ligious affiliation and in the number of synagogues and temples seem likely to continue. Furthermore, an increas ing demand for rabbis to work with social welfare and other organizations connected with the Jewish faith is anticipated. Although the number of students graduating annually from the Jewish theological seminaries is expected to increase, there will probably not be enough new graduates to replace the rabbis who retire or die, and to fill the openings which will be created by the expanding work of the large congre gations and by the formation of new congregations. Immigration, once an important source of supply of rabbis, is no longer significant. In fact, grad uates of American seminaries are now in demand for Jewish congregations in other countries. Where To Go for More Information Young people who are interested in entering the rabbinate should seek the guidance of a rabbi. Additional in formation on how to prepare for serv ice in the rabbinate of a particular branch of Judaism, including school admission requirements, may be ob tained from each theological school. ROMAN CATHOLIC PRIESTS (D.O.T. 120.108) Nature of Work Roman Catholic priests attend the spiritual, moral, and educational needs of the members of their church. Their duties include offering the Sacrifice of the Mass; hearing confessions; administering the Sacra ments (including the sacrament of marriage) ; visiting and comforting the sick; conducting funeral services and consoling survivors; counseling those in need of guidance; and assisting the poor. Priests give reli gious instruction at Mass in the form of a sermon. They have numerous other responsibilities to assure that the work of the church continues. Priests spend long hours perform ing services for the church and the community. Their day usually begins with morning meditation and Mass and may end with an evening visit to the local hospital or the hearing of confessions. In addition, each day priests spend time in prayer. Many of them serve on church committees or in civic organizations and assist in community projects. Various socie ties that carry on charitable and social programs also depend upon priests for direction. Although all priests have the same powers acquired through ordination 48 OCCUPATIONAL OUTLOOK HANDBOOK by a bishop, they are classified in two main jpategories—diocesan and re ligious—by reason of their way of life and the type of work to which they are assigned. Diocesan priests (some times called secular priests) generally work as individuals in the parishes to which they are assigned by the bishop of their diocese. Religious priests are members of religious orders—for example Jesuits, Dominicans, or Franciscans—and generally work as members of a community in special ized activities, such as teaching or missionary work, assigned to them by the superiors of the orders to which they belong. Both religious and secular priests hold teaching and administrative posts in the Catholic seminaries, uni versities and colleges, and high schools. Priests attached to religious orders staff a large proportion of the institutions of higher education and many high schools, whereas secular priests are primarily concerned with the parochial schools attached to parish churches and with diocesan high schools. The members of reli gious orders do most of the missionary work conducted by the Catholic Church in this country and in the foreign field. Where Employed More than 59,000 priests served over 46 million Catholics in the United States in 1967. There are priests in nearly every city and town and in many rural communities; how ever, the majority are in heavily pop ulated metropolitan areas, where most of the Catholic population is located. Catholics are concentrated in the Northeast and the Great Lakes regions, with smaller concentrations in California, Texas, and Louisiana. A large number of priests are located in communities near Catholic educa tional and other institutions. Many are stationed throughout the world as missionaries. Others travel con stantly on missions to local parishes throughout the country. Some priests serve as chaplains with the Armed sities in Rome. Many priests also do Forces or in hospitals or other graduate work at other universities in fields unrelated to theology. Priests institutions. are commanded by the law of the Catholic Church to continue their studies, at least informally, after Training and Other Qualifications ordination. The course of study for the priest Young men are never denied entry hood takes at least 8 years after grad into seminaries because of lack of uation from high school. Most stu funds. In seminaries for secular dents take this training in theological priests, the bishop may make arrange seminaries—first, in a minor seminary ments for loans to the students. Those (usually for 2 years), then in a major in religious seminaries are often fi seminary which offers 6 years of ad nanced by contributions of bene vanced training. In 1967, over 48,000 factors. students, known as seminarians, were Among the qualities considered enrolled in more than 600 seminaries most desirable in candidates for the in the United States. High school Catholic priesthood are a love of and graduates with the desired scholastic concern for people, a deep religious background—an academic course, in conviction, a desire to spread the cluding Latin—can complete the mi Gospel of Christ, at least average in nor seminary in 2 years and then ad tellectual ability, capacity to speak vance to the major seminary. Ele and write correctly, and more than mentary school graduates may enter average skill in working with people. the minor seminary where they com Candidates for the priesthood must plete their high school work before understand that priests are not per taking the 2 years of college level mitted to marry and are dedicated to work. Courses include Christian doc a life of chastity. trine, Latin, Greek, English, at least The first assignment of a newly one other modern language, rhetoric ordained secular priest is usually that and elocution, history, geography, of assistant pastor or curate. Newly bookkeeping, mathematics, and nat ordained priests of religious orders ural sciences. are assigned to the specalized duties At the major seminary, the first 2 for which they are trained. years are devoted to the study of philosophy, scripture, church history, and the natural sciences as related to Outlook religion. During the remaining 4 A growing number of priests will years, the course of study includes sacred scripture; apologetics; dog be needed in the years ahead to pro matic, moral, and pastoral theology; vide for the spiritual, educational, homiletics; church history; liturgy; and social needs of the rising number and canon law. Diocesan and religious of Catholics in the Nation. Although priests attend different major semi the number of seminarians has in naries, where slight variations in the creased steadily in recent years, the training reflect the differences in the number of ordained priests is not suf type of work expected of them as ficient to fill the needs of newly priests. During the later years of his established parishes and expanding seminary course, the candidate re colleges and other Catholic institu ceives from his bishop a succession of tions, and to replace priests who die. orders culminating in his ordination Although priests usually continue at their work longer than persons in to the priesthood. Most postgraduate work in the other professions, the varied demands ology is taken either at Catholic Uni and long hours create a need for versity of America (Washington, young priests to assist the older ones. D.C.) or at the ecclesiastical univer Also, an increasing number of priests THE CLERGY have been serving in many diverse areas—for example, in religious radio, newspaper, and television work, labor-management mediation and in foreign posts, particularly in countries with a shortage of priests. Continued expansion of such activi ties, in addition to the expected fur ther growth in Catholic population, 49 will require a steady increase in the priest. Additional information re number of priests through the 1970’s. garding different religious orders and the secular priesthood, as well as a list of the various seminaries which Where To Go for More Information prepare students for the priesthood, Young men interested in entering may be obtained from Diocesan the priesthood should seek the guid Directors of Vocations, or from the ance and counsel of their parish diocesan chancery office. CONSERVATION OCCUPATIONS Forests, rangelands, wildlife, and water are part of our country’s great wealth of natural resources. Con servationists protect, develop, and manage natural resources to assure that they are not needlessly ex hausted, destroyed, or damaged, and that future needs for the resources will be met. Specialized training is generally re quired to work in conservation occu pations. Many positions can be filled only by those having at least a bache lor’s degree. For other positions, the desired training may be obtained on the job. This chapter includes descriptions of three conservation occupations— forester, forestry aid, and range man ager. Soil conservationist, a related occupation, is discussed elsewhere in this Handbook. supervise the harvesting and cutting of trees, purchase and sale of trees and timber, and reforestation activ ities (renewing the forest cover by seeding or planting). Foresters also safeguard forests from fire, destruc tive animals and insects, and diseases. Other responsibilities of foresters in clude wildlife protection and water shed management, and the manage ment of camps, parks, and grazing land. Foresters usually specialize in one area of work, such as timber manage ment, fire control, forest economics, outdoor recreation, watershed man agement, wildlife management, or range management. Some of these specialized activities are becoming recognized as distinct professions. The profession of range managers, for example, is discussed in a separate statement in this chapter. Foresters may also engage in research activi ties, extension work (providing for estry information to farmers, logging companies, and the public), forest marketing, and college and university teaching. Where Employed An estimated 23,000 persons were employed as foresters in the United States in early 1967. About 8,000 were employed by the Federal Gov ernment, mainly in the Forest Service of the Department of Agriculture. Other Federal agencies employing significant numbers of foresters were the Departments of the Interior and Defense. State governments em ployed several thousand foresters, and a few hundred were employed by local governments. About 8,000 foresters were em ployed in private industry in early FORESTERS (D.O.T. 040.081) Nature of Work Forests are one of America’s great est natural resources, covering more than one-third of the land area of the country. Foresters manage, develop, and protect these valuable lands and their resources—timber, water, wild life, forage, and recreation areas. They estimate the amount and value of these resources. They plan and 50 Forester locates his position on aerial photograph. 51 CONSERVATION OOCJUPATIIONS 1967, mainly by pulp and paper, lum ber, logging, and milling companies. Some foresters were managers of their own land. Others were in busi ness for themselves as consultants, or were employed by consulting firms. Colleges and universities employed more than 1,000 foresters. Training, Other Qualifications, aad Advancement A bachelor’s degree with a major in forestry is the minimum educa tional requirement for young persons seeking professional careers in for estry. An advanced degree is gen erally required for teaching and research positions. Training in forestry leading to a bachelor’s or higher degree was of fered in 1966 by 47 colleges and uni versities. The curriculums in most of these schools include specialized for estry courses in five essential areas: (1) Silviculture (methods of growing and improving forest crops); (2) for est protection (primarily against fire, insects, and disease); (3) forest man agement (the application of business methods and technical forestry prin ciples to the operation of a forest property); (4) forest economics (study of the factors affecting the supply of and the demand for for est products); and (5) forest utili zation (the harvesting, processing, and marketing of the forest crop and other forest resources). The curric ulums also include related courses in the management of recreational lands, watershed management, and wildlife management, as well as courses in mathematics, science, en gineering, economics, and the hu manities. Most colleges require that students spend one summer in a field camp operated by the college. Fores try students are also encouraged to work other summers in jobs that will give them firsthand experience in forest or conservation work. Beginning positions for forestry graduates often involve work in a broad range of relatively routine for estry activities under the supervision 262-057 0 — 68------ 5 of experienced foresters. As they gain experience, foresters may advance to increasingly responsible positions in management of forest lands or related research activities. Qualifications for success in fores try include an enthusiasm for outdoor work and the ability to meet and deal effectively with people. Many jobs also require physical stamina and a willingness to work in remote areas. Employment Outlook Employment opportunities for for estry graduates are expected to be good through the 1970’s. Among the major factors underlying this antici pated demand are the country’s grow ing population and rising living standards, which will tend to increase the demand for forest products, and the use of forests for recreation areas. Forestry and related employment may also be favorably influenced by the growing awareness of the need to conserve and replenish our forest re sources. Private owners of timberland are expected to employ increasing num bers of foresters to realize the higher profitability of improved forestry and logging practices. The forest products industries also will require additional foresters to apply new techniques for utilizing the entire forest crop, to de velop methods of growing superior stands of trees over a shorter period of time, and to do research in genetics and fertilization. In addition, com petition from metal, plastics, and other materials is expected to stimu late further research to develop new and improved wood products. The Federal Government is likely to offer increasing employment op portunities for foresters in the years ahead, mainly in the Forest Service of the Department of Agriculture. Among the factors expected to con tribute to this expansion are the demands for the use of national forest resources, the trend toward more sci entific management of these lands, and expanding research and conser vation programs in areas such as out door recreation, watershed manage ment, wildlife protection, and range mangement. State government agencies should also offer additional employment op portunities for foresters. Forest fire control, protection against insects and diseases, provision of technical assist ance to owners of private forest lands, and other Federal-State cooperative programs are usually channeled through State forestry organizatons. Growing demands for recreation fa cilities in forest lands are likely to result in expansion of State parks and other recreational areas. College teaching and research in such areas as forest genetics, forest disease and insect control, forest products utilization, and fire behavior and control are other avenues of fa vorable employment opportunity for foresters, but primarily for those with graduate degrees. In addition to new positions created by the rising demand for for esters, a few hundred openings will arise each year due to retirements, deaths, and transfers out of the pro fession. Opportunities for women in out door forestry is somewhat limited, largely because of the strenuous phys ical requirements of much of the work. The few women presently em ployed in forestry are engaged chiefly in research, administration, and edu cational work; future opportunities for women are also likely to be pri marily in these fields. Earnings and Working Conditions In the Federal Government in 1967, beginning foresters with the bachelor’s degree could start at either $5,331 or $6,451 a year, depending on their academic record. Those with 1 or 2 years of graduate work could begin at $6,451 or $7,696; those with the Ph. D. degree, at $9,221 or $10,927. District rangers employed by the Federal Government in 1966 generally earned between $9,000 and $12,000 a year. Foresters in top level positions earned considerably more. 52 Beginning salaries of foresters em ployed by State governments vary widely; but, with a few exceptions, they tend to be lower than Federal salaries. Entrance salaries in private industry, according to limited data, are fairly comparable to Federal sal ary levels. College and university average (median) salary was among the high est in the forestry profession in 1964, approximately $11,000 a year, ac cording to a survey conducted in 1965. However, the salaries of forestry teachers at a particular level of re sponsibility were generally the same as those paid other faculty members. (See statement on College and Uni versity Teachers.) Foresters in educa tional institutions sometimes supple ment their regular salaries with income from part-time consulting, lecturing, and writing books and articles. As part of his regular duties, the forester—particularly in beginning positions—spends considerable time outdoors under all kinds of weather conditions. Many foresters put in extra hours in emergency duty, such as firefighting. OCCUPATIONAL OUTLOOK HANDBOOK Forestry aids are often engaged in all phases of fire prevention and con trol. They instruct persons using the forest in fire precautions and preven tion. If a fire does occur, they may lead firefighting crews. After the fire has been suppressed, they take inven tory of the burned out area and plant new trees and shrubs. Where Employed Forestry aid wraps pine tree to keep squirrels from disturbing cones. forest lands and their resources. (See statement on Foresters earlier in this Society of American Foresters, chapter.) Their duties include scaling 1010 16th St. NW., Washington, logs, marking trees, and collecting D.C. 20036. and recording such data as tree Forest Service, U.S. Department of heights, diameters, and mortality. On Agriculture, Washington, D.C. 20250. simple watershed improvement proj ects, aids install, maintain, and col American Forest Products Industries, Inc., lect records from rain gauges, stream1835 K St. NW., Washington, D.C. flow recorders, and soil moisture 20006. measuring instruments. They may American Forestry Association, serve as rodmen, chainmen, or level 919 17th St. NW., Washington, D.C. instrumentmen on road survey crews. 20006. Forestry technicians have more re sponsible and difficult duties, such as supervising on-the-ground operations FORESTRY AIDS in timber sales, supervising recrea (D.O.T. 441.384) tion-area use, and performing labo ratory research activities that require the use of practical skills and experi Nature of Work ence. Forestry technicians also super Forestry aids, called forestry tech vise survey crews engaged in road nicians at higher career levels, assist building projects that make timber foresters in managing and caring for accessible for harvesting. Where To Go for More Information An estimated 12,000 persons were employed as forestry aids in early 1967. About 5,000 were employed by the Federal Government, mainly by the Forest Service of the U.S. Depart ment of Agriculture. Approximately 2,000 were working for State govern ments. About 5,000 were employed in private industry, primarily by lum ber, logging, and paper milling companies. Forestry aids also worked in tree nurseries and in forestation projects of mining, railroad, and oil companies. Many forestry aids are employed in the heavily forested States of Washington, California, Oregon, Idaho, Utah, and Montana. Training, Other Qualifications, and Advancement Young persons qualify for begin ning positions as forestry aids either by completing a specialized 1- or 2year post-secondary-school curricu lum or through work experience. Curriculums designed to train for estry aids are offered in technical in stitutes, junior colleges, and ranger schools (schools that specialize in training forestry aids). Among the specialized courses pro vided for aid training are forest men suration (measurement of the num ber and size of trees in the forest), forest protection, dendrology (iden tification of trees and shrubs), wood utilization, and silviculture (methods of growing and improving forest crops). In addition, the student takes courses, such as drafting, surveying, report writing, mathematics, and first 53 CONSERVATION OCCUPATIONS aid and spends time in a forest or camp operated by the school, where he obtains experience in forestry work. Persons who have not had post-sec ondary-school training must usually have had experience in forest work, such as felling or planting trees and fighting fires, to qualify for beginning forestry aid jobs. In the Federal Gov ernment, the minimum experience requirement is two seasons of related work. Those who had some tech nical experience, such as estimating timber resources, may qualify for more responsible positions. Qualifications considered essential for success in this field are an en thusiasm for outdoor work, physical stamina, and the ability to carry out tasks without direct supervision. The forestry aid also should be able to work well with others, for much of his work is with survey crews or in volves contact with users of the forest lands. Many jobs also require a will ingness to work in remote areas. Employment Outlook Employment opportunities for for estry aids are expected to increase rapidly through the 1970’s. Prospects will be especially good for those with post-high-school training in a forestry curriculum. As the employment of foresters continues to grow, increas ing numbers of forestry aids will be needed to assist them. Also, it is ex pected that forestry aids will assume some of the more routine jobs now being done by foresters. Private industry is expected to pro vide many additional employment op portunities for forestry aids. Forest products industries are becoming in creasingly aware of the profitability of employing technical persons knowl edgeable in the practical application of scientific forest practices. The Federal Government is also likely to offer increasing employment opportunities through the 1970’s, mainly in the Forest Service of the Department of Agriculture. Similar ly, State governments will probably increase their employment of forestry aids. Growth in Government em ployment will stem from factors such as increasing demand for recreational facilities, the trend toward more sci entific management of forest land and water supplies, and an increasing amount of timber cutting on Federal forest land. Earnings and Working Conditions Annual earnings of forestry aids range from about $4,000 to over $7,500 a year; those with high earn ings usually have many years of ex perience. In the Federal Government, beginning forestry aids and techni cians earned between $3,925 and $5,331 a year in 1966, depending on the applicant’s education and experi ence. Beginning salaries in private industry were similar, according to limited data. As part of their regular duties, for estry aids must spend considerable time outdoors during all weather con ditions. In emergencies, such as fire fighting and flood control, forestry aids work many extra hours. In addi tion to those employed full time, many forestry aids are hired on a sea sonal basis, working 3 to 6 months a year. Climatic conditions in some areas limit year-round field work and jobs such as firefighting are seasonal in nature. Where To Go for More Information Forest Service, U.S. Department of Agriculture, Washington, D.C. 20250. RANGE MANAGERS (D.O.T. 040.081) Nature of Work Rangelands cover more than 700 million acres in the United States, mostly in the Western and Southern States. Range managers, also called range conservationists or range scien tists, are responsible for the manage ment, development, and protection of these rangelands and their re sources. They establish systems and plans for grazing that will yield a high production of livestock while preserving conditions of soil and veg etation necessary to meet other landuse requirements—wildlife grazing, recreation, growing timber, and watersheds. Range managers evaluate forage resources; decide on the num ber and appropriate type of livestock to be grazed and the best season for grazing; restore deteriorated rangelands through seeding or plant con trol; and determine other range con servation and development needs. Range fire protection, pest control, and grazing trespass control are also important areas of work. In addition, multiple use of rangelands often ex tends the manager’s work into such closely related fields as wildlife and watershed management, land classifi cation, forest management, and recreation. The range manager’s activities may include research in range mainte nance and improvement, report writing, teaching, extension work (providing information about range management to holders of privately owned grazing lands), or performing technical assignments in foreign countries. Where Employed In early 1967, an estimated 3,500 professional range managers were employed in the United States. Ap proximately 1,500 were employed by Federal Government agencies, pri marily in the Forest Service and the Soil Conservation Service of the De partment of Agriculture and in the Bureau of Land Management of the Department of the Interior. State governments also employed signifi cant numbers of range managers. In private industry, many range managers are employed by privately owned range livestock ranches. Some OCCUPATIONAL OUTLOOK HANDBOOK 54 The essential courses for a degree in range management are botany, plant ecology, and plant physiology; zoology; animal husbandry; soils; chemistry; mathematics; and special ized courses in range management, such as identification and character istics of range plants, range improve ment, and range sampling and inven tory techniques. Desirable elective courses include economics, statistical methods, physics, geology, watershed management, wildlife management, surveying, and forage crops. Federal Government agencies— primarily the Forest Service and the Bureau of Land Management—hire many college juniors and seniors for summer jobs in range management. This experience helps students qualify for permanent positions as range managers when they complete col lege. Because most range managers must meet and deal with other people, in dividually or in groups, they should be able to communicate their ideas effectively, both in writing and speaking. Many jobs require the stamina to perform vigorous physical activity and a willingness to work in arid and sparsely populated areas. Range managers record condition of range vegetation. are in business for themselves as con sultants, or are employed by consult ing firms. Others are employed by manufacturing, sales, and service enterprises, and by banks and real estate firms which need rangeland ap praisals. Colleges and universities also employ range managers in teach ing and research positions. Training, Other Qualifications, and Advancement The bachelor’s degree with a major in range management or range con servation is the usual requirement for persons seeking employment as range managers in the Federal Govern ment. A bachelor’s degree in a closely related subject-matter field, such as agronomy, animal husbandry, botany, forestry, soil conservation, or wildlife management, with courses in range management and range conservation, is also accepted as adequate prepara tion. Graduate degrees are generally required for teaching and research work. Training leading to a bachelor’s degree with a major in range man agement was offered in 1966 by 18 colleges and universities, mainly in Western and Southwestern States. Most of these schools also grant the master’s degree, and a few award the doctorate. Employment Outlook Employment opportunities for graduates with degrees in range man agement are expected to be good through the 1970’s. The demand will be especially good for well-qualified persons with advanced degrees to fill research and teaching positions. Opportunities will probably be best in Federal agencies. Favorable op portunities are also expected in private industry, since range livestock producers and private timber opera tors are hiring increasing numbers of range managers to improve their range holdings. Some openings are expected for range managers to give technical assistance to developing countries of the Middle East, Africa, and South America. Among the major factors under lying the anticipated growth in de CONSERVATION OCCUPATIONS mand for range managers are popula tion growth, increasing per capita consumption of animal products, and the growing use of rangelands for hunting and other recreational activi ties. Many openings are expected because of the more intensive man agement of range resources with increasing emphasis on multiple uses of rangelands. Range managers will also be needed to help rehabilitate deteriorated rangelands, improve semiarid lands, and deal with water shed problems. Opportunities for women in this profession are limited because of the rigorous work generally required and the remote locations of employment. However, a few women, usually with training in botany, work on classifica tion and identification of range plants. 55 Earnings and Working Conditions In the Federal Government in early 1967, starting salaries for range managers with the bachelor’s degree were either $5,331 or $6,451 a year, depending upon their college record. Beginning salaries for those with 1 or 2 years of graduate work were $6,451 or $7,696; and for those with the Ph. D., $9,221 or $10,927. Starting salaries for range managers employed by State governments and private industry in 1967 were about the same as those paid by the Federal Government. In colleges and univer sities, starting salaries were generally the same as those paid other faculty members. (See statement on College and University Teachers.) Range managers in educational institutions sometimes augment their regular sal aries with income from part-time con sulting and lecturing and from writ ing books and articles. Range managers may spend consid erable time away from home working outdoors in remote parts of the range. Where To Go for More Information American Society of Range Manage ment, Box 13302, Portland, Oreg. 97213. Bureau of Land Management, U.S. Department of Interior, Washington, D.G. 20240. Forest Service, U.S. Department of Agricultui Washington, D.C. 20250. Soil Conservation Service, U.S. Department of Agriculture, Washington, D.C. 20250. with other professional occupations also provide counseling services. The occupation most closely related to counselor is counseling psychologist. Many social workers also provide counseling services. These two occu pations as well as others in which workers do some counseling but whose primary work is in teaching, health, law, religion, or other fields are described elsewhere in the Hand book. For information on counseling COUNSELING services provided by college and uni versity staff members and by person nel workers in government and indus try, see the statements on College The primary objectives of profes Placement Officers and Personnel sional counseling are to help persons Workers. understand themselves and their opportunities better, so that they can make and carry out decisions and SCHOOL COUNSELORS plans that hold potential for a more (D.O.T. 045.108) satisfying and productive life. What ever the area of counseling—per sonal, educational, or vocational— Nature of Work counselors need a concern for indi viduals combined with a capacity for The personal and social develop objectivity; and a belief in the ment of students, the prevention or worthwhileness and uniqueness of each individual, in his right to make correction of problems that may in and accept responsibility for his own terfere with their success, and their decisions, and in his potential for educational and vocational decisions are the concern of school counselors. development. This chapter deals in detail with In carrying out their responsibilities, work with students indi three generally recognized specialties counselors in the field: School counseling, reha vidually and in groups, with their bilitation counseling, and vocational parents, and with teachers and other school personnel. or employment counseling. Counselors in secondary schools School Counselors are the largest counseling group. They are concerned obtain information relevant to educa with the personal and social devel tional and vocational planning from opment of pupils and the planning student interviews, school and other and achievement of their educational records, and tests that assist in esti and vocational goals. mating a student’s chances of success Rehabilitation Counselors work in a given occupation. The counselor with persons who are physically, may administer the tests. The coun mentally, or socially handicapped. selor helps the student analyze and Their counseling is vocationally interpret the data and develops with oriented but involves personal coun him, and sometimes with his parents, seling as well. a course of study and an educational Vocational Counselors are con plan fitting his abilities, interests, and cerned primarily with career plan vocational opportunities. ning and job adjustment. They may In their work, counselors may pro work with the young, the old, the vide occupational information, in cluding description of the work, train able-bodied, and the disabled. Some people who are identified ing requirements, earnings, and out 56 look. They maintain files or libraries of occupational literature for students and parents to use. They also arrange trips to factories and business firms and show vocational films. Many counselors conduct “career day” pro grams. School counselors also provide information and reference materials on various sources of post-high school education and training, including 2and 4-year colleges; trade, technical and business schools; apprenticeship programs, programs under the Man power Development and Training Act of 1962; and other training programs. Counselors in secondary schools also may help students find part-time work while in school to enable them to stay in school or as part of their vocational preparation. They may also assist students in locating full time employment after leaving school or may refer them to community em ployment services. Some counselors conduct followup studies of recent graduates and dropouts, cooperate in surveys of local job opportunities, and conduct or cooperate in research con cerning the effectiveness of the edu cational and guidance programs. Many secondary school counselors help students individually with per sonal and social problems that are common to adolescence. They may lead discussion groups on various topics related to student interests and problems. The elementary school counselor is an emerging specialization. These counselors assist children to make maximum use of their abilities through early identification of their intellectual, emotional, social, and physical characteristics, and diagno sis of learning difficulties. The methods used in counseling elementary school children neces sarily differ in many respects from those used with older students. Classroom observation and play ac tivity are among the techniques used with children in the lower grades. Elementary school counselors spend much of their time consulting with COUNSELING 57 parents and teachers. They also work closely with other staff members of the school, including psychologists and social workers. Some school counselors, particu larly in secondary schools, may teach classes in occupational information, social studies, or other subjects in ad dition to counseling. They also may supervise school clubs or other extra curricular activities, often after regu lar school hours. Where Employed Approximately 45,000 persons per formed some counseling functions in the public secondary schools during the 1965-66 school year, according to the U.S. Office of Education. More than 25,000 persons were full time counselors. Counseling services in the elementary schools are being steadily expanded, but the number of trained counselors at this level is still small. The majority of counselors are in large schools. An increasing number of school districts, however, are pro viding guidance services to their High school counselor and student discuss postgraduation plans. small schools by assigning several schools to a counselor. About one-half of all high school counselors are women. selors usually enroll in the regular in an increasing number of training program of teacher education, pref programs. Counselor education pro erably taking additional courses in grams at the graduate level are avail psychology and sociology. After able in about 350 colleges and uni Training, Other Qualifications, and graduating from college, they may versities, most frequently in the Advancement acquire the teaching or other experi departments of education or psychol ence required either before or while ogy. To obtain a master’s degree, a Most States require counselors to studying for their advanced degrees. student must complete 1 to 2 years have both a counseling and a teach In some States, teachers who have of graduate study. School counselors ing certificate. (See statement on completed part of the courses required may advance to counselor supervisors Elementary and Secondary School for the master’s degree are eligible or directors of pupil personnel Teachers for teaching certificate re for provisional certification and may services. quirements.) A counseling certifi counsel under supervision while tak cate requires graduate level work and ing additional courses. The subject usually from 1 to 5 years of teaching areas of the required graduate level Employment Outlook experience. A person planning to courses usually include individual ap counsel should obtain the specific re praisal, vocational development and Employment opportunities for quirements of the State in which he informational services, counseling well-trained school counselors are ex plans to work since requirements vary theory, statistics and research, group pected to be excellent through the considerably among the States and procedures, professional relations and 1970’s. In early 1967, the supply of are changing rapidly. ethics, and program development qualified counselors was inadequate Undergraduate college students and management. Supervised field to meet the existing demand, and this interested in becoming school coun experience or internship is provided imbalance is expected to persist in 58 the years ahead. Job openings for counselors are expected to increase rapidly through the 1970’s just to keep pace with the anticipated growth in school enrollments. Thus, a substantial increase in the demand for counselors is expected even with out allowing for any further strength ening of counseling services. The average ratio of counselors to stu dents as a whole is still well below generally accepted standards, despite the financial aid which the Federal Government has provided to States for school counseling programs un der the National Defense Education Act of 1958, as amended and other legislation. In addition to the number of counselors needed to take care of en rollment growth and strengthening of counseling services, several thou sand new counselors will also be re quired each year to replace those leaving the profession. According to recent data from the U.S. Office of Education, about 10 percent of all counselors leave the field annually because of family responsibilities, re tirement, promotion to administrative jobs, or for other reasons. Among the factors affecting the employment growth of school coun selors is the increasing recognition of counseling as an essential educational service for all pupils—the average, the gifted, the slow, and the handi capped. Moreover, recent Federal legislation has extended support of school counseling services to elemen tary schools, technical schools, and junior colleges. Also contributing to the increased demand for counseling services is the growing public awareness of the value of guidance services in helping stu dents with personal and social prob lems which, in turn, may help reduce the number of school dropouts. The employment growth of counselors also will be influenced by the great num ber of high school students planning to go to college when admission re quirements are being tightened and the large number of young people OCCUPATIONAL OUTLOOK HANDBOOK who will be entering the labor force REHABILITATION COUNSELORS for the first time. Many students will (D.O.T. 045.108) be seeking advice from school coun selors about rising educational re quirements for entry jobs, the job changes caused by automation and Nature of Work other technological advances, and places where employment can be Helping handicapped persons make found. a satisfactory occupational adjust ment is the primary responsibility of the rehabilitation counselor. The Earnings and Working Conditions counselor interviews handicapped persons to obtain necessary informa According to the U.S. Office of Ed tion about their abilities, interests, ucation, the average annual salary of and limitations. Information devel school counselors was about $8,000 in oped in the interviews is used with the 1965-66 school year. Many school other medical, psychological, and counselors had annual earnings higher social data to help the handicapped than those of classroom teachers with person evaluate himself in relation to comparable educational preparation the kind of work that is suitable to his and experience. (See statements on physical and mental capacity, in Kindergarten and Elementary School terests, and talents. A plan of rehabil Teachers and Secondary School itation may then be worked out Teachers.) Some of these counselors jointly by the counselor, the handi had extra earnings because they work capped person, and those providing 1 or 2 months longer each year than medical treatment, occupational the classroom teachers. However, training, and other special services. some school systems paid counselors The counselor holds regular inter an additional amount unrelated to views with the disabled person to the numbers of months worked. discuss the program, check on the In most school systems, counselors progress made, and help resolve prob receive regular salary increments as lems. When the individual is ready their counseling experience increases for employment, the counselor assists and as they obtain additional educa in finding a suitable job and often tion. Some counselors supplement makes followup visits to be sure that their income by part-time consulting the placement is satisfactory. An increasing number of coun or other work with private or public counseling centers, government agen selors specialize in a particular area of rehabilitation; for example, some cies, or private industry. work almost exclusively with the blind, some with alcoholics, and others with the mentally ill or re Where To Go for More Information tarded. Additional specialties are ex Information on colleges and uni pected to develop as services for other versities offering training in guidance types of difficulties are included in and counseling, as well as on the cer rehabilitation programs. The time spent in the direct coun tification requirements of each State, seling of each individual varies with may be obtained from the State de the person and the nature of his dis partment of education at the State ability as well as with the counselor’s capital. workload. Some rehabilitation coun Additional information on this field selors are responsible for many, of work may be obtained from: persons in various stages of rehabil American School Counselor Associa itation; on the other hand, less tion, experienced or specialized counselors 1605' New Hampshire Ave. NW., working with the severely handi Washington, D.C. 20009. 50 COUNSELING capped may handle relatively few cases at a time. In addition to work ing with the handicapped person, the counselor must also maintain close contact with other professional people working with handicapped persons, members of their families, other agen cies and civic groups, and private employers who hire the handicapped. The counselor is often responsible for related activities, such as employer education and community publicity for the rehabilitation program. Where Employed About 6,700 rehabilitation coun selors were employed in early 1967, approximately four-fifths were full time counselors. About three-fourths of all rehabilitation counselors were employed in State and local rehabil itation agencies financed coopera tively with Federal and State funds. The remainder were employed by hospitals, labor unions, insurance companies, special schools, rehabil itation centers, sheltered workshops, and other public and private agencies that conducted rehabilitation pro grams and provided job placement services for the disabled. In addition, nearly 350 counseling psychologists in the Veterans Administration pro vided rehabilitation counseling. An estimated 20 percent of all re habilitation counselors are women. Training, Other Qualifications, and Advancement A general educational requirement for entry into this occupation is grad uation from a college or university with course credits in counseling, psychology, and related fields. At present, however, uniform require ments have not been established. Most employers prefer to hire people who have a master’s degree in voca tional or rehabilitation counseling or in a related discipline such as psy chology, education, or social work; a few require a doctorate in counseling psychology. Employers are placing increasing emphasis on the master’s degree as the minimum educational standard for the profession. Work experience in related fields, such as vocational counseling and placement, social work, psychology, education, and other types of counseling, is also given considerable weight by some employers, especially when consider ing applicants who have only the bachelor’s degree. Two years usually are required to complete the master’s degree in the fields of study preferred for rehabil itation counseling. The curriculum for the master’s degree may include a basic foundation in psychology and courses in: Medical aspects of reha bilitation, cultural and psycho-social aspects of disability, survey of thera peutic care and rehabilitation, legis lative aspects of rehabilitation, coun seling theories and techniques, occu pational and educational information, community resources, placement and follow-up, and tests and measure ments. To earn the doctorate in rehabilita tion counseling or in counseling psy chology may require a total of 4 to 6 years of graduate study. Intensive training in psychology, other social 60 OCCUPATIONAL OUTLOOK HANDBOOK sciences, and the biological sciences as well as research methodology is re quired for the doctorate. In the 1966-67 school year, 56 col leges and universities offered financial assistance to a limited number of graduate students specializing in re habilitation counseling through train ing grants provided by the U.S. De partment of Health, Education, and Welfare, Vocational Rehabilitation Administration. In these graduate programs an internship (supervised work in a rehabilitation setting) is required. In approximately three-fourths of the State Rehabilitation Agencies, ap plicants are required to comply with State civil service and merit system rules. In most cases these regulations require the applicants to take a writ ten competitive examination, which is sometimes supplemented by an in dividual interview and evaluation by a board of examiners. A few States require counselors to be residents of the State in which they work. Counselors who have limited expe rience usually are assigned the least difficult cases; experienced and highly trained counselors are assigned per sons with extreme or multiple dis abilities that represent difficult re habilitation problems. After obtaining considerable experience, rehabilita tion counselors may be advanced to supervisory positions or to top ad ministrative jobs. Among the personal qualifications needed for success in this field are an understanding of human behavior, patience, and a capacity for working with people in solving their problems. Employment Outlook The outlook for well-qualified re habilitation counselors is expected to remain excellent through the 1970’s. Persons with graduate work in reha bilitation counseling or in related fields will have the best opportunities for employment. Opportunities will be available also for persons with a bachelor’s degree and related work experience. The supply of qualified rehabilita tion counselors was inadequate to meet the counseling needs of the mentally and physically handicapped in early 1967. The Vocational Reha bilitation Administration estimates that at least 2,000 new counselors will be needed annually through the 1970’s to staff new and expanding programs and to replace counselors who leave the profession. This annual demand exceeds considerably the number presently being trained at graduate levels and entering the field. Over the next few years, the supply of rehabilitation counselors will be augmented to some extent by people from related fields, but the most closely related disciplines (psychol ogy, social work, and education) are those in which the demand for quali fied workers with graduate degrees is also expected to exceed the supply for several years to come. Among the factors contributing substantially to the long-run demand for the services of rehabilitation counselors will be population growth, with related increases in the number of handicapped to be served; the extension of vocational rehabilitation to greater numbers of more severely disabled persons; increasing support for social welfare in general; and the growing awareness that expenditures for rehabilitation are often returned as savings on the appropriations for custodial care or health and social welfare programs. Counselors may spend only part of their time counseling in their offices, and the remainder in the field work ing with prospective employers, train ing agencies, and the disabled per son’s family. The ability to drive a car is often necessary for field work. Rehabilitation counselors generally work a 40-hour week or less with little overtime work required; however, they often attend community and civic meetings in the evenings. They are usually covered by sick and an nual leave benefits, and pension and health plans. Earnings and Working Conditions VOCATIONAL COUNSELORS According to the U.S. Department of Health, Education, and Welfare, the beginning salary of rehabilitation counselors employed in State agencies in mid-1966 generally ranged from $5,500 to $7,500 a year. Counselors with a doctorate in psychology work ing with the disabled in the Veterans Administration were hired in early 1967 at annual salaries ranging gen erally from $11,111 to $13,321, de pending on the applicant’s experience and other qualifications. Where To Go for More Information Additional information on reha bilitation counseling as a career may be obtained from: American Psychological Association, Inc., 1200 17th St. NW., Washington, D.C. 20036. American Rehabilitation Counseling Association, 1605 New Hampshire Ave. NW., Washington, D.C. 20009. National Rehabilitation Counseling Association, 1522 K St. NW., Washington, D.C. 20005. A list of colleges and universities that have received grants to provide rehabilitation traineeships on a grad uate level is available from: U.S. Department of Health, Educa tion, and Welfare, Vocational Rehabilitation Admin istration, Washington, D.C. 20201. (D.O.T. 045.108) Nature of Work Vocational counselors (including employment counselors) help people develop and accept an adequate career goal that will use the individ ual’s potential and bring personal satisfaction. They assist clients by planning with them on how to pre pare for, enter, and progress in their 61 COUNSELING work. The extent of the counseling assistance available, however, differs among agencies. Counselors interview the person seeking counsel to obtain vocation ally significant information about his personal traits, interests, training, work experience, and work attitudes. They may assist the individual in filling out questionnaires concerning his personal history and background, which are then reviewed together. Additional data on the person’s gen eral intelligence, aptitudes and abilities, physical capacities, knowl edge, skills, interests, and values are also obtained from tests and personal inventories which may be admin istered or recorded by the counselor or a specialist in testing. Further in formation may be assembled by the counselor or by the client from sources such as former employers, schools, and health or other agencies. In subsequent interviews, coun selors assist the applicant in evaluat ing and understanding his own work potential and provide him the in formation he needs in making plans appropriate to his talents and inter ests. Job requirements and employ ment opportunities or training pro grams are discussed. An employment plan is developed jointly by the coun selor and his client, and a training or work program may be developed. In some agencies a vocational plan may be worked out in a staff conference— which may be attended by super visors, the psychologist, the testing specialist, and a job market or oc cupational analyst. In many cases the vocational or employment counselor will refer the client to another agency for physical restoration, psychological, or other services before, or concurrent with, counseling. The vocational counselor must be familiar with the services available in the community and be able to recognize what services might be beneficial to a particular client. Counselors may help the client by suggesting feasible employment sources and appropriate ways of ap plying for work. In instances where the client needs further support and assistance, the counselor may contact employers, although clients seeking employment are usually sent to place ment interviewers following counsel ing. After job placement or entrance into training, counselors may follow up to determine if additional as sistance is needed. The expanding re sponsibility of public employment counselors for improving the employability of disadvantaged persons has increased their contacts with these persons during training and on the job. It also has led to group counsel ing and the stationing of counselors in neighborhood and community centers. Where Employed In early 1966, the largest number of vocational counselors—about 2,800 full time and nearly 1,500 part time— were employed in State employment service offices, located in every large city and in many smaller towns. The next largest number—probably about 1,500—worked for various private or community agencies offering voca tional counseling, primarily in the larger cities. In addition, some worked in institutions such as prisons, training schools for delinquent youths, and mental hospitals. The Federal Government employed a limited number of vocational counselors, chiefly in the Bureau of Indian Affairs and the Veterans Administration. Some people trained in vocational counseling are engaged in research or graduate teaching in the vocational guidance field. About half of all voca tional counselors are women. Training, Other Qualifications, and Advancement The generally accepted minimum educational requirement for employ ment counselors in State employ ment service offices is a bachelor’s degree, preferably with a major in one of the social sciences, plus 15 semester hours in counseling and re lated courses. An increasing number of States are adopting a three-level counselor classification system which includes a counselor intern or trainee, requiring a bachelor’s degree with 15 hours of undergraduate or graduate Vocational counselor discusses possible jobs with client. 62 work in counseling related courses; a counselor requiring a master’s degree or 30 graduate hours in counselor re lated courses; and a master counselor requiring a master’s degree and 3 years of experience, 1 of which should be in employment service counseling. Minimum entrance requirements are not standardized among private and community agencies, but most of them prefer, and many require, a master’s degree in vocational counsel ing or in a related field such as psy chology, personnel administration, education, or public administration. Most private agencies prefer to have at least one staff member with a doctorate in counseling psychology or a related field. For those lacking an advanced degree, employers usually emphasize experience in closely re lated work such as rehabilitation counseling, employment interviewing, school or college counseling, or teaching. The public employment service of fices in each State provide in-service training programs for their new coun selors or trainees; their experienced counselors frequently are given addi tional training at colleges and univer sities, often leading to a master’s de gree in counseling and guidance. Private and community agencies also often provide in-service training opportunities. The professional educational cur riculum for employment counselors generally includes, at the under graduate level, a basic foundation in psychology with some emphasis on sociology. At the graduate level, re quirements usually include courses in techniques of appraisal and counsel ing for vocational adjustment, group guidance methods, placement, coun seling followup techniques, psycho logical tests in vocational counseling, educational psychology, psychology of occupations, industrial psychology, job analysis and theories of occupa tional choice, administration of guid ance services, and some course work in research methods and statistics. Counselor education programs at the graduate level are available in about 350 colleges and universities, OCCUPATIONAL OUTLOOK HANDBOOK most frequently in the departments of education or psychology. To obtain a master’s degree, students must com plete 1 to 2 years of graduate study. All States require counselors in their public employment offices to meet State civil service or merit system re quirements that include certain min imum educational and experience standards. They also require a writ ten or oral examination, or both. Counselors who are well qualified may advance, after considerable ex perience, to supervisory or adminis trative positions in their own or other organizations; some may become di rectors of agencies or of other counsel ing services, or area supervisors of guidance programs; some become consultants; and others, who have the doctorate, may become professors in the guidance field. Employment Outlook Vocational counselors who have a master’s degree and those who have recognized related experience in the field will have excellent employment opportunities in both public and pri vate agencies through the 1970’s. In addition, college graduates with a bachelor’s degree and 15 hours of undergraduate or graduate work in counselor related courses who are interested in becoming counselor trainees will find many opportunities in State and local employment service offices. The employment of counselors in State employment service offices is expected to increase rapidly through the 1970’s. Among the factors con tributing to the increasing demand for counseling services in these offices are three recent major Federal laws: the Vocational Education Act of 1963, which provides for vocational guidance and counseling for people who are out of school and seeking employment; the Manpower Devel opment and Training Act of 1962, as amended, which provides for coun seling in connection with the occu pational training or retraining of large numbers of unemployed work ers; and the Economic Opportunity Act of 1964, as amended, which pro vides for counseling to implement such programs as Job Corps, Neigh borhood Youth Corps, Work Train ing, Work Experience, and Urban and Rural Community Action. State employment service offices also will employ additional counselors to work with older persons, American Indians, and inmates of correctional institu tions. Moreover, population growth and particularly the large number of young workers entering the labor force each year will be reflected in larger numbers seeking vocational counseling. In addition to the counselors needed to take care of growth in the occupation, many more will be needed to replace workers who retire, die, or leave the profession for other reasons, each year through the 1970’s. Earnings and Working Conditions The annual average (mean) sal ary for employment counselors in State employment service offices in 1966 was about $6,400. Salaries ranged up to $11,000 for highly experienced counselors. Trainees for vocational counseling positions in some voluntary agencies in large cities were being hired at about $5,500 a year; annual salaries reported for experienced counselors ranged up to $15,000 or more in early 1967. Most counselors work about 40 hours a week and have various bene fits, including vacations, sick leave, pension plans, and insurance cover age. Counselors employed in commu nity agencies may work overtime. Where To Go for More Information General information on employ ment or vocational counseling may be obtained from: National Vocational Guidance Asso ciation, Inc., 1605 New Hampshire Ave. NW., Washington, D.C. 20009. 63 COUNSELING National Employment Counselors Association, 1605 New Hampshire Ave., NW., Washington, D.C. 20009. United States Department of Labor, Bureau of Employment Security, U.S. Employment Service, Branch of Counseling and Testing Services, Washington, D.C. 20210. Information on entrance require ments for positions in the public em ployment service offices may be obtained from the State civil service or merit system office in each State capital, or from local employment offices. A list of private agencies offering vocational counseling services that meet certain professional criteria set forth by the American Board on Counseling Services, Inc., is provided in the Directory of Approved Coun seling Agencies, 1967-68, available from the American Personnel and Guidance Association, Inc., 1605 New Hampshire Ave. NW., Wash ington, D.C. 20009, at $2.50 a copy. Nature of Work ENGINEERING Engineers contribute in countless ways to the welfare, technological progress, and defense of the Nation. They develop complex electric power, water supply, and waste disposal sys tems to meet the problems of urban living. They design industrial machin ery and equipment needed to manu facture goods on a mass production basis, and heating, air conditioning, and ventilation equipment for the comfort of man. Also, they develop scientific equipment to help probe the mysteries of outer space and the depths of the ocean, and design and supervise the construction of high ways and rapid transit systems for safe and more convenient transportation. In addition, they design and develop consumer products such as automo biles and refrigerators. This chapter contains an overall discussion of engineering, followed by separate statements on several branches of the field—aerospace, agricultural, ceramic, chemical, civil, electrical, industrial, mechanical, metallurgical, and mining, engineer ing. Although most engineers special ize in these or other specific branches of the profession, a considerable body of basic knowledge and methodology is common to most areas of engineer ing. Therefore, young people consid ering engineering as a career should become familiar with the general na ture of engineering as well as with its various branches. 64 Engineers develop methods for converting the raw materials and sources of power found in nature into useful products at a reasonable cost in time and money. They use basic scientific principles to solve the prac tical problems involved in designing goods and services and developing methods for their production. The emphasis on the application of scien tific principles, rather than on their discovery, is the main factor that dis tinguishes the work of the engineer from that of the scientist. For ex ample, a physicist may discover that the properties of a gas change when it is converted into a liquid at extremely low temperatures, but it is the engi neer who develops uses for the liquid, or economical methods for its pro duction. In designing or developing a new product, engineers must consider many factors. For example, in design ing a space capsule they must calcu late just how much heat, radiation, air pressure, and other forces the cap sule must withstand during its flight. Experiments must be conducted which relate these factors to various construction materials, as well as to the many possible capsule sizes, shapes, and weights. In addition, the engineer must take into account the relative cost of the required mate rials and the cost and time of the fabrication process. Similar factors must be considered by engineers who design and develop a wide variety of products ranging from transistor ra dios and washing machines to elec tronic computers and industrial machinery. Besides design and development, engineers are engaged in many other activities. Many work in inspection, quality control, and other activities related to production in manufactur ing industries, mines, and farms. Others are in administrative and management positions where knowl edge of engineering methods is of great importance. A large number plan and supervise the construction of buildings and highways. Many are employed in sales positions, where they must discuss the technical as pects of a product or assist in plan ning its installation or use. (See state ment on Manufacturers’ Salesmen.) Some conduct research aimed at sup plying the basic technological data needed for the design and production of new or improved products. Some engineers with considerable experi ence work as consultants. A relatively small group teach in the engineering schools of colleges and universities. Most engineers specialize in one of the many branches of the profession. More than 25 engineering specialties are recognized by the profession or in engineering school curriculums. Be sides these major branches—10 of which are discussed separately in this chapter—there are many subdivi sions of the branches. Structural and highway engineering, for example, are subdivisions of civil engineering. Engineers may also become specialists in the engineering problems of one industry, or in a particular field of technology such as propulsion or guidance systems. Nevertheless, the basic knowledge required for all areas of engineering often makes it possible for engineers to shift from one field of specialization to another, particular ly for those beginning their careers. Engineers within each of the branches may apply their specialized knowledge to engineering problems in many fields. For example, electrical engineers may work in the fields of medicine, missile guidance, or electric power distribution. Because engineer ing problems are usually complex, the work in some applied fields cuts across the traditional branches. Thus, engineers in one field often work closely with specialists in other scientific and engineering occupa tions. Where Employed Engineering is the second largest professional occupation, exceeded in size only by teaching; for men it is the largest profession. Approximately 1 million engineers were employed in the United States in early 1967. 65 ENGINEERING Manufacturing industries em ployed more than half of all engi neers—about 550,000 in early 1967. The manufacturing industries em ploying the largest numbers of en gineers were the electrical equipment, aircraft and parts, machinery, chem icals, ordnance, instruments, primary metals, and fabricated metal pro ducts industries. About 275,000 en gineers were employed in nonmanu facturing industries in early 1967, primarily in the construction, public utilities, engineering and architec tural services, and business and man agement consulting services indus tries. Federal, State, and local govern ment agencies employed another large group of engineers—more than 150,000 in early 1967. About half of these were employed by the Federal Gov ernment, chiefly by the Department of Defense. Other Federal agencies which employed significant numbers of engineers were the Departments of the Interior, Agriculture, and Com merce, and the National Aeronautics and Space Administration. Most en gineers in State and local govern ment agencies were employed by highway and public works depart ments. Educational institutions employed almost 40,000 engineers in early 1967, in research as well as in teaching po sitions. A small number were em ployed by nonprofit research organi zations. Engineers are employed in every State, in small cities as well as large, and in some rural areas. The profes sion also offers opportunities for em ployment overseas. Some branches of engineering are concentrated in par ticular industries, as indicated in the statements presented later in this chapter. Training, Other Qualifications, and Advancement A bachelor’s degree in engineering is the generally accepted educational requirement for entrance into engi neering positions. Well-qualified col Many engineers are engaged in research and development work. lege graduates with training in phys ics, one of the other natural sciences, or in mathematics may qualify for some beginning positions in engineer ing. Some persons without a degree are able to become engineers after long experience in a related occupa tion—such as draftsmen or engineer ing technician—and some collegelevel training. Advanced training is being empha sized for an increasing number of jobs. Graduate degrees are desirable for beginning teaching and research positions, and are helpful for ad vancement in most types of work. Furthermore, in some engineering specialties, such as nuclear engineer ing, training is generally available only at the graduate level. Education leading to a bachelor’s degree in engineering is offered by about 250 colleges, universities, and engineering schools located through out the country. Although curriculums in the larger branches of engi neering are offered in most schools, some of the smaller engineering spe cialties are taught in relatively few institutions. A student who desires to specialize in one of the smaller branches should, therefore, investi gate the curriculums offered by the various schools before selecting his college. For admission to an under graduate program, engineering OCCUPATIONAL OUTLOOK HANDBOOK 66 schools usually require high school courses in mathematics and the phys ical sciences and place emphasis on the general quality of the applicant’s high school work. In the typical 4-year engineering curriculum, the first 2 years are spent mainly in studying basic science— mathematics, physics, and chemis try—and the humanities, social sci ences, and English. The last 2 years are devoted chiefly to advanced study in basic science, and to engineering courses with emphasis on the branch of engineering in which the student is specializing. Some engineering pro grams offer only general engineering training in the undergraduate cur riculum, allowing the student to choose a specialty in graduate school or acquire one through work expe rience. Some engineering curriculums re quire more than 4 years to complete. Approximately 25 institutions have 5year programs leading to the bache lor’s degree. In addition, about 50 engineering schools have arrange ments with liberal arts colleges where by a student spends 3 years in the col lege and 2 years in the engineering school, receiving a bachelor’s degree from each. This type of program usu ally offers the student an opportunity for greater diversification in his studies. Some institutions have 5- or 6-year cooperative plans under which stu dents spend alternate periods in en gineering school and in employment in industry or government. Under most such plans, classroom study is coordinated with practical industrial experience. In addition to the prac tical experience he gains in this type of program, the student is provided an opportunity to finance part of his education. Engineering graduates usually be gin work as trainees or as assistants to experienced engineers. Many large companies have special training pro grams for their beginning engineers which are designed to acquaint them with specific industrial practices. These programs are valuable in deter mining the type of work for which the individual is best suited. As they gain experience, engineers may move up to positions of greater responsibility. Those with proven ability are often able to advance to the high-level tech nical and administrative positions, and an increasingly large number are being promoted to top executive posts. All 50 States and the District of Columbia have laws providing for the licensing (or registration) of those engineers whose work may affect life, health, or property; or who offer their services to the public. In 1966, about 270,000 engineers were registered under these laws in the United States. Generally, registration requirements include graduation from an accred ited engineering curriculum, plus at least 4 years of experience and the passing of a State examination. Ex amining boards may accept a longer period of experience as a substitute for a college degree. Employment Outlook Employment opportunities for en gineers are expected to be very good through the 1970’s. Engineering has been one of the fastest growing pro fessions in recent years and require ments for engineers are expected to increase very rapidly. However, en gineers who are not well grounded in engineering fundamentals and those whose specialization is very narrow could be affected adversely by skill obsolescence caused by shifts in de fense activities and by rapidly chang ing technology. There will probably be an especially strong demand for new engineering graduates who have training in the most recently devel oped engineering principles and tech niques, and for engineers who can apply engineering principles to the medical and other sciences. New graduates with advanced degrees will have excellent opportunities in re search and teaching. Among the factors underlying the anticipated increase in demand for engineers is the growth in population, and the resulting expansion of indus try to meet the demand for additional goods and services. The need for en gineers will probably also rise as a result of the increasingly larger amount of engineering time required for the development of complex in dustrial products and processes and the increasing automation of indus try. Another factor which will tend to increase the demand for engineers is the expected continued growth of ex penditures for research and develop ment. Such expenditures have in creased very rapidly in recent years, and it is likely that they will continue to rise through the 1970’s, although somewhat more slowly than in the past. The growth of research activi ties will result in the expansion of existing fields of work and in the creation of new ones, especially in the fields of automated machinery and computers. The level of defense expenditures is an important determinant of the demand for engineers, because a large proportion of all engineers (at least 25 percent in 1965) are engaged in activities related to national defense. The outlook for engineers is based on the assumption that defense activity in the late 1970’s will approximate the level prior to the Vietnam buildup. In addition to the engineers needed to fill new positions, thousands more will have to be trained to replace those who transfer to other occupa tions, retire, or die. These losses to the profession are expected to create over 40,000 job openings annually through the 1970’s. Along with the anticipated growth in demand for engineers, the number of new engineering graduates at all academic levels is also projected to increase in the late 1960’s and during the 1970’s. Despite this increase, the number of new graduates seeking em ployment in the profession may still fall short of demand. Thus, employ ment opportunities for new graduates will probably continue to be very good through the 1970’s. Women en gineers, who represent less than 1 per cent of the profession, are also ex- 67 ENGINEERING pected to have favorable employment opportunities. The preceding analysis relates to the outlook for the engineering pro fession as a whole. The employment outlook in various branches of en gineering is discussed in the state ments on these branches later in this chapter. a year in private industry in mid1966, according to a survey conducted by the Engineering Manpower Com mission. Graduates with the master’s degree and no experience usually re ceived from $1,000 to $2,000 a year more than those with only the bache lor’s degree. Salaries for graduates with the doctor’s degree were gen erally between $11,000 and $14,500 a year. Earnings and Working Conditions Starting salaries for new engineer ing graduates with the bachelor’s de Average (median) starting salaries gree varied considerably by industry, for engineering graduates with the as may be seen in the following tabu bachelor’s degree were about $8,300 lation based on the same 1966 survey. Industry M edian1 Aerospace and defense............................................................... $8,450 Business machines....................................................................... 8,550 Chemicals..................................................................................... 8,450 Construction................................................................................ 8,250 Consulting and engineering..................................................... 7,750 Electrical equiptment................................................................ 8,300 Electronic equipment................................................................ 8,350 Machinery.................................................................................... 8,250 Petroleum..................................................................................... 8,400 Research and development activities.................................... 8,500 Utilities.......................................................................................... 7,950 150 percent earned more and 50 percent earned less than amounts shown. 310 percent earned more than amounts shown. 3 90 percent earned more than amounts shown. In the Federal Government service in early 1967, engineers with the bachelor’s degree and no experience could start at $6,387 or $7,729 a year, depending on their college records. Beginning engineers with the bache lor’s degree and 1 or 2 years of grad uate work could start at $7,729 or $9,001. Those with the Ph. D. degree could begin at $10,481 or $11,306. In colleges and universities, the salary of beginning engineers with the bachelor’s degree averaged about $6,800 a year; with the master’s de gree, $7,600 a year; and with the Ph. D. degree, $9,900. (Also see state ment on College and University Teachers.) Most engineers can look forward to an increase in earnings as they gain experience. For example, in in dustry in 1966, the average (median) salary of engineers with 21 to 23 years of experience was about $15,500, nearly twice that of beginning engi neers. Only 10 percent of those with 21 to 23 years of experience earned less than $11,100 a year, and over 10 262-057 O— 68------ 6 ’.r J a $9,400 9,700 8,950 8,900 8,900 9,200 9,000 9,000 8,950 9,250 8,850 Lower decile3 $7,400 8,000 7,600 7,100 7,050 7,300 7,250 7,250 7,500 7,650 7,150 National Society of Professional Engineers, 2029 K St. NW., Washing ton, D.C. 20006. Information on engineering schools and curriculums and on training and other qualifications needed for en trance into the profession may also be obtained from the Engineers’ Council for Professional Develop ment. Information on registration of engineers may be obtained from the National Society of Professional En gineers. In addition to the organizations listed above, other enginering socie ties represent the individual branches of the enginering profession; some are listed with the branches presented later in this chapter. Many other en gineering organizations are listed in the following publications available in most libraries. Engineering Societies Directory, pub lished by Engineers Joint Council. Scientific and Technical Societies of the United States and Canada, published by the National Academy of Sciences, National Research Council. Some engineers are members of la percent earned $22,200 or more. A bor unions. Information on engineer small number in top-level executive ing unions may be obtained from: positions had much higher earnings. Federation of Tech Although engineers generally work ThenicalAmerican Engineers (AFL-CIO), 900 F St. NW., Washington, D.C. under quiet conditions found in 20004. modem offices and research labora tories, they may be involved in more active work—at a missile site preced AEROSPACE ENGINEERS ing the launching of a space vehicle, in a mine, at a construction site, or (D.O.T. 013.081) at some other out-of-doors location. Nature of Work Where To Go for More Information General information on engineer ing careers—including student selec tion and guidance, professional train ing and ethics, and salaries and other economic aspects of engineering— may be obtained from: Engineers’ Council for Professional Development, 345 East 47th St., New York, N.Y. 10017. Engineering Manpower Commission, Engineers Joint Council, 345 East 47th St., New York, N.Y. 10017. Aerospace engineers play a vital role in America’s space age activities. Engineers in this branch of the pro fession work on all types of aircraft and spacecraft including missiles, rockets, and conventional propellerdriven and jet-powered planes. They are concerned with all phases of the development of aerospace products from the initial planning and design to the final manufacture and testing. Aerospace engineers usually spe cialize in a particular area of work, OCCUPATIONAL OUTLOOK HANDBOOK 68 Aerospace engineer inspects research model of new aircraft. such as structural design, guidance and control, instrumentation, propul sion, materials, testing, or production methods. They may also specialize in a particular type of aerospace prod uct such as conventional passenger planes, jet-powered military aircraft, rockets, satellites, or manned space capsules. Engineers working in the conventional aircraft field are usually called aeronautical engineers. Those in the field of missiles, rockets, and spacecraft are often referred to as astronautical engineers. Where Employed More than 55,000 aerospace engi neers were employed in early 1967, mainly in the aircraft and parts in dustry. Some worked for Federal Government agencies, primarily the National Aeronautics and Space Ad ministration and the Department of Defense. Small numbers worked for commercial airlines, consulting firms, and colleges and universities. Employment Outlook Employment opportunities for aer ospace engineers are expected to be favorable through the 1970’s. Con tinuing developments in supersonic, subsonic, and vertical lift aircraft and advancement in space and missile ac tivities should result in a moderate increase in requirements for aero space engineers. Additional job op portunities will also rise from the need to replace engineers who transfer to other fields of work, retire, or die. However, engineers who are not well grounded in engineering fundamen tals, and those whose specialization is very narrow could be affected ad versely by skill obsolescence caused by shifts in defense activities and by rapidly changing technology. The level of defense expenditures is an important determinant of the demand for aerospace engineers be cause the majority of these engineers are engaged in activities related to national defense. If defense activity should differ substantially from the level prior to the Vietnam buildup, the demand for aerospace engineers will be affected accordingly. (See in troductory section of this chapter for discussion on training requirements and earnings. See also chapter on Oc cupations in Aircraft, Missile, and Spacecraft Manufacturing.) 69 ENGINEERING Where To Go for More Information American Institute of Aeronautics and Astronautics, Inc., 1290 Avenue of the Americas, New York, N.Y. 10019. Service of the Department of Agri culture. Colleges and universities employed nearly an equal number. A few were employed by State and local governments. AGRICULTURAL ENGINEERS Employment Outlook (D.O.T. 013.081) Employment of agricultural engi neers is expected to grow moder ately through the 1970’s. Among the factors which will contribute to a greater demand for these engineers are the growing mechanization of farm operations, increasing empha sis on conservation of resources, ex panding population—with a corre sponding demand for food and fibre—and the broadening use of agricultural products and wastes as industrial raw materials. Additional engineers will be needed to work on problems concerning the enormous energy and power requirements of farms. (See introductory section of this chapter for discussion on train ing requirements and earnings. See also chapter on Occupations in Agriculture.) Nature of Work Agricultural engineers use basic engineering principles and concepts to develop equipment and methods to improve the efficiency and econ omy of the production, processing, and distribution of food and other agricultural products. They are concerned primarily with the design of farm machinery, equipment, and structures; the utilization of electri cal energy on farms and in food and feed processing plants; the conserva tion and management of soil and water resources; and the design and operation of processing equipment to prepare agricultural products for market. They usually specialize in a particular area of work, such as research and development, design, testing and application, production, sales, or management. Where Employed Most of the estimated 5,000 to 10,000 ceramic engineers in early 1967 were employed in manufactur ing industries—primarily in the stone, clay, and glass industries. Others worked in the iron and steel, elec trical equipment, aerospace, and chemicals industries which produce or use ceramic products. Some were employed by educational institutions, independent research organizations, and the Federal Government. Where To Go for More Information American Society of Agricultural Engineers, 420 Main St., St. Joseph, Mich. 49085 Where Employed Most of the estimated 10,000 ag ricultural engineers in early 1967, were employed in private industry, especially by manufacturers of farm equipment and specialized lines of field, barnyard, processing, and household equipment; electrical serv ice companies; and distributors of farm equipment and supplies. Some worked for engineering consultants who supply technical or management services to farmers and farm related industries; others were independent consultants. The Federal Government employs about 1,000 agricultural engineers— chiefly in the Soil Conservation Service and Agricultural Research Some are employed in administra tion, production, and sales; others work as consultants or teach in col leges and universities. Ceramic engineers usually special ize in one or more products—for ex ample, products of refractories (fireand heat-resistant materials, such as firebrick) ; whiteware (such as por celain and china dinnerware or high voltage electrical insulators); struc tural materials (such as brick, tile, and terra cotta) ; protective and re fractory coatings for metals; glass; abrasives; and fuel elements for atomic energy. CERAMIC ENGINEERS (D.O.T. 006.081) Nature of Work Ceramic engineers develop meth ods for processing clay, silicates, and other nonmetallic minerals into a wide variety of ceramic products, ranging from glassware, cement, and bricks, to coatings and refractories for missile nose cones. They may also design and supervise the construction of the plant and equipment used in the manufacture of these products. Many ceramic engineers are engaged in research and development work. Employment Outlook The outlook is for moderate growth in the employment of ceramic engi neers through the 1970’s. Although ceramic engineering is a small field and the number of openings in any one year will be small compared with those in the large branches of engi neering, the number of graduates with degrees in ceramic engineering is also small. Thus, opportunities for new graduates should be excellent. The growth of programs related to nuclear energy, electronics, and space exploration will provide many of the opportunities for ceramic engineers. Ceramic materials which are cor rosion-resistant, and capable of with standing radiation and extremely high temperatures are becoming in creasingly important in the develop ment of nuclear reactors and space 70 OCCUPATIONAL OUTLOOK HANDBOOK vehicles. Increasing use of the more traditional ceramic products such as whiteware and abrasives, both for consumer and industrial use, will also require additional ceramic engineers to improve and adapt these products to new requirements. The growing use of structural clay and tile products in construction will add to employment opportunities in the production of these items. Furthermore, the devel opment of new glasses of unusual properties and the expanding use of conventional glasses in the construc tion and in the container field prob ably will create additional openings for ceramic engineers. (See intro ductory section of this chapter for dis cussion on training requirements and earnings.) Where To Go for More Information National Institute of Ceramic Engineers, 4055 North High St., Columbus, Ohio 43214. CHEMICAL ENGINEERS (D.O.T. 008.081) Nature of Work Chemical engineers designed the chemical plants and equipment re quired to manufacture chemicals. They also determine the best com bination of the many, chemical opera tions that will result in the most effec tive manufacturing process. They often test their work by designing and operating pilot plants. The work in this branch of engi neering is so diversified and complex that chemical engineers frequently become specialists in a particular type of chemical operation such as oxida tion, polymerization, distillation, or hydrogenation. Others specialize in the manufacture of a specific product such as plastics, paper, or rubber. Chemical engineers may be engaged in research and development, produc tion, plant operation, design, sales, management, or teaching. Where Employed Where To Go for More Information American Institute of Chemical Engineers, 345 East 47th St., New York, N.Y. 10017. Approximately four-fifths of the es timated 50,000 chemical engineers in CIVIL ENGINEERS the United States in early 1967 were (D.O.T. 005.081) employed in manufacturing indus tries—primarily in the chemicals in dustry. Some were employed by gov Nature of Work ernment agencies and by colleges and universities. A small number worked engineers design and super for independent research institutes or viseCivil the construction of roads, har engineering consulting firms, or as in bors, airfields, tunnels, bridges, water dependent consulting engineers. supply and sewage systems, buildings, and many other types of structures. Civil engineering is so broad that Employment Outlook many specialties have developed with The outlook is for rapid growth of in it—among them are structural, employment in chemical engineering highway, hydraulic, and sanitary through the 1970’s. The major fac engineering. tors underlying this expected growth are expansion of industry—the chem icals industry in particular—and con tinued high levels of expenditures for research and development, in which about one-third of all chemical engi neers are employed. The growing complexity of chemical processes and the automation of these processes, es pecially in the chemicals and petro leum industries, will require addi tional chemical engineers for work related to designing, building, and maintaining the necessary plants and equipment. Chemical engineers will also be needed in many relatively new areas of work, such as the design and Many civil engineers are in super development of nuclear reactors and visory or administrative positions, nuclear fuel processing for industrial use, and research aimed at develop ranging from that of site supervisor of ing new and better solid and liquid a construction project or head of a fuels for rockets. Furthermore, the drafting department to top-level ex development of new chemicals for ecutive positions. Some are engaged use in the manufacture of consumer in design, planning, research, inspec goods such as fertilizers, drugs, and tion, or maintenance activities. Others paints will probably create additional teach in colleges and universities or openings for chemical engineers. work as consultants. (See introductory section of this chapter for discussion on training re quirements and earnings. See also Where Employed statement on Chemists and chapter More than 180,000 civil engineers on Occupations in the Industrial were employed in the United States Chemical Industry.) 71 ENGINEERING in early 1967. The majority were em ployed by Federal, State, and local government agencies and the con struction industry. Large numbers were employed by consulting engi neering and architectural firms, or worked as independent consulting engineers. Some were employed by public utilities, railroads, and educa tional institutions. Others worked in the iron and steel industries and other major manufacturing industries. Civil engineers work in all parts of the country, in every State and city— usually in or near the major in dustrial and commercial centers. However, since these engineers are frequently called upon to work at construction sites, they are sometimes stationed in remote areas of the United States or in foreign countries. Furthermore, civil engineers in some positions are often required to move from place to place to work on dif ferent projects. Employment Outlook The outlook in civil engineering— one of the largest and oldest branches of the profession—is for continued growth through the 1970’s. The expanding employment op portunities for civil engineers will result from the growing needs for housing, industrial buildings, and highways created by an increasing population and expanding economy. Work related to the problems of urban living, such as water and sew age systems, air and water pollution, and giant urban redevelopment proj ects, may also require additional civil engineers. Large numbers of civil engineers will be needed each year to replace those who retire or die. The number of civil engineers needed annually to fill such vacancies—estimated to be about 3,400 in 1966—will probably rise slowly in the future. (See intro ductory section of this chapter for discussion on training requirements and earnings.) Where To Go for More Information American Society of Civil Engineers, 345 East 47th St., New York, N.Y. 10017. ELECTRICAL ENGINEERS ployed by telephone and telegraph and electric light and power com panies. Sizable numbers were em ployed by government agencies and by colleges and universities. Others worked for construction firms, for engineering consultants, or as in dependent consulting engineers. (D.O.T. 003.081, 151, and 187) Employment Outlook Nature of Work Employment opportunities for elec trical engineers are expected to in crease very rapidly through the 1970’s. An increased demand for electrical equipment to automatically control production processes, using such items as computers and sensing devices, is expected to be among the major factors contributing to this growth. The anticipated growing need for electrical and electronic con sumer goods is also expected to create many job openings for electrical engineers. A large number of electrical engi neers are engaged in defense and space work. Employment of electrical engineers in defense activities during the 1970’s should not vary signifi cantly from current levels, assuming defense activity in the late 1970’s ap proximates the level prior to the Viet nam buildup. In addition to those needed to fill new positions, many electrical engi neers will be required to replace per sonnel lost to the profession because of retirement or death. The number needed to fill such vacancies, esti mated to be about 2,200 in 1966, will probably rise slowly in the future. (See introductory section of this Where Employed chapter for discussion of training re Electrical engineering is the largest quirements and earnings. See also branch of the profession. It is esti chapter on Occupations in Electronics mated that approximately 220,000 Manufacturing.) electrical engineers were employed in the United States in early 1967. They were employed chiefly by manufac Where To Go for More Information turers of electrical and electronic of Electrical and Electronic equipment, aircraft and parts, busi Institute Engineers, ness machines, and professional and 345 East 47th St., New York, N.Y. scientific equipment. Many were em 10017. Electrical engineers design, de velop, and supervise the manufacture of electrical and electronic equip ment—including electric motors and generators; communications equip ment; electronic apparatus such as television, radar, computers, and mis sile guidance systems; and electrical applicances of all kinds. They also design and participate in the opera tion of facilities for generating and distributing electric power. Electrical engineers usually spe cialize in a major area of work such as electronics, electrical equipment manufacturing, communications, or power. Many specialize in subdivi sions of these broad areas; for ex ample, electronics engineers may specialize in computers, or in missile guidance and tracking systems. A large number of electrical en gineers are engaged in research, development, and design activities. Another large group is employed in administrative and management posi tions. Others are employed in various manufacturing operations, or in tech nical sales or teaching positions. 72 OCCUPATIONAL OUTLOOK HANDBOOK INDUSTRIAL ENGINEERS (D.O.T. 012.081, .168 and .188) Industrial engineers determine the most effective methods of using the basic factors of production—man power, machines, and materials. They are concerned with people and “things,” in contrast to engineers in other specialties who generally, are concerned more with developmental work in subject fields, such as power, mechanics, structures, or materials. They may design systems for data processing and apply operations re search techniques to complex orga nizational, production, and related problems. Industrial engineers also develop management control systems to aid in financial planning and cost analysis; design production planning and control systems to insure coordi nation of activities, and to control the quality of products; and may design and improve systems for the physical distribution of goods and services. Other activities of industrial engi ing firms. A few were independent neers include plant location surveys, consulting engineers. where consideration is given to sources of raw materials, availability Employment Outlook of a work force, financing, and taxes; and the development of wage and salary administration and job evalua The outlook is for continued rapid growth of employment in this branch tion programs. of the profession through the 1970’s. The increasing complexity of indus trial operations and the expansion of Where Employed automated processes, coupled with More than two-thirds of the esti the continued growth of the Nation’s mated 115,000 industrial engineers industries, are among the major fac employed in early 1967 were in manu tors expected to increase the demand facturing industries. They were more for industrial engineers. Growing rec widely distributed among manufac ognition of the importance of scien turing industries than were those in tific management and safety engi other branches of engineering. Some neering in reducing costs and increas productivity is also expected to worked for insurance companies, con ing stimulate for persons in struction and mining firms, and pub this branchtheofdemand engineering. lic utilities. Others were employed by Besides those needed to fill new retail organizations and other large positions, additional numbers of in business enterprises to improve oper dustrial engineers will be required ating efficiency. Still others worked each year to replace those who retire for government agencies, educational or die. The number needed to fill such institutions, and consulting engineer vacancies, estimated to be approxi mately 1,300 in 1966 will probably rise slowly in the future. (See intro ductory section of this chapter for discussion on training requirements and earnings.) Where To Go for More Information American Institute of Industrial Engineers, 345 East 47th St., New York, N.Y. 10017. MECHANICAL ENGINEERS (D.O.T. 007.081, .151, .168, .181, and .187; 011.081; and 019.187) Nature of Work Industrial engineers plan production operations. Mechanical engineers are con cerned with the production, trans mission, and use of power. They de sign and develop machines which produce power, such as internal com bustion engines, steam and gas tur bines, jet and rocket engines, and nu 73 ENGINEERING clear reactors. They also design and develop a great variety of machines which use power—refrigeration and air-conditioning equipment, eleva tors, machine tools, printing presses, steel rolling mills, and many others. Many specialized areas of work have developed within mechanical engineering. Among these specialties are those concerned with motor vehi cles, marine equipment, railroad equipment, rocket engines, steampower, heating, ventilating and air conditioning, hydraulics or fluid mechanics, instrumentation, ord nance, and machines for specialized industries, such as petroleum, rubber and plastics, and construction. Large numbers of mechanical en gineers are engaged in research, de velopment, and design. Many are also employed in administrative and management activities. Others work in maintenance, sales, and activities related to production and operations in manufacturing industries. Some teach in colleges and universities or work as consultants. Where Employed Almost 200,000 mechanical en gineers were employed in the United States in early 1967. Nearly all manu facturing and nonmanufacturing in dustries employed some members of the profession. However, nearly threefourths of all mechanical engineers were employed in manufacturing in dustries—mainly in the primary and fabricated metals, machinery, trans portation equipment, and electrical equipment industries. Others were employed in government agencies, educational institutions, and consult ing engineering firms. Some worked as independent consulting engineers. Employment Outlook The outlook in mechanical engi neering—the second largest branch of the profession—is for rapid growth through the 1970’s. The expected ex pansion of industry with the conse quent demand for industrial machin ery and machine tools, and the in creasing technological complexity of industrial machinery and processes will be among the major factors con tributing to greater employment. Continued growth of expenditures for research and development will also be a factor in the growth of this branch of the profession. Moreover, newer areas of work, such as atomic energy and aerospace development, will probably provide additional openings for large numbers of mechanical engineers. Besides those needed to fill new positions, large numbers of mechani cal engineers will be required each year to replace those who retire or die. The number needed to fill such vacancies, estimated to be about 2,700 in 1966 will probably rise slowly in the future. (See introductory section of this chapter for discussion on training requirements and earnings.) Where To Go for More Information The American Society of Mechanical Engineers, United Engineering Center, 345 East 47th St., New York, N.Y. 10017. METALLURGICAL ENGINEERS (D.O.T. 011.081) Nature of Work Metallurgical engineers develop methods of processing and converting metals into useful products. These engineers usually work in 1 of 2 main branches of metallurgy—extractive or physical. Extractive metallurgy deals with the extraction of metals from their ores, and with refining them to obtain pure metal. Physical metal lurgy deals with the properties of metals and their alloys, and with methods of converting refined metals into useful final products. Persons working in the field of metallurgy may be referred to as either metal lurgists or metallurgical engineers. Where Employed The metal working industries—pri marily the iron and steel and nonferrous metals industries—employed over one-half of the estimated 5,000 to 10,000 metallurgical engineers in early 1967. Many metallurgical en gineers worked in the machinery, electrical equipment, and aircraft and parts industries. Others were em ployed in the mining industry, and in government agencies, consulting firms, independent research organi zations, and educational institutions. Employment Outlook Employment in this small branch of the profession is expected to grow rapidly through the 1970’s. Increas ing numbers of metallurgical en gineers will be needed by the metal working industries to work on prob lems involved in the adaptation of metals and alloys to new needs. For example, the development of such products as supersonic jet aircraft, missiles, satellites, and spacecraft has brought about a need for lightweight metals capable of withstanding both extremely high and extremely low temperatures. Metallurgical engineers will also be needed to solve metal lurgical problems connected with the efficient use of nuclear energy. Fur thermore, as the supply of high-grade ores diminishes, more metallurgical engineers will be needed to find ways of processing low-grade ores now re garded as unprofitable to mine. (See introductory section of this chapter for discussion on training require ments and earnings. Also see chapter on Occupations in the Iron and Steel Industry.) Where To Go for More Information American Institute of Mining, Metal lurgical, and Petroleum Engineers, 345 East 47th St., New York, N.Y. 10017. 74 OCCUPATIONAL OUTLOOK HANDBOOK MINING ENGINEERS (D.O.T. 010.081, .168, and .187) Nature of Work Mining engineers are responsible for the extraction of minerals from the earth and for the preparation of min erals for use by manufacturing indus tries. They design the layouts of mines, supervise the construction of mine shafts and tunnels in under ground operations, and devise meth ods of transporting extracted minerals to processing plants. Mining engi neers are responsible for the efficient operation of mines and mine safety, including ventilation, water supply, communications, and maintenance of equipment. Some mining engineers work with geologists, locating and ap praising new ore deposits. Others con duct research to develop new mining equipment and to devise improved methods of processing extracted min erals. Mining engineers frequently spe cialize in the extraction of specific metal ores or coal and other nonmetallic minerals. Engineers who spe cialize in the extraction of petroleum and natural gas are usually considered transfer to other fields of work, or members of a separate branch of the die. For example, it is estimated that profession—Petroleum Engineering. about 200 mining engineers retired or died in 1966, while only 153 bachelor degrees were granted in mining Where Employed engineering. Exploration for minerals is increas Approximately three-quarters of ing, both in the United States and in the estimated 13,500 mining engi other parts of the world. Easily mined neers were employed in the mining deposits are being depleted, creating and petroleum industries in early a growing need for engineers to mine 1967. Most of the remainder worked newly discovered mineral deposits and in colleges and universities or govern to devise more efficient methods for ment agencies, or as independent con mining low-grade ores. Additional sultants. employment opportunities for mining Mining engineers are usually em engineers will arise as the develop ployed at the location of mineral de ment of new alloys and discovery of posits, often near small communities. new uses for metals increases the de However, those engaged in research, mand for less widely used ores. Re teaching, management, or consulting, covery of metals from the sea and the are often located in large metropoli development of oil shale deposits could present major challenges to the tan areas. mining engineer in the future. (See introductory section to chapter for Employment Outlook discussion on training requirements and earnings. See also chapter on Employment opportunities for min Petroleum Production and Refining.) ing engineers are expected to be favorable for the remainder of this decade and throughtout the 1970’s. Where To Go for More Information The number of new graduates in min Institute of Mining, Metal ing engineering entering the industry American lurgical, and Petroleum Engineers, is expected to be fewer than the num 345 East 47th St., New York, N.Y. ber of mining engineers who retire, 10017. HEALTH SERVICE OCCUPATIONS Almost everyone knows something about the professional services pro vided by doctors, dentists, and phar macists. Many people also have some firsthand knowledge of the duties per formed by nurses, attendants, and other workers who take care of pa tients in hospitals. Less well known, but also of great importance to the public health, is the large number of people employed behind the scenes in other health service occupations, such as laboratory or X-ray technician. Altogether, about 3 million people were employed in health occupations in 1966. Employment in this field has increased rapidly in recent years. Nurses, physicians, pharmacists, and dentists constituted the largest number in the professional health oc cupations in 1966, ranging from nearly 100,000 dentists to about 620,000 registered professional nurses. Other professional health occupations with sizable employment are dietitian, veterinarian, optometrist, chiroprac tor, osteopathic physician, and hos pital administrator. Other health service workers include technicians of various types, such as medical tech nologist, medical X-ray technician, dental hygienist, and dental labora tory technician. Large numbers— nearly 1 million—worked as practical nurses and auxiliary nursing workers, including orderlies, nursing aids, hos pital attendants, and psychiatric assistants. Workers in the health field are em ployed in hospitals, clinics, labora tories, pharmacies, nursing homes, in dustrial plants, public health agencies, mental health centers, private offices, and patients’ homes. Those employed in health occupations work mainly in the more heavily populated and pros perous sections of the Nation. Many women are employed in the health field. Nursing, the largest of the major health service occupations, is second only to teaching as a field of professional employment for women. Other health service occupa tions in which women predominate are practical nurse, medical X-ray technician, medical technologist, dietitian, physical therapist, occupa tional therapist, speech pathologist and audiologist, dental hygienist, and medical record librarian. On the other hand, the majority of dentists, optometrists, physicians, veterinari ans, pharmacists, hospital administra tors, and sanitarians are men. The educational and other require ments for work in the health field are as diverse as the health occupations themselves. For example, professional health workers—physicians, dentists, pharmacists, and others—must com plete a number of years of preprofes sional and professional college educa tion and pass a State licensing examination. On the other hand, some health service occupations can be entered with little specialized training. A continued rapid expansion of employment in the health field is ex pected through the 1970’s, although the rates of growth will differ con siderably among individual health occupations. The factors which are expected to contribute to an increase in the demand for health care are the following: The country’s expanding population; wider health education and the resultant rising health con sciousness of the general public; growth of coverage under prepay ment programs for hospitalization and medical care, including Medicare; rapid expansion of expenditures for medical research; and increasing ex penditures by Federal, State, and local governments for health care and services. In addition, many new work ers will be needed each year to replace those who retire, die, or—particularly in the case of women—leave the field for other reasons. Thus, there will be many opportunities for employment in the health services. CHIROPRACTORS (D.O.T. 079.108) Nature of Work Chiropractic is a system of treat ment based on the principle that a person’s health is determined largely by his nervous system, and that inter ference with this system impairs his normal functions and lowers his resistance to disease. Chiropractors treat their patients primarily by man ual manipulation of parts of the body, especially the spinal column. Many Chiropractor adjusts patient’s spine. 75 76 OCCUPATIONAL OUTLOOK HANDBOOK also use such supplementary measures as water, light, and heat therapy and prescribe diet, exercise, and rest. Be cause of the emphasis on the impor tance of the spine and its position, most chiropractors use X-ray exten sively to aid in locating the source of patients’- difficulties. Chiropractic as a system for healing does not include the use of drugs or surgery. Where Employed About 23,500 chiropractors were employed in the United States in early 1967; about 9 percent were women. Most chiropractors were en gaged in independent private prac tice. Some were salaried assistants of established practitioners, or worked for chiropractic clinics and industrial firms. Others taught or conducted research at chiropractic colleges. About 45 percent of all chiropractors were located in California, New York, Texas, Missouri, and Pennsylvania. Training, Other Qualifications, and Advancement Most States and the District of Columbia regulate the practice of chiropractic and grant licenses to chiropractors who meet certain edu cational requirements and pass a State board examination. The type of prac tice permitted and the educational requirements for licensure vary con siderably from one State to another. In 1967, the States of Louisiana and Mississippi did not regulate the prac tice of chiropractic nor issue licenses to chiropractors. Most States require the successful completion of a 4-year chiropractic course following high school gradua tion. About one-half of the States also require 1 or 2 years of prepara tory college work before chiropractic training. About half the States also require that chiropractors pass a basic science examination. Chiropractors licensed in one State generally may obtain a license in another State with out further examination. Some of the 12 chiropractic colleges in the United States in 1967 restricted their teaching to manipulation and spinal adjustments, while the others offered a broader curriculum includ ing such subjects as chiropractic physiotherapy and nutrition. In most chiropractic colleges, the first 2 years of the 4-year curriculum are devoted chiefly to classroom and laboratory work in subjects such as anatomy, physiology, and biochemistry. The last 2 years are spent in obtaining practical experience in the colleges’ clinics. The degree of Doctor of Chiropractic (D.C.) is awarded to students completing 4 years of chiro practic training. Among the personal qualities con sidered desirable for a chiropractor is the ability to deal with people sympathetically. The work requires considerable hand dexterity but does not call for unusual strength or endurance. Most newly licensed chiropractors either set up a new practice or pur chase an established practice. Some start as salaried chiropractors to acquire experience and funds neces sary to establish their own practice. A moderate financial investment is usually necessary to open and equip an office. Opportunities for new graduates to begin their own practice are likely to be best in those parts of the country where chiropractic is most fully ac cepted as a method of treatment. Opportunities also should be good for those who wish to enter salaried positions in chiropractic clinics, chiropractic colleges, and other or ganizations employing chiropractors. The expected slight growth in de mand for chiropractors’ services will be related to an expanding population and its increasing demand for various types of health care, including chiro practic treatment. Women are expected to have good opportunities in chiropractic, since some women and children prefer to be treated by women chiropractors. All chiropractic colleges accept women as students. Employment Outlook Where To Go for More Information The employment outlook for chiro practors is expected to be favorable through the 1970’s. Only a slight in crease in the demand for chiropractic services is expected, but the number of new graduates of chiropractic col leges also is expected to be small and probably will be barely enough to fill openings left by chiropractors who retire, die, or stop practicing for other reasons. In view of the trend in many States toward raising educational re quirements for chiropractic practice, opportunities may be best for those with the most thorough training. Information on State licensing re quirements may be obtained from the State Board of licensing in the capital of the State in which the individual plans to practice. General information on chiro practic as a career may be obtained from: * V V >: ' ^ •^ ^ °•****■' Earnings and Working Conditions ~ ' 4 » ; ■ 1 In chiropractic, as in other types of independent practice, earnings are relatively low at the beginning but rise after the first few years. Though incomes of chiropractors vary widely, experienced chiropractors generally had average yearly incomes ranging from $11,000 to $16,000 in early 1967, according to the limited data available. f-t-u. # .V , - ~ American Chiropractic Association, American Building, 2200 Grand Ave., P.O. Box 1535, Des Moines, Iowa 50306. International Chiropractors Associa tion, 741 Brady St., Davenport, Iowa 52805. 77 HEAI/TH SERVICE OCCUPATIONS DENTAL HYGIENISTS (D.O.T. 078.368) Nature of Work Dental hygienists work under the supervision of a dentist; they clean teeth by removing stains and calcium deposits, polish teeth, and massage gums. While performing this work (oral prophylaxis), they chart condi tions of decay and disease for diag nosis by the dentist. They may also take and develop X-rays, mix filling compounds, apply solutions to the teeth for the control of dental decay, administer prescribed medicaments, sterilize instruments, and act as chairside assistants to the dentists. Hy gienists provide dental health educa tion, including the techniques of mouth care and proper diet. Dental hygienists working in school systems promote dental health by ex amining children’s teeth, assisting dentists in determining the dental treatment needed, and reporting their findings to parents. They also perform oral prophylaxes and give instruction on correct care and brushing of teeth. Some help to develop classroom proj ects or assembly programs on oral health. Dental hygienists employed by health agencies work on dental health projects or perform clinical duties. A few assist in research proj ects. Those with advanced training may teach in schools of dental hygiene. Where Employed Approximately 16,000 dental hy gienists were employed in 1966; al most all were women. Many work part time. The majority of all dental hygienists were employed in private dental offices; about one-fourth worked for public health agencies or school systems; and others worked in industrial plants, clinics, hospitals, dental hygiene schools, and as civilian employees of the Armed Forces. Although some hygienists are em ployed in small towns, the majority work in metropolitan areas. Training and Other Qualifications Dental hygienists must pass an ex amination to be licensed by the State in which they wish to practice. In all States except Alabama and Georgia, eligibility for a license is limited to graduates of accredited dental hy giene schools. In 1966, candidates could complete part of the State li censing requirements by passing a written examination given by the Na tional Board of Dental Examiners in 41 States. Upon being licensed, a hy gienist becomes a Registered Dental Hygienist (R.D.H.). In order to prac tice in a different State, a licensed dental hygienist must take that State’s examination. In 1967, 60 schools of dental hy giene in the United States were ac credited or provisionally accredited by the Council on Dental Education of the American Dental Association. Most of these schools provide a 2-year dental hygiene certification course. Some have 4-year programs leading to the bachelor’s degree, and others offer both programs. Programs lead ing to a master’s degree are offered in three schools. For dental hygienists interested in practicing in a private dental office, completion of the 2-year program is 78 OCCUPATIONAL OUTLOOK HANDBOOK usually sufficient. In order to work in research, teaching, and in public or school health programs, the comple tion of a 4-year program is usually required. The minimum requirement for ad mission to a school of dental hygiene is graduation from high school. Sev eral schools which offer the bachelor’s degree admit students to the dental hygiene program only after they have completed 2 years of college. The ma jority of schools also require that ap plicants take aptitude tests conducted by the American Dental Hygienists’ Association. The curriculum at a school of den tal hygiene consists of courses in the basic sciences, dental sciences, and liberal arts. These schools offer labo ratory work, clinical experience, and classroom instruction in such subjects as anatomy, chemistry, histology, pathology, pharmacology, and nu trition. The ability to work well with people, and patience as well as man ual dexterity and attentiveness to de tail are essential in this field. Employment Outlook Employment opportunities for den tal hygienists are expected to be ex cellent through the 1970’s. Despite the anticipated continued rise in the number of graduates from schools of dental hygiene, the demand is ex pected to be greater than the number available for employment, as in re cent years. The demand for hygienists is ex pected to grow as a result of the ex panding population and the growing awareness of the importance of regu lar dental care. Increasing interest in dental care programs for children will lead to more employment opportuni ties in school systems. Increased par ticipation in dental prepayment plans and more group practice among den tists may also result in new jobs for dental hygienists. In addition, a great number of job openings will be creat ed by young women leaving their jobs for marriage and family responsi bilities. Mature women who wish to return tirement benefits as other workers in to the field and those who desire part- these organizations. time positions can expect to find good opportunities for employment. •' ■ ''.Vi.'1*-; C - V ;• -•.‘■•'••v* Where To Go for More Information Information about approved schools and the educational require Earnings of dental hygienists are af ments needed to enter this field may fected by the type of employer, edu be obtained from: cation, and experience of the indi American Dental Hygienists’ Associa vidual hygienist, and the part of the tion, 211 East Chicago Ave., Chicago, 111. country in which the job is located. 60611. Dental hygienists working in private Information concerning licensing dental offices are usually salaried em ployees although some are paid a requirements can be obtained from commission for work performed or a the State Board of Dental Examiners combination of salary and commis in each State. sion. Those employed in research, administrative, supervisory, or teach ing positions often earn higher DENTAL LABORATORY TECHNICIANS salaries. Salaries of dental hygienists em (D.O.T. 712.381) ployed full time in private offices averaged about $5,500 a year in 1965, according to a survey conducted by Nature of Work the American Dental Association. The annual beginning salary for a Artificial dentures—teeth, crowns, dental hygienist employed by the Fed bridges, and other dental and ortho eral Government was either $4,776 dontal appliances—used to be made or $5,331 in early 1967, depending by dentists. Now, dental laboratory on education and experience. Most technicians do most of this highly of those in the Federal Government skilled work. These technicians do earned between $5,300 and $6,000 not deal directly with patients but per year. prescriptions from dentists. Dental hygienists employed full receive In making many kinds of artificial time in private offices usually work dentures, dental techni between 35 and 40 hours a week. cians form modelslaboratory in dental stone They may work on Saturdays or dur (hard plaster) from impressions of ing evening hours. Some hygienists patients’ mouths taken by dentists. work for two dentists or more. also may make metal castings Most dental hygienists are em They for dentures, and finish den ployed in clean, well-lighted offices tures, constructpolish metal or porcelain but may have to stand for long crowns or inlays for partially de periods of time. Regular medical stroyed teeth, make gold and other checkups and strict adherence to es metal bridges, and make appliances tablished procedures for using X-ray to correct such abnormalities as cleft equipment and for disinfection are palates. In performing this work, important health protections for per dental laboratory technicians use sons in this occupation. handtools, special electric lathes A paid vacation of 2 or 3 weeks is small and drills, high-heat furnaces, and common among hygienists who work other kinds of specialized laboratory full time in dental offices. Dental hy equipment. gienists employed by school systems, Some dental laboratory technicians health agencies, and the Federal or do all types of dental laboratory work. State governments have the same hours, vacation, sick leave, and re Others specialize in such areas as Earnings and Working Conditions 79. HEALTH SERVICE OCCUPATIONS fabricating crowns and bridges, ar ranging artificial teeth on dental appliances so that they function properly, processing plastic materials, working with dental ceramics (por celain), or making castings of gold or nonprecious metal alloys used in dentistry. In beginning jobs, trainees usually perform relatively simple jobs such as mixing and pouring plaster into casts and molds. As they gain experience, they are assigned more difficult laboratory work and may use expensive metals. Where Employed An estimated 26,000 dental lab oratory technicians were employed in 1966. Most of these technicians worked in commercial laboratories, either as employees or as owners of the business. Commercial laborato ries, which handle orders from dent ists, are usually one- or two-man shops. However, a few large labora tories employ many technicians. About 4,000 dental laboratory technicians were employed by indi vidual dentists. Some worked in hos pitals that provided dental services. Others were employed by the Federal Government, chiefly in the Veterans Administration and in the Depart ment of the Army. Women, who account for about 10 percent of all dental laboratory technicians, worked mainly in large commercial labora tories. Dental laboratory technicians, like the dentists who use their services, are located mainly in cities and in the States with large populations. Training, Other Qualifications, and Advancement Although no minimum formal edu cational requirements prevail for entry into this occupation, graduation from high school is an asset. The most common method of becoming a dental laboratory technician is to secure a trainee position and learn the craft on the job, usually in a commercial Dental laboratory technician forms dentures. laboratory or a hospital offering dental services. Typically, on-the-job training lasts 3 or 4 years, depending on such factors as the trainee’s previ ous experience, his ability to master the techniques, and the number of specialized areas to be learned. Courses in dental laboratory work are offered in some public vocational high schools and junior colleges; the course-work may be taken in con junction with on-the-job training. Persons also may qualify by taking 1to 2-year programs in dental labora tory technology offered by a few schools. But regardless of a student’s educational background, employers consider actual work experience to be necessary for an applicant to qualify as a full-fledged technician. In 1967, 10 schools, accredited by the American Dental Association, of fered 2-year educational programs to high school graduates (or those with equivalent education). The first year of training in these schools includes formal classroom instruction in dental law and ethics, chemistry, ceramics, metallurgy, and other related sub jects. During the second year, the student is provided supervised prac tical experience in the school or a dental laboratory. After completion of the 2-year training program, an addi tional 3 years of practical experience in a dental office or a laboratory gen erally is needed to become recognized as a well-qualified dental technician. A formal apprenticeship program was instituted in 1966 by the National Association of Certified Dental Lab oratories. The program includes about 8,000 hours of on-the-job train ing and a minimum of 144 hours a year of related home study. The National Association of Certi fied Dental Laboratories sponsors a certification program for dental lab oratory technicians who can meet certain training and other require ments. Certification may become im portant for obtaining employment as a dental laboratory technician, be cause many employers are likely to 80 OCCUPATIONAL OUTLOOK HANDBOOK regard it as evidence of the techni cian’s competence. Among the personal qualifications which employers look for in selecting trainees are a high degree of manual dexterity, good color preception, pa tience, and a liking for detailed work. Preference also may be given to young people who have completed high school courses in art, ceramics and pottery, sculpturing, blueprint read ing, plastics and metalworking. Employment Outlook Job opportunities for both wellqualified craftsmen and for special ists are expected to be very good through the 1970’s. Opportunities for trainees should be very favorable also. In addition to an expected rapid in crease in employment, many openings for dental laboratory technicians will probably occur because of the need to replace technicians who transfer to other fields of work, retire, or die. Opportunities for salaried employ ment for both experienced and trainee dental laboratory technicians will be best in commercial laborato ries and in the Federal Government. Some experienced technicians also should be able to establish labora tories of their own. A technician whose work has become known to several dentists in a community will have the best prospect of building a successful business. Among the factors underlying the expected rapid growth in demand are the growing public awareness of the importance of preventive den tistry; the availability of new dental prepayment plans to help people of moderate income; and the increasing number of older people with an ac companying increase in the number of persons requiring artificial den tures. Moreover, the number of den tists is not expected to keep pace with the demand for their services; hence, in order to devote more time to treat ment of patients, dentists will send more and more of their laboratory work to commercial firms. Earnings and Working Conditions Apprentice or beginning dental lab oratory technicians employed in com mercial laboratories in 1966 usually earned between $56 and $80 a week. Experienced technicians in commer cial laboratories generally earned be tween $100 and $150 a week, depend ing on their skill level and experience. Ceramist technicians and crown and bridge technicians received the high est salaries. Foremen and managers in large dental laboratories may earn $200 or more per week. In general, net earnings of self-employed tech nicians are higher than those of salaried workers. The starting salary for dental lab oratory technicians employed in the Federal Government was about $102 a week in early 1967. The majority of experienced dental laboratory technicians employed in the Federal Government earned between $124 and $140 a week. Salaried technicians usually work the standard 40-hour week, but selfemployed technicians frequently work longer hours. Many technicians in commercial laboratories receive paid holidays and vacations, and some also are provided paid sick leave, bonuses, and other fringe bene fits. Technicians employed by the Federal Government have the same benefits as other Federal employees. The work of dental laboratory technicians is not strenuous and most jobs can be done by handicapped workers provided they have good use of their hands and fingers. Where To Go for More Information Information about the training and lists of approved schools are avail able from: American Dental Association, Coun cil on Dental Education, 211 East Chicago Ave., Chicago, 111. 60611. Information on career opportuni ties in commercial laboratories, scholarships, requirements for certi fication, and apprenticeship pro grams may be obtained from: National Association of Certified Dental Laboratories, Inc., 1330 Massachusetts Ave. NW., Wash ington, D.C. 20005. DENTISTS (D.O.T. 072.108) Nature of Work Dentists look for and fill cavities in the teeth, straighten teeth, take Xrays of the mouth, and treat gum dis eases. Dentists also extract teeth and substitute artificial dentures especial ly designed for the individual patient. In addition, they clean teeth and ex amine the mouth for diseases. They spend most of their time with pa tients, but some time may be devoted to laboratory work such as making dentures and inlays. Many dentists, however—particularly in large cities—send most of their laboratory work to commercial firms. Some den tists employ dental hygienists to clean patients’ teeth. (See statement on Dental Hygienists.) They also em ploy other assistants who perform of fice work and assist the dentist in his “chairside” duties. Most dentists are general practi tioners who provide many types of dental care; only about 6 percent are recognized as specialists. More than half of these specialists are orthodon tists, who straighten teeth. The next larger number, oral surgeons, per form operations in the mouth and jaws. The remainder specialize in periodontology (treating the tissues that support the teeth), prosthodontics (making artificial teeth or dentures), pedodontics (dentistry for children), oral pathology (diseases of the mouth), endodontics (root canal therapy), and public health dentistry. About 3 percent of all dentists are employed primarily in work that does not involve “chairside” practice, such as teaching and research. Many dentists in private practice, however, do this work on a part-time basis. 81 HEAL/TH SERVICE^ OCCUPATION'S Where Employed About 97,500 dentists were at work in the United States in 1966. Nine out of every ten were in private practice. Of the remainder, about 6,500 served as commissioned officers in the Armed Forces; about 1,300 had other types of Federal Government positions— chiefly in the hospitals and clinics of the Veterans Administration and the Public Health Service; and about 1,200 held full-time positions in schools, hospitals, or State and local health agencies. Women dentists rep resented only about 2 percent of the profession. Dentists tend to be concentrated in large cities and in populous States. In 1966, about a third of all dentists were located in the four States of New York, California, Pennsylvania, and Illinois. Training, Other Qualifications, and Advancement A license to practice dentistry is required in all States and the District of Columbia. To qualify for a license, a candidate must be a graduate of an approved dental school and pass a State Board examination. In 1966, 44 States and the District of Columbia recognized the examination given by the National Board of Dental Ex aminers as a substitute for the written part of the State Board examinations. One State, Delaware, also requires new graduates to serve 1 year of hos pital internship. Most State licenses permit dentists to engage in both gen eral and specialized practice. In 10 States, however, a dentist cannot be licensed as a “specialist” unless he has 2 or 3 years of graduate educa tion, several years of specialized ex perience, and passes a special State examination. Few States permit den tists licensed in other States to prac tice in their jurisdictions without fur ther examination. The minimum education require ments for graduation from an ap proved dental school is 2 years of pre dental college work followed by 4 years of professional dental school training; 7 of the 49 dental schools in operation in the United States in 1966 required 3 years of predental study. Predental education must in clude at least a half-year course in organic chemistry and full-year courses in English, biology, physics, and inorganic chemistry. In dental college, the first 2 years are usually devoted to classroom in struction and laboratory work in basic sciences such as anatomy, bacteriol ogy, and pharmacology. The last 2 82 years are spent chiefly in the school’s dental clinic, treating patients. The degree of Doctor of Dental Surgery (D.D.S.) is awarded by most dental colleges. An equivalent degree, Doctor of Dental Medicine (D.M.D.) is conferred by a few schools. Competition is keen for admittance to dental schools. In selecting stu dents, schools give considerable weight to college grades and amount of college education; more than half of the students enrolling in dental schools have bachelor’s degrees. In addition, all dental schools par ticipate in a nationwide aptitude test ing program, and scores earned on these tests are considered along with information gathered about the ap plicant through recommendations and interviews. Many State-sup ported dental schools also give pref erence to residents of their particular States. Dentists interested in research or teaching, or in becoming specialists, often take graduate work. Graduate training may be obtained at most schools of dentistry, or by serving an internship or residency at 1 of the 270 approved hospitals that offer these programs. Dental education is very costly be cause of the length of time it takes to earn the dental degree. However, the Health Professions Educational As sistance Act of 1963, as amended, provides Federal funds for loans and scholarships up to $2,500 a year to help needy students pursue full-time study leading to the degree. The profession of dentistry requires both manual skills and a high level of intelligence. Dentists should have good visual memory, excellent judg ment of space and shape, delicacy of touch, and a high degree of manual dexterity, as well as scientific ability. A liking for people and a good busi ness sense are helpful in achieving success in private practice. The majority of newly qualified dentists open their own offices or pur chase established practices. Some start in practice with established den tists, to gain experience and to save the money required to equip an of OCCUPATIONAL OUTLOOK HANDBOOK fice; others may enter residency or internship training programs in ap proved hospitals. Dentists entering the Armed Forces are commissioned as captains in the Army and Air Force and as lieutenants in the Navy, and may progress to higher ranks. Gradu ates of recognized dental schools are eligible for Federal Civil Service posi tions and for commissions in the U.S. Public Health Service. is very good. Despite this favorable outlook, the number of men and women who will be able to enter this field will be restricted by the present limited capacity of dental schools. However, opportunities to obtain dental training are expected to in crease because of recent Federal legislation which provides Federal funds to assist in the construction of additional training facilities for den tists. Employment Outlook Opportunities for dentists are expected to be very good through the 1970’s. It is anticipated that the demand for dental services will in crease along with an expanding pop ulation; the growing awareness of the importance of regular dental care, and the development of new payment arrangements which make it easier for people of moderate means to obtain dental service. Expanded dental research activities will re quire more trained personnel; den tal public health programs will need qualified administrators; and dental colleges will need additional faculty members. Many dentists will continue to serve in the Armed Forces. Improved dental hygiene and fluoridation of community water supplies may prevent some tooth and gum disorders, but such measures— by preserving teeth that might other wise be extracted—may tend to in crease rather than decrease the demand for dental care. Other new techniques, equipment, and drugs, as well as the more extensive use of dental hygienists, assistants, and laboratory technicians may permit individual dentists to care for more patients. However, these develop ments are not expected to offset the need for more dentists. Over the next decade, the number of dental school graduates will be barely enough to maintain the present ratio of dentists to popula tion. The majority of graduates will be needed to replace dentists who retire or die. Thus, the outlook for those who complete dental training Earnings and Working Conditions During the first year or two of prac tice, dentists often earn little more than the minimum needed to cover expenses, but their earnings usually rise rapidly as their practice develops. Specialists generally earn considerably more than general practitioners. Av erage income above expenses for all self-employed dentists in 1966 was about $21,000 a year. In the Federal Government, new graduates of dental schools in early 1967 could receive starting yearly salaries ranging from $9,221 to $12,056, depending on col lege records and other qualifications. Location is one of the major fac tors affecting the income of dentist? who open their own offices. For ex ample, in high-income urban areas, dental services are in greater demand however, a practice can be developed most quickly in small towns where new dentists can easily become known and where there may be less compe tition with established practitioners. Although the income from practice in small towns may rise rapidly at first, over the long run the level of earnings, like the cost of living, may be lower than that in larger communities. Most dental offices are open 5 days a week and some dentists have eve ning hours. Dentists usually work be tween 40 and 50 hours a week, al though many spend more than 50 hours a week in the office. Dentists often work fewer hours as they grow older, since the hours of work are usually determined by the dentist himself. A considerable number con 83 HEALTH SERVICE OCCUPATIONS tinue in part-time practice well be and prepare records and reports. yond the usual retirement age. Dietitians who are directors of a die tary department also formulate de partmental policy; coordinate dietary Where To Go for More Information service with the activities of other de partments; and are responsible for the People wishing to practice in a development and management of the given State should get the require dietary department which in ments for licensure directly from the large organizations budget, may amount to board of dental examiners of that millions of dollars annually. State. Lists of State boards and of ac Therapeutic dietitians plan and su credited dental schools, as well as in pervise preparation of special formation on dentistry as a career, meals forthepatients on modified diets, may be obtained from: taking into consideration the nutri American Dental Association, Coun tional value of foods. They discuss cil on Dental Education, food likes and dislikes with patients 211 East Chicago Ave., Chicago, 111. and note their intake of food. Other 60611. duties of therapeutic dietitians in American Association of Dental clude conferring with doctors regard Schools, ing patients’ diets, instructing patients 211 East Chicago Ave., Chicago, 111. and their families on the requirements 60611. and importance of their diets, and suggesting ways to help them stay on these diets after leaving the hospital. In a small institution, one person may serve as both the administrative and therapeutic dietitian. Some dietitians, particularly those in hospitals affiliated with medical centers, teach dietetic, medical, den tal, and nursing students such subjects as dietetics, foods and nutrition, and diet therapy. A few dietitians act as consultants to commercial enterprises, including food processors, equipment manufacturers, and utility companies. Other members of the profession, called public health nutritionists, con duct studies or surveys of food and nutrition. They also take part in re search projects, such as those con cerned with the nutritional needs of the aging, persons with chronic dis eases, or space travelers. DIETITIANS (D.O.T. 077.081 through .168) Nature of Work Dietitians plan appetizing and nu tritious meals to help people maintain or recover good health. Their work includes selecting foods; planning general menus and modified diets that meet nutritional requirements for health or for medical treatment; supervising the personnel who pre pare and serve the meals; managing purchases and accounts; and provid ing guidance on good eating habits. Administrative dietitians form the largest group in this occupation; the others are therapeutic dietitians, teachers, or research workers. Administrative dietitians apply the principles of nutrition and sound management to large-scale meal plan ning and preparation such as that done in hospitals, universities, schools, and other institutions. They supervise the preparation of meals; select, train, and direct food-service supervisors and workers; arrange for the buying of food, equipment, and supplies; en force sanitary and safety regulations; 262-057 0— 68 7 Dietitian supervises meal preparation. 84 OCCUPATIONAL OUTLOOK HANDBOOK Where Employed Approximately 30,000 dietitians were employed in 1967, of whom less than 10 percent were men. More than two-fifths of all the dietitians worked in hospitals and related institutions, including about 1,100 who were em ployed by the Veterans Administra tion and the U.S. Public Health Service. A sizable number were em ployed by colleges, universities, and school systems as teachers or as dieti tians in food-service programs. Most of the remainder worked for public health agencies, restaurants or cafe terias, and large companies that op erate food-service programs for their employees. Some dietitians were com missioned officers in the Armed Forces. Training, Other Qualifications, and Advancement The minimum educational require ment for dietitians is a bachelor’s de gree with a major in foods and nutri tion or institution management. This education can be obtained in about 350 colleges and universities. Under graduate work should include courses in foods and nutrition, institution management, chemistry, bacteriology, and physiology, and such related courses as mathematics, psychology, sociology, and economics. To qualify for professional recog nition, The American Dietetic Asso ciation recommends the completion of a 1-year dietetic internship pro gram approved by the Association, or 3 years of experience. Many em ployers prefer to hire dietitians who have completed an internship. An im portant phase of the intern’s educa tion is on-the-job experience; the re mainder of the internship is devoted to classroom study of menu planning, budgeting, institution management, other advanced subjects, and to spe cial projects. In 1967, 65 internship programs were approved by The American Dietetic Association—56 for hospitals, 8 for business firms or colleges and universities, and 1 for a food clinic. Experienced dietitians may be ad vanced to assistant director or director of a dietary department in a large hos pital or other institution. Graduate education is usually required for ad vancement to higher level positions in teaching and research. Those inter ested in becoming public health nu tritionists must usually earn a grad uate degree in this field. Graduate study in institutional or business ad ministration is valuable to those inter ested in administrative dietetics. Qualifications needed for work in this field are an interest in and an aptitude for the sciences, particularly chemistry and mathematics. Ability to organize and manage work pro grams and to work well with others is also important. Employment Outlook Opportunities for qualified dieti tians are expected to be excellent through the 1970’s. The supply of trained dietitians is expected to be considerably less than the demand for them. As a result, opportunities will be good for college graduates with suitable undergraduate education to assist dietitians. Small hospitals and other institutions that cannot obtain dietitians for full-time positions may employ them on a part-time basis. The major factors expected to con tribute to increasing opportunities for dietitians include the expansion of hospital and nursing home facilities, more widespread use of hospitals and medical services by an increasing pop ulation, and the growth of commu nity health programs. An increasing number of dietitians will also be needed to direct food services for schools, industrial plants, and com mercial eating places, and to engage in food and nutrition research programs. In addition, since many women select this field because of their interest in food and homemak ing and then leave the profession for marriage and family responsibilities, replacement needs will probably con tinue to be high. The number of men employed as dietitians has been growing slowly but steadily. Men are likely to find in creasing employment opportunities, especially as administrative dietitians in college and university food services, hospitals, and commercial eating places. Earnings and Working Conditions In early 1967, hospitals offered new graduates of approved internship programs annual salaries ranging from $6,000 to $6,500, according to The American Dietetic Association. New graduates without internship generally received lower starting salaries. Experienced dietitians in hospitals were paid between $6,500 and $10,000 a year. Staff dietitians employed by college and school food services received annual salaries ranging from $6,000 to $8,000. The entrance salary in the Federal Government for those who had com pleted internship was $6,451 a year in early 1967. Beginning dietitians with a master’s degree could start at $7,696 per year. Most experienced dietitians employed by the Federal Government earned between $7,500 and $13,000 per year; a few earned over $14,000. Dietitians employed by State and local governments in mid1966 received yearly salaries ranging from about $6,700 to $8,600, accord ing to a survey made by the U.S. Department of Health, Education, and Welfare. Most dietitians are employed on a weekly work schedule of 40 hours; however, dietitians in hospitals may sometimes work on weekends, and those in commercial food service have somewhat irregular hours. Some hospitals provide laundry service and meals in addition to salary. Paid vaca tions, holidays, and health and retire ment benefits are usually received. HE A u r a SERVICE OCCUPATIONS Where To Go for More Information Information on approved dietetic internship programs, scholarships, and employment opportunities, and a list of colleges providing training for a professional career in dietetics, may be obtained from: The American Dietetic Association, 620 North Michigan Ave., Chicago, 111. 60611. The U.S. Civil Service Commis sion, Washington, D.C. 20415, has information on the requirements for dietetic interns and dietitians in Fed eral Government hospitals. HOSPITAL ADMINISTRATORS (D.O.T. 187.118) Nature of Work Hospital administrators hold the top-level executive job in a hospital. They have responsibility for directing all the administrative activities of the hospital. General guidance for their work comes from a governing board with whom they work closely in the development of plans and policies. The day-to-day work of adminis trators involves direction of the many and varied activities of the hospital. They work closely with the medical and nursing staffs and make available to them the necessary personnel, equipment, and auxiliary services. Administrators are responsible for hir ing and training personnel; preparing and administering the budget; estab lishing accounting procedures; plan ning current and future space needs; insuring the proper maintenance of buildings and equipment; purchasing supplies and equipment; and provid ing for laundry, mail, telephone, in formation, and other services for the patients and staff. In small hospitals, typically located in rural or suburban areas, the admin istrator generally assumes all man agement functions. In large hospitals, he is assisted by specialists who have Hospital administrator plans additional facilities. been trained in hospital adminis tration. Under the direction of the govern ing board, administrators may carry out large projects concerned with ex panding or developing the hospital’s services. For example, they may or ganize fund-raising campaigns or plan new building or research programs. Administrators meet regularly with their staff to discuss progress, make plans, and solve problems concerning the functioning of the hospital. In cooperation with the medical staff and department heads, they also may develop and maintain teaching pro grams for nurses, interns, and other hospital staff members. They may address community gatherings, or ganize community health campaigns, represent their hospitals at meetings, or participate in study groups. Where Employed About 15,000 hospital administra tors were employed in hospitals and related institutions in 1967. About two-thirds of them worked in non profit or private hospitals, and the remainder generally worked in Fed eral, State, and local government hospitals. Of those employed by the Federal Government, most were in Veterans Administration, Armed 86 Forces, and Public Health Service hospitals. It is estimated that onefifth of the total number of hospital administrators and their assistants are women. Many are members of religious orders. Training, Other Qualifications, and Advancement The background needed to qualify for this work depends, to a large ex tent, on the qualifications established by individual employers. Most em ployers prefer persons with at least a master’s degree in hospital admin istration. Others look for people who have formal training in law or busi ness administration and also extensive experience in the health field. A few require that their administrators be physicians or registered professional nurses. Specialized hospitals (such as orthopedic or mental hospitals) fre quently prefer physicians for admin istrators whose medical specialty is the same as that of the hospital. Hos pitals run by religious groups may seek administrators of the same faith. In 1967, master’s degree programs in hospital administration were of fered in 24 colleges and universities. These programs usually consist of a year of academic study followed by a year of administrative residency in a selected hospital; some require 2 years of academic study. For entrance into these programs, applicants must have a bachelor’s degree including some courses in the natural sciences, psychology, sociology, statistics, ac counting, and economics. The cur riculum may include such courses as hospital organization and manage ment, accounting and budget control, personnel administration, p u b l i c health administration, and the eco nomics of health care. The residency involves an orientation to all of the hospital’s activities under the super vision of the administrator or his assistant. The American College of Hospital Administrators provides fi nancial loans and scholarships to a limited number of students for grad uate work in hospital administration. OCCUPATIONAL OUTLOOK HANDBOOK The U.S. Public Health Service also gives a few awards for graduate work in this field. New graduates with a master’s degree in hospital administration usually enter the field as assistant administrators or department heads. As they gain experience, they may qualify for the hospital administrator job. A Ph. D. in hospital administra tion, which is offered in three univer sities, is helpful for those interested in teaching and research. Some persons without a master’s degree in hospital administration gain experience that may qualify them for advancement to the administrator’s job by working in one of the special ized administrative areas such as per sonnel, records, budget and finance, or data processing. With this experi ence and some graduate work, they may be promoted to department head, assistant administrator, and eventually to administrator. Personal qualifications needed for success in this field include good health and vitality as well as interest in helping the sick. Skills in working with people, organizing and directing large-scale activities, and public speaking are important assets. Employment Outlook New graduates with the master’s degree in hospital administration are expected to have excellent employ ment opportunities. Applicants with out graduate training will find it difficult to enter this field except by gaining experience at the lower level jobs. The position of hospital admin istrator, especially in a large hospital, represents a career goal, and these positions are likely to continue to be filled by promotion from within or by transfers from smaller hospitals. Althrough graduates of hospital admin istration programs are usually pre ferred for such advancement, some positions as administrator are likely to continue to be filled by physicians and nurses. The number of positions in hos pital administration is expected to grow rapidly throughout the 1970’s. As more and larger hospitals are built to take care of the increasing popula tion, and as health services are ex panded, more positions are likely to be created for hospital adminis trators, assistants, and department heads to handle the increase in man agement functions. These positions will provide additional employment and promotional opportunities, es pecially for graduates of schools of hospital administration. Such grad uates also will find increasing em ployment opportunities outside of hospitals in hospitalization and health insurance programs, nursing homes and other long-term care institutions, rehabilitation facilities, and public health centers. Earnings and Working Conditions Salaries of hospital administrators depend on factors such as the type of hospital, the size of its administrative staff and budget, and the policy of the governing board. New hospital administration graduates employed in private hospitals received about $7,500 a year in early 1967; experi enced administrators generally earned up to $18,000 or more, according to the limited data available. New grad uates employed in Veterans Admin istration hospitals started at $7,696 a year in early 1967, although a few experienced VA hospital adminis trators, most of whom are physicians, were paid up to $25,000 a year. Commissioned officers in the Armed Forces and in the U.S. Public Health Service working in the field of hospital administration hold ranks ranging from second lieutenant to colonel. Commanding officers of large Armed Forces hospitals are physi cians, and they may hold higher ranks. Hospital administrators often work long hours. Since hospitals operate on a round-the-clock basis, the adminis trator may be called upon to settle emergency problems at any time of 87 HEAL/TH SERVICE OCCUPATIONS the day or night. Fringe benefits usually include paid vacations and holidays, sick leave, and pension and insurance coverage. Where To Go for More Information Additional information about hos pital administration and a list of col leges and universities offering such training may be obtained from: American College of Hospital Ad ministrators, 840 North Lake Shore Dr., Chicago, 111. 60611. Association of University Programs in Hospital Administration, 1642 East 56th St., Chicago, 111. 60637. Information on awards available from the U.S. Public Health Service for graduate training in hospital ad ministration may be obtained from that agency’s Division of Health Manpower Educational Services, Bureau of Health Manpower, 800 North Quincy St., Arlington, Va. 22203. LICENSED PRACTICAL NURSES (D.O.T. 079.378) Nature of Work Licensed practical nurses assist in caring for medical and surgical patients, convalescents, handicapped people, and others who are physically or mentally ill. Under the direction of physicians and professional nurses, they provide nursing care which re quires technical knowledge but not the professional training of a reg istered nurse. (See statement on Registered Professional Nurses.) In California and Texas, licensed prac tical nurses are known as licensed vocational nurses. In hospitals, licensed practical nurses work with other medical per sonnel as members of the nursing team. They provide much of the bed side care needed by patients—for ex ample, taking and recording tempera tures and blood pressures, changing dressings, administering certain pre scribed medicines, and bathing bed patients and helping them in other ways with personal hygiene tasks. They may assist physicians and reg istered professional nurses in examin ing patients and in carrying out com plex nursing procedures. They may assist in the delivery, care, and feed ing of infants. They may also help registered nurses in recovery rooms by watching for and reporting on any adverse changes in patients recover ing from the effects of anesthesia. The duties of some licensed practical nurses include helping in the supervi sion of hospital attendants. (See state ment on Hospital Attendants.) 88 OCCUPATIONAL OUTLOOK HANDBOOK Licensed practical nurses em ployed in private homes care mainly for patients whose day-to-day care seldom involves highly technical pro cedures or complicated equipment. In addition to providing the nursing care ordered by their patients’ physi cians, they may prepare patients’ meals, keep their rooms tidy, and perform many other tasks essential to patients’ comfort and morale. Teach ing family members how to perform simple nursing tasks is another duty performed by many practical nurses working in private homes, as well as by those who are employed in public health agencies. In doctors’ offices and in clinics, licensed practical nurses help physi cians by draping and positioning patients for examinations and treat ments in much the same way as in hospitals. In addition, they may per form clerical tasks such as making ap pointments and recording addresses, ages, and other information about patients. Where Employed About 300,000 licensed practical nurses were employed in 1966. The great majority were women. About one-half of all licensed practical nurses were employed in hospitals. Most of the others worked in nursing homes, clinics, doctor’s offices, sanitariums, and other long term care facilities. Public health agencies and welfare and religious organizations also employed many licensed practical nurses. Some worked in the homes of their patients. Training, Other Qualifications, and Advancement All States and the District of Columbia have laws which regulate the training and licensing of practical nurses. Usually, licenses are issued only to those candidates who have completed a course of instruction in practical nursing which has been approved by the State board of nurs ing, and who have also passed a licensing examination. Young people seeking to enroll in State-approved training programs must usually be at least 17 (or 18) years old and have completed at least 2 years of high school or its equiva lent. Physical examinations are re quired and aptitude tests given. In some States, candidates may be ac cepted who have completed only the eighth or ninth grade, and, in still others, high school graduation is required. Many schools that do not require completion of high school nevertheless give preference to grad uates. In 1966, about 1,080 Stateapproved training programs provided instruction in practical nursing. More than one-half were offered by public schools as a part of vocational and adult education programs. Other programs were available at junior colleges, or were sponsored by local hospitals, health agencies, and private educational institutions and were usually 1 year in length. In some schools, tuition was free, and in others the charge generally ranged between $150 and $300. The training offered includes both classroom study and clinical practice. Classroom instruction covers nursing concepts and principles and related subjects such as anatomy, physiology, medical-surgical nursing, nutrition, first aid, and community health. This work is supplemented by laboratory practice and by supervised work in hospitals where students apply their skills to actual nursing situations. Among the personal qualities essential for practical nurses are a liking for people and a genuine desire to help them. Other attributes include mental alertness, patience, understanding, emotional stability, and dependability. Good health is extremely important. Opportunities for advancement to more responsible or specialized posi tions are limited, unless workers take additional training. Thus, through in-service training, some practical nurses may prepare themselves for work in specialized fields such as rehabilitation. Practical nurses can not advance to positions as registered nurses, however, unless they under take the years of additional schooling which are required. Employment Outlook Licensed practical nurses are ex pected to be in strong demand dur ing the years ahead. In spite of a rapid increase in employment in this occu pation during recent years, the supply of qualified workers is still insufficient to fill all jobs. Employment is ex pected to continue to rise very rapidly through the 1970’s, and a large num ber of new jobs will have to be filled each year as health facilities continue to expand. In addition, many workers will be needed annually to replace practical nurses who retire or stop working for other reasons. Many positions will be available for those wishing to work part time. The need for more workers in this occupation has been due in large part to the greater utilization of licensed practical nurses for certain kinds of patient care which do not require the skills of a registered professional nurse. This use of practical nurses as members of hospital nursing teams is expected to continue to create many job opportunities.. Other factors which will contribute to increased employment are a greater need for health services because of growth in the population and the increasing ability of persons to pay for health care, and the continuing expansion of both public and private health in surance plans. Earnings and Working Conditions The salaries of licensed practical nurses employed in hospitals sur veyed in mid-1966 ranged from an ^average of $61.50 a week in the Southern States to $81.50 in the West, according to a Bureau of Labor Sta 80 HEAI/TH SERVICE OCCUPATIONS tistics (BLS) survey. Nationwide, the National Association for Practical Nurse Education and Service, Inc. average was $72.50. Fifth Ave., New York, N.Y. In many hospitals, practical nurses 53510017. receive periodic pay increases after Federation of Licensed Prac they have completed specified periods National tical Nurses, Inc., of satisfactory service. Some hospitals West 57th St., New York, N.Y. also provide free laundering of uni 25010019. forms; less frequently, meals and uni Information about employment forms are furnished without charge. opportunities in United States Vet In a few institutions, free lodging may erans Administration hospitals may be provided. The scheduled work be obtained from: week is generally 40 hours but be cause nursing care must be provided Department of Medicine and Sur around the clock, it often includes gery, Administration, some work at night and on weekends Veterans Washington, D.C. 20420. and holidays. Provisions for paid holi days and vacations, and for health in surance and pension plans are com mon in many hospitals. Licensed practical nurses employed full time in nongovernmental nursing homes and related facilities averaged weekly earnings of $64 in early 1965 according to another BLS survey. In private homes, licensed practical nurses are usually on duty for 8, 10, or 12 hours a day and go home at night. A few, on 24-hour duty, live at the homes where they are employed. The earnings of those who are on duty only during the daytime hours are estimated at $1.50 to $2.50 an hour. Salaries of licensed practical nurses employed by public health agencies averaged $4,137 a year in 1966. The starting salaries for inexperienced li censed practical nurses employed by the Federal Government was $4,269 in early 1967. MEDICAL LABORATORY ASSISTANTS (D.O.T. 078.381) Nature of Work Medical laboratory assistants per form routine laboratory work under the supervision of medical technolo gists and pathologists or other phy sicians. Using microscopes, centri fuges, spectrophotometers, and simi lar instruments, they perform labora tory tests to analyze body fluids for Where To Go for More Information Information about a p p r o v e d schools of practical nursing is avail able from State practical nursing as sociations and from the State board of nursing at each State capital. A list of State-approved training programs and information about the occupa tion of practical nurse may also be obtained from: ANA-NLN Nursing Careers Program, American Nurses’ Association, 10 Columbus Circle, New York, N.Y. 10019. Laboratory assistant prepares to examine blood smear. 90 various biological components and to aid medical technologists in determin ing the presence of cancer, tubercu losis, diabetes, meningitis, and other diseases. Assistants also prepare tissue samples, take blood samples, and pre pare slides for microscopic study. In addition to performing routine labo ratory tests, assistants may store and label plasma; clean and sterilize labo ratory equipment, glassware, and in struments; prepare solutions follow ing standard laboratory formulas and procedures; keep records of tests; and identify specimens. Medical laboratory assistants em ployed in large laboratories may con centrate in one of the several areas of laboratory work: Bacteriology, serology, and parasitology; hema tology; blood bank; clinical chemis try; urinalysis; or basal metabolism and electrocardiography. Laboratory assistants working in bacteriology, se rology, and parasitology prepare and stain slides for study, apply sensitivity discs to culture plates and record re sults; and prepare specimens for mi croscopic studies. Those working in hematology collect and perform blood counts and perform tests to deter mine bleeding time, coagulation time, sedimentation rate, and prothrombin time. In the field of clinical chem istry, assistants perform chemical analysis on samples of body fluids to assist in the diagnosis and treatment of diseases. Assistants working in the blood bank carry out slide and testtube procedures to identify blood groups and keep blood-bank records. They assist in such laboratory tech niques as centrifuging urine samples, preparing the samples for microscopic study, and examining stained and un stained sediment. In basal metabo lism and electrocardiography work, they prepare patients for tests as well as operate and maintain testing equipment. In small laboratories, medical laboratory assistants general ly work in many areas. This occupa tion should not be confused with the medical technologist which requires 4 years of post-secondary training. (See statement on Medical Technolo gists.) OCCUPATIONAL OUTLOOK HANDBOOK Where Employed An estimated 50,000 medical labo ratory assistants were employed in 1966; about 80 percent were women. Hospital laboratories employed the largest number—nearly three-fourths of the total. Assistants were also em ployed in public and private clinical laboratories, physicians’ offices, pub lic health agencies, and industrial and pharmaceutical laboratories. The Federal Government em ployed more than 2,900 medical lab oratory assistants in 1966. Most of these assistants worked in veterans’ hospitals, and the remainder were employed by the Armed Forces and the Public Health Service. Training, Other Qualifications, and Advancement Most medical laboratory assistants employed in 1966 received their training on the job. In recent years, however, an increasing number have received their training in academic programs conducted by hospitals or by schools in cooperation with hos pitals. In the future, academic train ing probably will be required by most employers. Academic training programs for medical laboratory assistants are of fered in special schools operated by hospitals, in vocational schools, and in junior colleges. Hospitals offer the greatest number of training pro grams, some of which were estab lished recently under the Manpower Development and Training Act and the Vocational Education Act. For entry into these programs, gradua tion from high school with courses in science and mathematics is required generally. The programs last a year and include classroom instruction and practical training in the labora tory. These programs often begin with a general orientation to the clin ical laboratory and are followed by courser, in bacteriology, serology, parasitology, hematology, clinical chemistry, blood banking, urinalysis, basal metabolism, and electrocardi ography. Medical laboratory assistant pro grams in junior colleges usually last about 2 years. Students spend the first 9 months in a liberal arts curriculum. During the next year they take courses in clinical laboratory pro cedures, including practical labora tory experience. Young people interested in a ca reer as a medical laboratory assistant should select a training program with considerable care. Information should be obtained about the length of time the training program has been in op eration, instructional facilities, fac ulty qualifications, and the kinds of jobs obtained by graduates. Assistants who continue their edu cation and obtain a bachelor’s degree in biology or chemistry, or a degree or certificate in medical technology can advance to medical technologist. Personal characteristics considered desirable include good vision, manual dexterity, and the ability to work un der pressure and to work well with others. Employment Outlook Employment opportunities for medical laboratory assistants are ex pected to be excellent through the 1970’s. Factors underlying an antici pated rapid growth in the occupation include the country’s expanding pop ulation; increasing use of laboratory tests in routine physical checkups as well as in the diagnosis and treatment of disease; rising standards of living and health consciousness; expanding medical services resulting from new medical techniques and drugs; ex panding medical research activities; and extension of prepayment pro grams for medical care, including Medicare. Advances in technology are ex pected to stimulate the demand for workers in this occupation. Many new technological developments permit greater numbers and more varieties of tests to be performed. On the other hand, the development of new auto 91 HEAI/TH SERVICE OCCUPATIONS mated equipment that reduces the need for personnel to do simple repeti tive tasks may tend to partially offset the growth in demand for the serv ices of medical laboratory assistants. In addition to assistants who will be needed to fill openings resulting from the rapid growth of the occupa tion, large numbers will also be needed as replacements. Each year many openings will arise because a large number of women will leave the field for marriage and family respon sibilities. Opportunities also should be good for qualified older workers and handicapped persons. Earnings and Working Conditions Average annual salaries for medical laboratory assistants ranged from $3,600 to $4,600 in 1966, according to limited data available. In general, laboratory assistants employed on the West Coast and in large cities re ceived higher salaries. The Federal Government paid medical laboratory assistants starting salaries of $4,269 a year in early 1967. Laboratory assistants generally work a 40-hour week. In hospitals, they can expect some night or week end duty. Hospitals generally provide vacation and sick leave benefits; some have retirement plans. The laboratories in which assistants work are in general well lighted and clean. Although unpleasant odors and specimens of many kinds of diseased tissue often are present, few hazards exist in laboratories if proper methods of sterilization and handling of speci mens, materials, and equipment are used. Where To Go for More Information Information about employment op portunities and educational require ments for medical laboratory assist ants may be obtained from local hospitals and from: Board of Certified Laboratory Assist ants, 445 North Lake Shore Dr., Chicago, 111. 60611. MEDICAL RECORD LIBRARIANS (D.O.T. 100.388) Nature of Work Medical record librarians plan, prepare, maintain, and analyze rec ords and reports on patients’ illnesses and treatments. They assist medical staff members in research projects; develop auxiliary records (such as indexes of physicians, diseases treated, and operations performed) ; compile statistics, especially those pertaining to services given patients; make sum maries or “abstracts” of medical records; develop systems for docu menting, storing and retrieving med ical information; and direct the activ ities of the medical record depart ment. The size and type of institution employing medical record librarians will affect the duties and amount of responsibility assigned to these work ers. In large hospitals, chief medical record librarians supervise other medical record librarians, medical record technicians, and clerical work ers. They usually represent their department at hospital staff meetings and may be called to testify in court actions involving medical records. In small hospitals, they may be the only employee in the medical record de partment and may perform clerical as well as professional duties. Medical record librarians prepare records containing medical and surgi cal information on each patient, including case histories of illnesses, physical examination findings, doc tors’ orders and progress notes, nurses’ notes, and reports on X-rays and laboratory findings. These rec ords are used for research, insurance claims, legal actions, evaluation of 92 OCCUPATIONAL OUTLOOK HANDBOOK treatment and medications pre scribed, and for instruction in the training of medical, nursing, and related personnel. The medical infor mation found in hospital records is also useful in planning community health centers and programs and in hospital and health care administra tion. Medical record librarians should not be confused with the medical librarians who work chiefly with books, periodicals, and other publi cations. (See statement on Librar ians.) Where Employed About 12,000 medical record li brarians were employed in 1966. Of these, about 3,800 were Registered Record Librarians, according to the American Association of Medical Record Librarians. In addition, about 25,000 other medical record personnel were working in this field. Most of the librarians were employed in hospitals; the remainder worked in clinics, medical research centers, the medical departments of insurance companies and industrial firms, and in local and State health departments. Although most medical record librar ians are women, the number of men in the occupation is growing. Training, Other Qualifications, and Advancement In 1966, 28 schools approved by the American Medical Association of fered training in medical record li brary science or medical record administration. These schools are lo cated in colleges and universities and in hospitals. The specialized academic training program, about 1 year in length, has about the same curriculum wherever offered, but prerequisites range from 2 to 4 years of collegelevel work, the latter now is preferred more and more frequently. A certifi cate is granted upon completion of the 1-year specialized training, except when it has been taken for credit as part of a 4-year undergraduate pro gram leading to a bachelor’s degree in medical record science. The specialized curriculum includes both theoretical instruction and prac tical experience. The required courses include anatomy, physiology, funda mentals of medical science, medical terminology, medical record science, ethics, management, hospital organi zation and administration, and data processing. Practical experience in volves hospital admitting and dis charging procedures; standard index ing and coding practices; compilation of statistical reports; analysis of med ical data from clinical records; and knowledge of medical record systems for the X-ray, pathology, outpatient, and other hospital departments. Graduates of approved schools in medical record science are eligible for the national registration examination, given by the American Association of Medical Record Librarians. Upon passing this examination, they receive professional recognition as Registered Record Librarians. Medical record librarians must be accurate, interested in detail, and willing to persist in obtaining data. Because the information is of a confi dential nature, they must be especially discreet in processing and releasing it. They should be able to maintain ac curacy despite pressure, since the work is exacting and yet subject to frequent interruption. Those in ad ministrative and supervisory positions must be able to work effectively with other hospital personnel. Medical record librarians may ad vance to supervisory or administrative positions. They may serve as assistant chief or director of a single depart ment or become the coordinator of medical record departments of several hospitals. Others may advance to faculty positions in collegiate or uni versity programs for medical record librarians. to be excellent through the 1970’s. In addition to the demand created by growth, many openings will occur because of the need to make replace ments, which will probably be high as young women leave the field for marriage and family responsibilities. High school graduates will have many opportunities to become medical rec ord technicians to assist librarians. The increasing number of hospitals and the volume and complexity of hospital records will contribute to a growing demand for medical record librarians. Also, computers will be utilized increasingly to store and re trieve medical information; this should permit a greater use of med ical records and, in turn, tend to increase the demand for medical rec ord librarians. The importance of medical records will continue to grow rapidly, owing partly to the increased demand for clinical data necessary for research on diseases, the use of new drugs, and other methods of treat ment. Special interest in the health care of the aged may necessitate re cording data on the conditions of persons in nursing homes and home care programs. More consultants and group supervisors also will be needed to help standardize records in areas where medical record librarians are not available. Earnings and Working Conditions The salaries of medical record librarians are influenced by the loca tion, size, and type of employing agency, as well as by the duties and responsibility of the position held. Average weekly salaries ranged from $100 to $129.50, according to a survey of hospital employees in 21 metro politan areas in mid-1966. The average salary for chief med ical record librarians (registered) in 1967 was $7,000 a year, according to the American Association of Medical Record Librarians. Those with the bachelor’s degree in medical record Employment Outlook science from an approved school Employment opportunities for earned, on the average, about $300 medical record librarians are expected to $500 more a year than graduates 93 HEALTH SERVICE OCCUPATION'S of schools that did not offer such degrees. Newly graduated medical record librarians employed by the Federal Government started at $5,331 a year in early 1967. Annual salaries of ex perienced medical record librarians in the Federal Government generally ranged between $6,500 and $8,000. Medical record librarians usually work a regular 40-hour week and receive paid holidays and vacations. Where To Go for More Information Information a b o u t approved schools and employment opportu nities may be obtained from: The American Association of Medical Record Librarians, 211 East Chicago Ave., Chicago, 111. 60611. MEDICAL TECHNOLOGISTS (D.O.T. 078.281) Nature of Work Laboratory tests play an important part in the detection, diagnosis, and treatment of disease. Medical tech nologists perform these tests under the direction of a pathologist (a physician who specializes in diagnos ing the causes and nature of disease) or a scientist specializing in a clinical science. The tests performed by medical technologists may include tests for blood count, blood cholesterol level, and skin tests. Other body fluid and tissue samples may be examined microscopically; cultured to deter mine the presence of bacteria, fungus, or other organisms; and analyzed for chemical content or reaction. Tech nologists type and cross-match blood samples; determine blood coagulation time and sedimentation rates; meas ure basal metabolism; and analyze water, food products, or other mate rials for bacteria. Medical technolo gists prepare slides from tissue Medical technologist dilutes serum sample. specimens for study of cellular structure. Technologists who work in small laboratories often perform many types of tests. Those employed in large lab oratories usually specialize in making several kinds of related tests in areas such as bacteriology, parasitology, biochemistry, microbiology, blood banking, hematology (the study of blood cells), histology (tissue prep aration and examination), virology (the study of viruses), cytology (anal ysis of body cells), and nuclear med ical technology (the use of radioactive isotopes to help detect diseases). Most medical technologists con duct tests connected with the exam ination and treatment of patients. Some do research on new drugs or on the improvement of laboratory tech niques; others teach or perform ad ministrative duties. The occupation of the medical technologist should not be confused with that of the medical technician or laboratory assistant. This statement does not include these workers, who 94 OCCUPATIONAL OUTLOOK HANDBOOK usually assist the medical technologist by performing simple, routine tests and related work that can be learned in a relatively short time. (See state ment on Medical Laboratory As sistants.) Where Employed About 40,000 medical technologists were employed in 1966—approxi mately 9 out of 10 were women. In recent years, however, the number of men in the field has been increas ing. The great majority of all medical technologists work in hospitals; most of the others are employed by labora tories, public health agencies, research institutions, and pharmaceutical manufacturers. The Federal Government is the largest single employer of medical technologists. In 1966, about 1,400 were employed in the hospitals and laboratories of the Veterans Admin istration, U.S. Public Health Service, and the Army, Navy, and Air Force. Training, Other Qualifications, and Advancement The usual minimum educational requirement for beginning medical technologists is the completion of a specialized training program in medi cal technology. In 1966, such train ing was given in nearly 800 hospitals, of which over 600 were affiliated with colleges and universities. For en trance to programs accredited by the American Medical Association, the prospective technologist must com plete 3 years of undergraduate work, including courses in chemistry, bio logical science, and mathematics. A few schools require a bachelor’s degree for entry into the program. The training usually requires 12 months of study and includes exten sive laboratory work. A bachelor’s degree is often awarded upon com pletion of the college affiliated pro gram. Sixteen universities also offer advanced degrees in medical tech nology' for those who plan to special ize in teaching, administration, or re search. Graduates of AMA-accredited schools may take an examination to qualify for certification by the Reg istry of Medical Technologists of the American Society of Clinical Path ologists (ASCP). Technologists reg istered by the ASCP are preferred by many employers, especially in large hospitals and research laboratories. In the States of Alabama, California, Florida, and Hawaii, and in New York City, medical technologists also must be licensed. Promotion may be to supervisory positions in certain areas of labora tory work or, after several years’ ex perience, to the position of chief medical technologist in a large hos pital. Graduate education, in one of the biological sciences or chemistry, may be required for advancement in research laboratories. Personal characteristics important for medical laboratory work include accuracy, patience, dependability, and the ability to work under pres sure. Manual dexterity and good eye sight (with or without glasses) are essential. Employment Outlook Employment opportunities for medical technologists are expected to remain excellent through the 1970’s. New graduates with a bachelor’s degree in medical technology will be sought for entry positions in hospitals. A particularly strong demand is antic ipated for technologists with grad uate training in biochemistry, bacteriology, immunology, and virology. Employment opportunities for medical technologists are expected to expand as physicians increasingly depend upon laboratory tests in rou tine physical checkups as well as in the diagnosis and treatment of dis ease. Also, the construction of addi tional hosptial and medical facilities will increase the demand for these workers. Other factors affecting growth in this field are the increasing complexity of laboratory work and expanding medical research. Newly developed automated equipment is not expected to limit the growth of medical technologists, as these ma chines require well-trained persons to operate them. Replacement needs will continue to be high because many workers in this field are young women who may leave their jobs for marriage and fam ily responsibilities. Many opportuni ties for part-time employment will continue to be available also. Earnings and Working Conditions The average (median) annual salary for registered medical tech nologists was $6,144 in 1966, accord ing to a survey conducted by the National Committee for Careers in Medical Technology; those with graduate degrees had an average an nual salary of $7,828. Salaries varied by employer and location of employ ment. Average weekly salaries of women medical technologists employed by private and non-Federal Government hospitals in metropolitan areas in mid-1966 ranged from $97.50 in the South to $130 in the West. Men usually received slightly higher salaries. Newly graduated medical tech nologists employed by the Federal Government in early 1967 received a salary of $5,331 a year. Most experi enced technologists in Federal Gov ernment agencies earned annual salaries of between $6,500 and $8,500. The average workweek of medical technologists is 40 hours, and they generally are covered by vacation and sick leave benefits; some are covered by retirement plans. The laboratories in which medical technologists work are usually welllighted and clean, although unpleas ant odors and specimens of many kinds of diseased tissue are often pres ent. Few hazards exist in the labora tories using proper methods of sterili zation and handling of specimens, 95 HEAI/TH SERVICE OCCUPATIONS materials, and equipment. If proper care is exercised, there is no danger of medical technologists being cut by laboratory instruments and glassware or burned by chemicals. Where To Go for More Information Information about employment opportunities, as well as costs and en trance requirements of AMA-approved schools of medical technology, may be obtained from: American Society of Medical Tech nologists, Suite 1600, Hermann Professional Bldg., Houston, Tex. 77025. Registry of Medical Technologists of the American Society of Clinical Pathologists, P.O. Box 2544, Muncie, Ind. 47302. Information about employment opportunities in Veterans Adminis tration hospitals may be obtained from the individual hospitals or the Department of Medicine and Sur gery, Veterans Administration, Wash ington, D.C. 20421. MEDICAL X-RAY TECHNICIANS (D.O.T. 078.368) Nature of Work Medical X-rays play a major role in the diagnostic and therapeutic field of medicine. Medical X-ray tech nicians—also called radiologic tech nologists—operate X-ray equipment under the direction of physicians who are usually radiologists (specialists in the use of X-rays). Most technicians perform diag nostic work, using X-ray equipment to take pictures of internal parts of the body which the doctor wishes to examine. They may prepare a pre scribed X-ray “opaque,” such as barium salts, which the patient swal lows in order to shade various organs to provide proper visibility in the Xray To prepare patients for Digitized picture. for FRASER Technician determines proper voltage, current, and desired exposure time. X-ray, technicians position them be tween the X-ray tube and the film and cover body areas not to be ex posed to the rays with a protective lead plate. When necessary, they set up or adjust devices to prevent the patient from moving. After determin ing the proper voltage, current, and desired exposure time, the technician operates the controls to obtain the pic tures for interpretation by the physi cian. The technician may use mobile X-ray equipment at a patient’s bed side and in surgery. Some technicians perform thera peutic work. They regulate special radiation producing equipment used for treatment of diseases (for ex ample, certain types of cancer). After placing the patient in the proper posi tion, these technicians operate the equipment from an adjoining room. They may also assist the radiologist in measuring and handling radium and other radioactive materials. Other technicians work in the rela tively new field of nuclear medicine in which radioactive isotopes are used for diagnosing and treating diseases. Their duties in assisting the radi ologist may include preparing and administering the prescribed radio isotope and operating special equip ment for tracing and measuring radioactivity. Medical X-ray technicians keep equipment in good working order by cleaning and making minor repairs. Other duties include processing film and keeping records of services per formed for patients. Where Employed About one-third of the estimated 72,000 X-ray technicians employed in 1966 worked in hospitals. Most of the remainder worked in medical labora tories, physicians’ and dentists’ offices 96 or clinics, Federal and State health agencies, and public school systems. Most technicians work in or near large cities where medical facilities and services are concentrated. How ever, some are employed in hospitals and clinics in small towns or rural areas. A few work as members of small mobile X-ray teams, engaged mainly in tuberculosis detection. About two-thirds of all X-ray tech nicians are women, although the number of men in the field has in creased in recent years. Training, Other Qualifications, and Advancement Training programs in X-ray tech nology are conducted by hospitals or by medical schools affiliated with hos pitals. A program in X-ray tech nology usually takes 24 months to complete. A few schools offer 3- or 4year programs and 11 schools award a bachelor’s degree in X-ray tech nology. Also, some junior colleges co ordinate academic training with work experience in hospitals in 3-year Xray technician programs and offer an Associate of Arts degree. In 1966, more than 1,000 schools of X-ray technology were approved by the American Medical Association (AMA). In addition to training pro grams in approved schools, training also may be obtained in the military service. Some courses in X-ray tech nology are offered by vocational or technical schools. All of the approved schools require that applicants be high school grad uates, and a few require 1 or 2 years of college or graduation from a nurs ing school. High school courses in mathematics, physics, chemistry, biol ogy, and typing are desirable. Prefer ence is generally given to applicants between the ages of 18 and 30. The program in X-ray technology usually includes courses in anatomy, physiology, nursing procedures, phys ics, radiation protection, darkroom chemistry, principles of radiographic exposure, X-ray therapy, radiograph ic positioning, medical ethics, depart OCCUPATIONAL OUTLOOK HANDBOOK ment administration, and the opera tion and maintenance of equipment. Registration with the American Registry of Radiologic Technologists is an asset in obtaining highly skilled and specialized positions. Registration requirements include graduation from an approved school of medical X-ray technology and the satisfactory completion of an examination. After registration, the title “Registered Technologist, R.T. (ARRT)” may be used. To become certified in radi ation therapy or nuclear medicine, technicians must have completed an additional year of combined class room study and work experience. Some technicians employed in large X-ray departments may be advanced to the job of chief X-ray technician as openings occur, and may also qualify as instructors in X-ray tech niques. Good health and stamina are important qualifications for this field. Because of the possible exposure to radiation, people having a tendency toward anemia should avoid working with X-ray equipment, since they are relatively more susceptible to the adverse effects of X-rays. Employment Outlook Employment opportunities for medical X-ray technicians are ex pected to be excellent through the 1970’s. Despite an expected increase in the number of persons graduating from medical X-ray technology training programs, the demand for technologists is expected to be greater than the number of graduates avail able for employment. The increasing use of X-ray equip ment in the diagnosis and treatment of disease, and the continuing expan sion of this use are the leading factors in the very rapid growth of employ ment opportunities. In addition, more workers will be needed to help admin ister radiotherapy, as new knowledge of the medical benefits of radioactive material becomes more widespread. Routine X-raying of large groups of people will be extended as part of disease prevention and control pro grams. For example, many employers now demand that chest X-rays be taken of all employees, and most insurance companies include a chest X-ray as part of the physical exam ination required for an insurance policy. In addition to the medical X-ray technologists needed for new jobs, replacement demands will probably be high because of the large number of women who leave their jobs each year for marriage or family responsi bilities. For those who have left the field and want to return to work part time, opportunities should also be excellent through the 1970’s. Earnings and Working Conditions Average salaries of medical X-ray technicians ranged from $85 a week in the South to $106 in the West, ac cording to a survey of all hospitals in mid-1966. The weekly salaries of chief X-ray technicians averaged about $124. At all levels, men gen erally received higher average salaries than women. New graduates of AMA-approved schools of X-ray technology or X-ray technicians with 1 year of general and 1 year of specialized experience were employed by the Federal Government at an annual salary of $4,776 in early 1967. Most medical X-ray technicians working for the Federal Government earned between $5,300 and $6,500 a year. Full-time technicians generally work 8 hours a day, 40 hours a week, but may be “on call” for some night or emergency duty. Most are covered by the same vacation and sick leave provisions as other workers in the same organization. Care must be taken to protect med ical X-ray technicians from the poten tial hazards of radiation exposure. Precautionary measures include the use of safety devices such as individual instruments that measure radiation, lead aprons, rubber gloves, and other shieldings. 97 HEALTH SERVICE. OCCUPATIONS Where To Go for More Information The American Society of Radiologic Technologists, 537 South Main St., Fond du Lac, Wis. 54935. The American Registry of Radiologic Technologists, 2600 Wayzata Blvd., Minneapolis, Minn. 55405. OCCUPATIONAL THERAPISTS (D.O.T. 079.128) About one-third of the total num ber of occupational therapists work with emotionally handicapped pa tients, and the rest with persons hav ing physical disabilities. These pa tients are of all ages, with varying diagnoses. The chief occupational therapist in a hospital may teach medical and nursing students the principles of occupational therapy. Many occupational therapists have administrative duties such as direct ing occupational therapy programs, coordinating patient activities, or act ing as consultants to local and State health departments and mental health authorities. Some occupational therapists are faculty members at col leges and universities offering pro grams in occupational therapy. Where Employed About 6,500 occupational thera pists were employed in 1966. Al though most occupational therapists are women, an increasing number of men have been entering the field in recent years. Nature of Work Occupational therapists, guided by physicians, plan and direct educa tional, vocational, and recreational activities designed to help mentally and physically disabled patients be come self-sufficient. They work as members of a medical team which, in addition to physicians, may include physical therapists, vocational coun selors, nurses, social workers, and other specialists. The rehabilitation goals of the treatment prescribed for a patient may include regaining physical, men tal, or emotional stability; combating boredom during a long-term illness; developing maximum self-sufficiency ip the routine of daily living (such as eating, dressing, writing, and using a telephone); and, in the latter stage of treatment, performing jobs in a prac tical work situation for eventual re turn to employment. As part of the treatment program, occupational therapists teach man ual and creative skills such as weav ing, clay modeling, and leather-work ing, as well as business and industrial skills such as typing, operating some business machines, and using power tools. Therapists may design and make special equipment or splints to aid some disabled patients in perform ing their activities. Other duties may include supervising student therapists, occupational therapy assistants, vol unteer workers, and auxiliary nursing workers. Occupational therapist uses gardening activities to help emotionally disturbed patients. 98 More than three-fifths of all oc cupational therapists work in hospi tals. Most of the remainder are em ployed in rehabilitation centers, homes for the aged, nursing homes, schools, out-patient clinics, and research centers. Some work in special workshops, sanitariums, camps for handicapped children, and in State health departments. Others are employed in home-visiting pro grams for patients unable to attend clinics or workshops. Still others are members of the Armed Forces. Training, Other Qualifications, and Advancement The usual minimum requirement for entry into the profession is a degree or certificate in occupational therapy. In 1966, 31 colleges and universities in the United States offered programs in occupational therapy which were accredited by the American Medical Association and the American Occu pational Therapy Association. Nearly all of these schools offer 4-year pro grams to high school graduates. Sev eral offer 2-year programs to students who have completed 2 years of col lege. Abou,t half of the schools also offer shorter programs leading to a certificate in occupational therapy for students with a bachelor’s degree in another field. * The academic work in a 4-year program emphasizes the physical, bio logical, and behavioral sciences and the application of occupational ther apy skills. In addition to the academic work, the training includes 6 to 9 months of supervised clinical experi ence in hospitals or health agencies. Some programs give part of the clin ical experience during the summer or during part of the senior year. The Armed Forces offer programs where by graduates of approved schools of occupational therapy, who meet the requirements to become commis sioned officers, may receive the clin ical part of their training while in the service. OCCUPATIONAL OUTLOOK HANDBOOK Upon graduation and the comple tion of the clinical practice period, therapists are eligible to take the ex amination given by the American Occupational Therapy Association. Those who pass this examination may use the initials O.T.R. (Occupa tional Therapist Registered). Five universities offer a program for occupational therapists leading to a master’s degree in occupational therapy. A graduate degree is often required for teaching, research, or administrative work. The master’s degree is also offered at three univer sities as the first professional degree for persons holding a baccalaureate degree in related fields. Newly graduated occupational therapists generally begin as staff therapists. After several years on the job they may qualify as senior thera pists. Experienced therapists may be come directors of occupational ther apy programs in large hospitals or clinics, or may become teachers. Some high-level positions such as program coordinators and consultants also are available in large institutions and agencies. Personal qualifications needed in this profession include emotional sta bility, a sincere interest in helping people, and a sympathetic but objec tive approach to illness and disability. Manual dexterity, ingenuity, and imagination are needed also. Employment Outlook Employment opportunities for oc cupational therapists are expected to be excellent through the 1970’s. De spite anticipated increases in the number of graduates of occupational therapy programs, the demand for therapists is expected to exceed the supply as public interest in the re habilitation of disabled persons and the success of established occupa tional therapy programs increase. Many occupational therapists will be needed to staff the growing number of community health centers estab lished under the Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963, as amended. There will con tinue to be numerous opportunities for work with psychiatric patients, children, and aged persons, as well as with persons suffering from cerebral palsy, tuberculosis, and heart disease. In addition to openings that will re sult from growth, many openings will arise because of the need to replace the high proportion of young women who leave the field for marriage and family responsibilities. Although hospitals and other em ployers prefer to hire registered occu pational therapists, some opportuni ties will continue to be available for therapists who are not registered but have some of the required training and skills. Opportunities for experi enced women who wish to return to work part time after rearing their children should be excellent. . ■ Earnings and Working Conditions Average annual salaries of staff occupational therapists ranged from $5,500 to $10,000 in 1966, according to the limited data available. Direc tors of services, coordinators, consult ants, and others in top administrative positions earned annual salaries up to $14,000 in 1966. In the Federal Government, the beginning annual salary for inexperi enced occupational therapists was $5,867 in early 1967. More than onethird of all occupational therapists in the Federal Government earned $7,696 or more a year. Most occupational therapists work an 8-hour day, 40-hour week, with some evening work required in a few organizations. Vacation leave usually ranges from 2 to 4 weeks a year, and many positions offer health and re tirement benefits. Where To Go for More Information American Occupational Therapy As sociation, 251 Park Avenue South, New York, N.Y. 10010. 99 HEALTH SERVICE. OCCUPATIONS OPTOMETRISTS (D.O.T. 079.108) Nature of Work Optometrists help people improve and protect their vision. They exam ine eyes, make tests to determine defects in vision, and, when needed, prescribe eyeglasses, contact lenses, corrective eye exercises, or other treatment that does not require drugs or surgery. Most optometrists supply their patients with the eyeglasses pre scribed, and sometimes do minor repair work such as straightening eyeglass frames. Some optometrists specialize in work such as fitting par tially sighted persons with telescopic spectacles, studying the relationship of vision to highway safety, and analyzing lighting and other condi tions that affect the efficiency of workers in industry or business. A few are engaged primarily in teaching, research, or a combination of the two. Optometrists should not be con fused with opthalmologists, some times referred to as oculists, or dis pensing opticians. Opthalmologists or oculists are physicians who specialize in the medical and surgical care of the eyes and may prescribe drugs or other treatment, as well as lenses. Dispensing opticians fit and adjust eyeglasses according to prescriptions written by opthalmologists or op tometrists; they do not examine eyes or prescribe treatment. (See state ment on Dispensing Opticians.) Optometrist uses perimeter to examine patient’s eyes. Optometrists are located chiefly in large cities and industrial areas, where many people are engaged in office work or other occupations that tend to create or emphasize vision problems. About 40 percent of the total are found in five States—Cali fornia, Illinois, New York, Pennsyl vania, and Ohio. Many small towns and rural areas, especially in the South, have no optometrists. Where Employed Approximately 17,000 optometrists were employed in the United States in 1967. More than nine-tenths of all optometrists were self-employed. Of the remainder, most worked for estab lished practitioners, health clinics, hospitals, optical instrument manu facturers, or government agencies. Some taught in colleges of optometry or served as optometrists in the Armed Forces. 262-057 0 — 68 •8 Training, Other Qualifications, and Advancement A license is required to practice optometry in all States and the Dis trict of Columbia. Applicants for li censes must be graduates of an ac credited school of optometry and pass a State board examination. In some States, only graduates of certain schools of optometry are admitted to these examinations. A student plan ning to become an optometrist should, therefore, choose a school ap proved by the Board of Optometry in the State where he expects to prac tice. There were 10 schools of op tometry in the country in 1967. Ap plicants with the necessary qualifi cations have an excellent chance for admission to these schools. Needy students may obtain loans and schol arships up to $2,500 a year to pursue full-time study leading to a degree in optometry from Federal funds pro vided by the Health Professions Edu cational Assistance Act of 1963, as amended. At least 6 years of college are needed to become an optometrist— 2 years of preoptometry education in an approved college, followed by 4 years of training in an optometry school. Preoptometry courses include mathematics, physics, biology, and 100 OCCUPATIONAL OUTLOOK HANDBOOK chemistry, as well as English and tion to the size, occupations, age, and other liberal arts courses. Students in income level of the population in the schools of optometry have classroom area. and laboratory work and obtain pro Among the factors underlying the fessional experience in the out-pa expected increase in demand for eye tient clinics run by the schools. All care services are a growing popula schools award the degree of Doctor tion with a larger proportion of older of Optometry (O.D.). Optometrists people and white collar workers, the who wish to specialize often take ilf. groups most likely to need glasses; the graduate training. A master’s or Ph. wider recognition of the importance D. degree in physiological optics, or of good vision for efficiency at workHI in a related field, is usually required and in school; and the greater ac for teaching and research work. ceptance of the use of eyeglasses and A prospective optometrist should contact lenses to counteract eye strain have a liking for mathematical and and visual defects. Although ex scientific work, the ability to use deli panded demand will be met in part cate precision instruments, mechani by medical doctors who are eye spe cal aptitude, and good vision. In ad cialists, optometrists will continue to dition, to become a successful prac supply a substantial proportion of all titioner, he must be able to deal with eye care services. people tactfully. \ C ’' ' ' ■' ' ’£■ Many beginning optometrists either set up a new practice or pur- Earnings and Working Co chase an established one. Some start New optometry graduates who go as salaried optometrists to obtain experience and the necessary funds to into practice for themselves generally have a low income during the first establish their own practice. few years. They usually earn less than new optometrists who take salaried positions. After a few years of experi Employment Outlook ence, the situation is likely to be re Employment opportunities for new versed, since the income of independ optometry graduates are expected to ent practitioners generally exceeds remain favorable through the 1970’s. the earnings of salaried optometrists. The demand for optometric services In early 1967, new optometry grad is expected to increase, but the total uates in salaried positions generally number of new graduates will prob started at about $6,500 a year, ac ably be little more than the number cording to the American Optometric needed to replace optometrists who Association. The average net income retire, die, or stop practicing for of experienced optometrists was other reasons. $15,200. Incomes varied great Opportunities to set up a new prac about ly, depending location, specializa tice will be best generally in small tion, and otheronfactors. towns and in residential areas of Most optometrists work 40 to 49 cities, where the new optometrist can hours per week regardless of whether become known easily and where com- they practice a small town, me petition is not as keen as in large dium-size city, inor large Since the business centers. Communities, es work is not strenuous,city. optometrists pecially in the South, that have no can often continue to practice after optometric services available also will the normal retirement age. offer opportunities for new graduates. A good office location is of major im portance for a successful practice. Where To Go for More Information The optometrist should consider the number of optometrists and medical Additional information on optom eye specialists in the vicinity in relaetry as a career is available from: American Optometric Association, 7000 Chippewa St., St. Louis, Mo. 63119. Information on required preoptom etry courses may be obtained by writing to the optometry school in which the prospective student wishes to enroll. The Board of Optometry in the capital of the State in which the student plans to practice will pro vide a list of optometry schools ap proved by that State, as well as licens ing requirements. ‘ J OSTEOPATHIC PHYSICIANS ; J '-j (D.O.T. 071.108) Nature of Work Osteopathic physicians diagnose, prescribe remedies, and treat diseases of the human body, paying particular attention to impairments in the musculo-skeletal system. They emphasize manual manipulative therapy, but in most States, they also use surgery, drugs, and all other accepted methods of medical care. Most osteopathic physicians are “family doctors” who engage in general practice. These physicians usually see patients in their offices, make house calls, and treat patients in osteopathic and some city and county hospitals. A few doctors of osteopathy are engaged primarily in research, teaching, or writing and editing scientific books and journals. In recent years, there has been an in crease in specialization. The special ties include: Internal medicine, neu rology and psychiatry, ophthalmology and otorhinolaryngology, pediatrics, anesthesiology, physical medicine and rehabilitation, dermatology, obstetrics and gynecology, pathology, proctol ogy, radiology, and surgery. Where Employed Nearly all of the 12,000 osteopathic physicians professionally active in the United States in early 1967 were in private practice. Less than 5 percent 101 HEALTH SERVICE OCCUPATIONS held full-time salaried positions, main ly in osteopathic hospitals and col leges. A few were employed by private industry or government agencies. Osteopathic physicians are located chiefly in those States which have osteopathic hospital facilities. In 1967, about half of all osteopathic physi cians were in five States: Michigan, Pennsylvania, Missouri, Ohio, and Texas. Twenty-three States and the District of Columbia each had fewer than 50 osteopathic physicians. More than half of all general practitioners are located in towns and cities having less than 50,000 people; specialists, however, practice mainly in large cities. Training and Other Qualifications A license to practice as an osteo pathic physician is required in all States. In early 1967, licensed osteo pathic physicians were qualified to engage in all types of medical and sur gical practice in 41 States and the District of Columbia. The remaining States limit in varying degrees the use of drugs or the type of surgery that can be performed by osteopathic physicians. To obtain a license, a candidate must be a graduate of an approved school of osteopathy and pass a State board exam ination. In 22 States and the District of Columbia, the candi date must pass an examination in the basic sciences before he is eligible to take the professional examination; 28 States and the District of Columbia also require a period of internship after graduation from osteopathic school. All States except California and Florida grant licenses without further examination to properly qual ified osteopathic physicians already licensed by another State. Although 3 years of preosteopathic college work is the minimum require ment for entry to schools of oste opathy, 4 years is often preferred. Osteopathic colleges require success ful completion of 4 years of profes sional study for the degree of Doctor of Osteopathy (D.O.). Preosteo pathic education must include courses in chemistry, physics, biology, and English. During the first 2 years of professional training, emphasis is placed on basic sciences such as anat omy, physiology, pathology, and on the principles of osteopathy; the last 2 years are devoted largely to work with patients in hospitals and clinics. After graduation, almost all doctors of osteopathy serve a 12-month in ternship at 1 of the 88 osteopathic hospitals which the American Osteo pathic Association has approved for intern training. Those who wish to become specialists must have at least 3 years of additional training followed by 2 years of supervised practice in the specialty. The osteopathic physician’s train ing is very costly because of the length of time it takes to earn the degree of Doctor of Osteopathy. However, the Health Professions Educational As sistance Act of 1963 as amended pro vides Federal funds for loans and scholarships of up to $2,500 a year to help needy students pursue full-time study leading to the degree. Every year, more young people apply for admission to the five ap proved schools of osteopathy than can be accepted. In selecting students, these colleges consider grades received in preprofessional education, scores on medical aptitude tests, and the amount of preosteopathic college work completed. In 1966, nearly ninetenths of the students entering osteo pathic colleges had bachelor’s degrees. The applicant’s desire to serve as an osteopathic physician, rather than as a doctor trained in other schools of medicine, is a very important qualifi cation. The colleges also give considerable weight to a favorable recommendation by an osteopathic physician familiar with the appli cant’s background. Newly qualified doctors of oste opathy usually establish their own practice. A few work as assistants to experienced physicians or become as sociated with osteopathic hospitals. In view of the variation in State laws regulating the practice of osteopathy, the osteopathic physician should study carefully the professional and legal requirements of the State in which he plans to practice. The avail ability of osteopathic hospitals and clinical facilities should also be taken into account when choosing a location. Employment Outlook Opportunities for osteopathic phy sicians are expected to be excellent through the 1970’s. Greatest demand for their services will probably con tinue to be in States where osteopathy is a widely accepted method of treat ment, such as Pennsylvania and a number of Midwestern States. Gen erally, prospects for beginning a suc cessful practice are likely to be best in rural areas, small towns, and city suburbs, where the young doctor of osteopathy may encounter less compe tition and therefore establish his pro fessional reputation more easily than in the centers of large cities. The demand for the services of osteopathic physicians is expected to grow through the 1970’s because of such factors as the anticipated popu lation growth, the extension of pre payment programs for hospitaliza tion and medical care including M edicare and M edicaid, and the trend toward higher standards of health care. Furthermore, there is a likelihood of greater public accept ance of osteopathy, liberalization of certain State restrictions on the use of drugs and surgery by osteopathic physicians, and the establishment of additional osteopathic hospitals. Despite the expected growth in de mand, the employment of osteopathic physicians is expected to increase only moderately because the number of new osteopathic physicians being trained is restricted by the limited capacity of osteopathic colleges. Ap proximately half of all graduates ex pected each year through the 1970’s probably will be needed to replace osteopathic physicians who retire, die, 102 or leave the profession for other rea sons ; hence the number of new gradu ates will be barely sufficient to main tain the present ratio of osteopathic physicians to population. Although some expansion in osteopathic college facilities is anticipated because of re cent Federal legislation, which pro vides Federal funds to assist in the construction of new teaching facilities for osteopathic physicians, no signif icant increase in graduates is ex pected through the 1970’s. Women osteopathic physicians will find good opportunities not only in private practice but also on faculties of osteopathic colleges and on the staffs of hospitals and clinics. Approx imately 7 percent of all osteopathic physicians are women. Women stu dents, however, represented only about 2 percent of the total enroll ment in osteopathic colleges in 1966, although men and women are equally eligible for admission. Earnings and Working Conditions In osteopathy, as in many of the other health professions, incomes usually rise markedly after the first few years of practice. Earnings of individual practitioners are deter mined mainly by such factors as ability, experience, the income level of the community served, and geo graphic location. The average income above business expenses of general practitioners, in early 1967, ranged from $16,000 to $22,000, according to the limited data available. Special ists usually had higher incomes than general practitioners. Many osteopathic physicians work more than 50 and 60 hours a week. Those in general practice work longer and more irregular hours than spe cialists. Where To Go for More Information Persons wishing to practice in a given State should find out about the requirements for licensure directly from the board of examiners of that OCCUPATIONAL OUTLOOK HANDBOOK State. A list of State boards, as well new drugs, edit or write articles for as general information on osteopathy pharmaceutical journals, or do as a career, may be obtained from: administrative work. American Osteopathic Association, 212 East Ohio St., Chicago, 111. 60611. PHARMACISTS (D.O.T. 074.181) Nature of Work Pharmacists dispense drugs and medicines and provide information on their use to help protect people’s health. They fill prescriptions ordered by physicians and other medical prac titioners, and sell many medicines which can be obtained without pre scriptions. Pharmacists must under stand the composition and effects of drugs and be able to test them for purity and strength. Compounding— the actual mixing of ingredients to form powders, tablets, capsules, oint ments, and solutions—is only a small part of present-day pharmacists’ work, since many drugs are now pro duced by manufacturers in the form used by the patient. Many pharmacists in drugstores or community pharmacies have sales and managerial as well as professional duties. Besides dispensing drugs, these pharmacists may buy and sell other kinds of merchandise and hire and supervise salesclerks. Some pharma cists, however, operate prescription pharmacies which sell only drugs, medical supplies, and health acces sories. Pharmacists in hospitals fill prescriptions and advise the medical staff on the selection and effects of drugs; they may also make sterile solutions, buy medical supplies, teach in schools of nursing, and perform administrative duties. Some pharma cists, employed as medical sales rep resentatives or “detail men” by drug manufacturers and wholesalers, sell medicines to pharmacies and inform doctors, dentists, and nurses about new drugs. Others teach in colleges, perform research, supervise the man ufacture of pharmaceuticals, develop Where Employed Of more than 120,000 licensed pharmacists working in 1966, about 104,000 were in retail pharmacies. Of these retail pharmacists, approxi mately half owned their pharmacies alone or as members of a partnership, and the other half were salaried em ployees. Most of the remaining pharmacists were employed by phar maceutical manufacturers and whole salers, or worked for hospitals. Others were civilian employees of the Federal Government, working chiefly in hos pitals and clinics of the Veterans Administration and the U.S. Public Health Service. Some served as phar macists in the Armed Forces, taught in colleges of pharmacy, or worked for State and local government agen cies. Nearly every town has at least one drugstore with one pharmacist or more in attendance. Most pharma cists, however, are employed in or near cities and in those States which have the greatest populations. Training, Other Qualifications, and Advancement A license to practice pharmacy is required in all States and the District of Columbia. To obtain a license, one must be a graduate of an accredited pharmacy college, pass a State Board examination and, in most States, also have 1 year of practical experience or internship under the supervision of a registered pharmacist. In 1967, 28 States required that part or all of this experience be acquired after graduation. All States except Cali fornia, Florida, and Hawaii grant a license without an examination to properly qualified pharmacists al ready licensed by another State. In 1967, there were 74 accredited colleges of pharmacy. Some of these were not filled to capacity and qual- 103 HEAUTH SERVICE OCCUPATIONS ified applicants could usually expect to be accepted. Needy students may obtain loans or scholarships up to $2,500 a year to pursue full-time study leading to a degree in pharmacy from Federal funds provided by the Health Professions Educational As sistance Act of 1963, as amended. To graduate from a college of pharmacy, one must have at least 5 years of study beyond high school; two schools require 6 years. A few colleges admit students directly from high school and offer all the education necessary for graduation. Most pro vide 3 or 4 years of professional in struction and require all entrants to have completed their prepharmacy education in an accredited junior col lege, college, or university. A pre pharmacy curriculum usually empha sizes mathematics and basic sciences, such as chemistry and biology, but also includes courses in the human ities and social science. The bachelor’s degree in pharmacy is the minimum educational qualifica tion for most positions in the profes sion. However, the master’s or doctor’s degree in pharmacy or a re lated field—such as pharmaceutical chemistry, pharmacology (study of the effects of drugs on the body), pharmacognosy (study of the drugs derived from plant or animal sources), or pharmacy administra tion—is usually required for research work or college teaching. Graduate study is desirable also for pharmacists planning to work in hospitals. Those interested in becoming hospital phar macists can sometimes secure 1- or 2-year internships which combine graduate study and practical experi ence in a hospital pharmacy. Prospective pharmacy students should have a good high school back ground in mathematics and science. Orderliness and a liking for detail are desirable qualities. In addition, for those planning to become community pharmacists, the ability to deal with people and manage a business is of special importance. Pharmacists often begin as em ployees in community pharmacies. Pharmacist compounds prescription. After obtaining some experience and the necessary funds, they may become owners of pharmacies. A pharmacist who gains experience in a chain drug store may advance to managerial positions and, later, to a higher exec utive position within the company. Hospital pharmacists with the neces sary training and experience may be advanced to chief pharmacist, or to other administrative positions. Employment Outlook Most new pharmacy graduates will probably find employment readily through the 1970’s. From 3,500 to 4,000 openings will arise each year as pharmacists retire, die, or transfer out of the profession. These openings, together with the anticipated gradual increase in new positions for phar macists, are expected to provide enough employment opportunities to absorb each year’s graduates. Some employment growth for phar macists will result from the establish ment of new pharmacies, particularly in residential areas or suburban shop ping centers; the country’s expanding population—especially the growing number of older people and children; and the rising standard of medical care. Many pharmacies may hire additional pharmacists because of a trend towards shorter working hours. Continued expansion in the manu facture of pharmaceutical products and in research are expected to pro vide more opportunities for pharma cists, not only in production and research, but also in distribution and 104 sales positions. Employment in hos pitals will probably rise with the con struction of additional facilities and the more extensive use of pharmacists for hospital work. Pharmacists with graduate education will be needed for college teaching and laboratory research. Women, who represent about 8 percent of all pharmacists, will con tinue to find their best opportunities in hospital pharmacies, prescription pharmacies, and in laboratory work, although some are employed in all branches of the profession. Women students are accepted by all colleges of pharmacy, and in 1967 they con stituted about 14 percent of under graduate enrollments. Earnings and Working Conditions Beginning pharmacists employed in drug manufacturing firms could expect to receive salaries ranging from $6,600 to $7,800 a year in 1967, according to the limited information available. The entrance salary for newly graduated pharmacists in the Federal Civil Service was $6,451 in early 1967; however, pharmacists with a year of experience could start at $7,696. The annual salaries of experienced pharmacists working for retail phar macies were generally between $8,000 and $11,500. Pharmacists who owned and operated drugstores generally made more than this; however, their earnings, and also to a lesser extent those of salaried pharmacists, are greatly affected by the length of their workweek, the size and geographic location of the store, and many other factors. Retail pharmacists generally work more than the standard 40-hour workweek. Drugstores are often open in the evenings and on weekends, and all States require a registered phar macist to be in attendance during store hours. Despite the general trend toward shorter hours, 48 hours is still the basic workweek for many salaried retail pharmacists, and some work 50 hours or more a week. Self-employed OCCUPATIONAL OUTLOOK HANDBOOK pharmacists often work more hours than those in salaried positions. Those who teach or work for industry, gov ernment agencies, or hospitals have shorter workweeks. Salaried pharma cists usually receive paid vacations, health insurance, and other fringe benefits. Where To Go for More Information General information on pharmacy as a career may be obtained from: American Pharmaceutical Association, 2215 Constitution Ave. NW., Wash ington, D.C. 20037. Information about chain drug stores may be obtained from: National Association of Chain Drug Stores, 1625 Eye Street NW., Washington, D.C. 20006. Information about retail pharma cies may be obtained from: National Association of Retail Drug gists, 1 East Wacker Dr., Chicago, 111. 60601. A list of accredited colleges may be obtained from: diseases or injuries to overcome their disabilities. Following physicians’ in structions, they treat patients through physical exercise, the use of mechani cal apparatus, massage, and applica tions of heat or cold, light, water, or electricity. Most of their patients are accident victims, crippled children, and disabled older persons. To obtain information needed to develop the proper programs for treatment, physical therapists per form muscle and nerve tests. They also keep records of their patients’ progress during treatments and attend conferences with physicians and other medical personnel to discuss this progress. In many instances, they help disabled persons to accept their physi cal handicaps and learn how to ad just to them. Therapists teach pa tients how to perform exercises and to use and care for braces, crutches, and artificial limbs. They may also show members of the patients’ families how to continue treatment at home. Physical therapists are members of a rehabilitation team which is di rected by a physician and may include a nurse, clinical social worker, occu- American Council on Pharmaceutical Education, 77 West Washington St., Chicago, 111. 60602. Current requirements for licensure in a particular State may be obtained from the Board of Pharmacy of that State or from: National Association of Boards of Pharmacy, 77 West Washington St., Chicago, 111. 60602. Information on college entrance requirements, curriculums, and schol arships is available from the dean of any college of pharmacy. PHYSICAL THERAPISTS (D.O.T. 079.378) Nature of Work Physical therapists help persons with muscle, nerve, joint, and bone Physical therapist instructs patient in use of arm exerciser. 105 HEAUTH SERVICE OCCUPATIONS pational therapist, psychologist, voca tional counselor, and other specialists. Although qualified physical therapists may treat many types of patients, some specialize in caring for children, or for patients with amputations, arthritis, or paralysis. They may also instruct physical therapy students, as well as students of related professions and other health workers. Where Employed Approximately 12,500 licensed physical therapists were employed in 1966. Nearly three-fourths of all therapists were women. About four-fifths of all physical therapists work in general hospitals; in hospitals that specialize in the care of pediatric, orthopedic, psychiatric, or chronically ill patients; and in nursing homes. Most of the remainder are em ployed by rehabilitation or treatment centers, schools or societies for crip pled children, and public health agen cies. Most of these organizations pro vide treatment for patients with chronic diseases, and some have home visiting programs. Some therapists work in physicians’ offices or clinics, teach in schools of physical therapy, or work for research organizations. Others serve as con sultants in government and voluntary agencies. Training, Other Qualifications, and Advancement A license is required to practice physical therapy in 48 States and the District of Columbia. To obtain a license, an applicant must have a degree or certificate from a school of physical therapy and pass a State board examination. In the remaining two States (Texas and Missouri), employers generally require a degree from an approved school of physical therapy. In 1966, 43 schools of physi cal therapy (including the Army Medical Service School) were ap proved by the American Medical Association and the American Physi cal Therapy Association. The major ity of approved schools are part of large universities; the others are oper ated by hospitals, which usually have university affiliations. Most of the approved schools of physical therapy offer 4-year bach elor’s degree programs. Some schools provide 1- to 2-year undergraduate programs to students who have com pleted some college courses through which students may earn either a de gree or a certificate in physical ther apy. Other schools accept those who already have a bachelor’s degree and give a 12- to 16-month course leading to a certificate in physical therapy. Many schools offer both de gree and certificate programs. Among the courses included in a physical therapy program are anatomy, physiology, pathology, clinical medicine, psychology, electro therapy, hydrotherapy, massage, and exercise. In addition to classroom in struction, students are assigned to a hospital or treatment center for super vised clinical experience in the care of patients. Several universities offer the mas ter’s degree in physical therapy. A graduate degree, combined with clinical experience, increases the op portunities for advancement to posi tions of responsibility in teaching, research, and administration, as well as in the treatment area of physical therapy. Because an important function of a therapist’s job is to help patients and their families understand the treatments and prepare them emo tionally for the changes that occur, therapists must have patience, tact, resourcefulness, and emotional sta bility. Their work also requires good verbal expression and the ability to plan their work to insure optimum use of time. In addition, physical therapists should have manual dex terity and physical stamina. For those who wish to determine whether they have the personal qualities needed for this occupation, summer or part-time work as a volunteer in the physical therapy department of a hospital or clinic may prove helpful. Employment Outlook Employment opportunities for physical therapists are expected to re main excellent through the 1970’s. The demand for qualified workers is likely to continue to exceed the supply. The demand for physical therapists is expected to increase very rapidly through the 1970’s as the result of in creased public recognition of the im portance of rehabilitation. Many new positions for physical therapists are expected to be created as programs to aid crippled children and vocational rehabilitation activities are expanded to serve the increasing number of dis abled people who require physical therapy. An expected rapid growth in nursing homes will also result in the need for many more physical thera pists to work as staff members. Also, more physicians are expected to rec ommend physical therapy for patients as techniques and equipment for treatment are improved. In addition, many openings will continue to arise each year to replace the large number of women who leave the profession for marriage and family responsi bilities. Part-time positions will continue to be available in many communities. These positions are particularly at tractive to married women who wish to return to work on a part-time basis. Earnings and Working Conditions Annual salaries of inexperienced physical therapists averaged $6,500 in 1966, and those of experienced therapists ranged from $7,500 to $15,000, according to the American Physical Therapy Association. Co ordinators, directors, and adminis trators had average salaries of $15,000 or more. Average weekly salaries for physi cal therapists employed in hospitals ranged from $120.50 in the Northeast 106 OCCUPATIONAL OUTLOOK HANDBOOK to $134.50 in the West in mid-1966, according to a survey conducted by the Bureau of Labor Statistics. Sal aries were generally higher for men in comparable jobs. In early 1967, newly graduated therapists employed by the Federal Government received annual starting salaries of $5,867; those graduating with high academic standing, how ever, were offered $6,451. Physical therapists entering the Armed Forces are commissioned second lieutenants or ensigns, and those entering the U.S. Public Health Service are given the grade of junior assistant. Most physical therapists work 40 hours a week. Almost all receive 2 weeks or more of vacation and the majority receive sick leave and other fringe benefits. Where To Go for More Information American Physical Therapy Associa tion, 1740 Broadway, New York, N.Y. 10019. PHYSICIANS (D.O.T. 070.101 and .108) Nature of Work Physicians diagnose diseases and treat people who are ill or in poor health. In addition, they are con cerned with preventive medicine and with the rehabilitation of people who are injured or ill. Physicians generally examine and treat patients in their own offices and in hospitals, but they also visit pa tients at home when necessary. Some physicians combine the practice of medicine with research or teaching in medical schools. Others hold full time research or teaching positions or perform administrative work in hos pitals, professional associations, and other organizations. A few are pri marily engaged in writing and editing medical books and magazines. More than one-third of the physi cians engaged in private practice are general practitioners; the other twothirds are specialists in 1 of the 35 fields recognized by the medical pro fession. In recent years, there has been a marked trend toward special ization. Among the largest specialties are internal medicine, surgery, obstet rics and gynecology, psychiatry, pedi atrics, radiology, ophthalmology, and pathology. Where Employed More than 280,000 physicians— of whom 7 percent were women— were professionally active in the United States in 1967. The great ma jority—about 180,000—were engaged in private practice. About 45,000 were interns or residents in hospitals. About 30,000 held full-time staff positions in hospitals, nearly three-fifths of whom were in government hospitals. The remainder were employed in private industry, State and local health departments, medical schools, research foundations, and profes sional organizations. In 1967, more than 40 percent of all physicians were in the five most populous States: New York, Cali fornia, Pennsylvania, Illinois, and Ohio. In general, the Northeastern States have the highest ratio of physi cians to population and the Southern States, the lowest. General practition ers are much more widely distributed geographically than specialists, who tend to be concentrated in large cities. Training and Other Qualifications A license to practice medicine is required in all States and the Dis trict of Columbia. To qualify for a license, a candidate must graduate from an approved medical school, pass a licensing examination, and— in 32 States and the District of Columbia—serve a 1-year hospital internship. As of 1966, 18 States per mitted a physician to be licensed im mediately after graduation from medical school, but even in these States an internship is always neces sary for full acceptance by the profes sion. Twenty-three States and the District of Columbia require candi dates to pass an examination in the basic sciences to become eligible for the medical licensing examination. Licensing examinations are given by State boards. The National Board of Medical Examiners also gives an examination which is accepted by 45 States and the District of Columbia as a substitute for State examina tions. Athough physicians licensed in one State can usually obtain a li cense to practice in another without further examination, some States limit this reciprocity. In 1966, there were 88 approved schools in the United States in which students could begin the study of medicine. (By the end of the 1960 decade, several additional schools will be in operation.) Eighty-four award ed the degree of Doctor of Medicine (M.D.) to those completing the 4year course; 3 offered 2-year pro grams in the basic sciences to students who could then transfer to regular medical schools for the last 2 years of study. The remaining school (set up as a 2-year institution) had not yet graduated its first class. Because the number of people applying to medical schools exceeds the beginning enroll ment capacity, preference is given to the most highly qualified applicants. Most medical schools require ap plicants to have completed at least 3 years of college education for admis sion to their regular programs, and some require 4 years. A few medical schools allow selected students with exceptional qualifications to begin their professional study after comple tion of 2 years of college. The great majority of students entering medical schools have a bachelor’s degree. Premedical study must include un dergraduate courses in English, phys ics, biology, and inorganic and organ ic chemistry in an accredited college. Students should acquire a broad gen eral education by taking courses in the humanities, mathematics, and the HEALTH SERVICE- OCCUPATIONS social sciences. Other factors consid ered by medical schools in selecting students include the individual’s col lege record; the standing of the col lege where his premedical work was taken; and his scores on the Medical College Admission Test, which is taken by almost all applicants. Con sideration also is given to the appli cant’s character, personality, and leadership qualities, as shown by per sonal interviews, letters of recom mendation, and extracurricular ac tivities in college. In addition, many State-supported medical schools give preference to residents of their partic ular States and, sometimes, those of nearby States. The first 2 years of medical training are spent in laboratories and class rooms, learning basic medical sci ences, such as anatomy, biochemistry, physiology, pharmacology, micro biology, and pathology. During the last 2 years, students spend most of their time in hospitals and clinics under the supervision of experienced physicians. They learn to take case histories, perform examinations, and recognize diseases. New physicians increasingly are taking training beyond the 1-year hos pital internship. Those who plan to be general practitioners often spend an additional year or two as interns or residents in a hospital. To become recognized as specialists, physicians must pass specialty board examina tions. To qualify for these examina tions, they must spend from 2 to 4 years—depending on the specialty— in advanced hospital training as resi dents, followed by 2 years or more of practice in the specialty. Some doc tors interested in teaching and re search take graduate work leading to the master’s or Ph. D. degree in a field such as biochemistry or micro biology. Many graduates of foreign medi cal schools (in September 1965, about 10,000 foreign citizens as well as ap proximately 1,300 U.S. citizens) serve as interns and residents in this coun try. To be appointed to approved internships or residencies in U.S. hos pitals, however, these graduates (citi zens of foreign countries as well as U.S. citizens) must pass the Ameri can Medical Qualification Examina tion given by the Educational Coun cil for Foreign Medical Graduates. Medical training is very costly be cause of the long time required to earn the medical degree. However, the Health Professions Educational Assistance Act of 1963, as amended, provides Federal funds for loans and scholarships of up to $2,500 a year to help needy students pursue full-time study leading to the degree of doctor of medicine. Among the personal qualifications needed for success in this profession are a strong desire to become a physi cian, above-average intelligence, and an interest in science. In addition, prospective physicians should possess good judgment, be able to make deci sions in emergencies, and be emotion ally stable. The majority of newly qualified physicians open their own offices. Those who have completed their in ternships and who enter on active military duty serve as captains in the Army or Air Force or as lieutenants in the Navy. Graduates of accredited medical schools are eligible for Fed eral Civil Service medical positions and for commissions as senior assist ant surgeons in the U.S. public Health Service. Employment Outlook Excellent opportunities are antici pated for physicians through the 1970’s. Because the number of new physicians being trained is restricted by the present limited capacity of medical schools, the employment of physicians is expected to grow only moderately, despite a steady increase in the demand for their services. 108 OCCUPATIONAL OUTLOOK HANDBOOK However, some expansion in medical school facilities is expected because of recent Federal legislation which provides Federal funds to assist in the construction of new training facilities for physicians. Nonetheless, any increase in the supply of physicians resulting from the implementation of this legislation may not be significant until the late 1970’s. The expected increase in demand for physicians’ services will result from factors such as the anticipated population growth; the rising health consciousness of the public; and the trend toward higher standards of medical care. The demand for physi cians will also increase because of the extension of prepayment programs for hospitalization and medical care, including Medicare and Medicaid; continued Federal Government pro vision of medical care for members of the Armed Forces, their families, and veterans; and the continuing growth in the fields of public health, reha bilitation, industrial medicine, and mental health. In addition, more physicians will be needed for medical research and to teach in medical schools. In addition to those needed to fill new openings, many newly trained doctors will be required to replace those who retire or die. The number needed to fill vacancies caused by losses to the profession is estimated at about 6,000 each year through the 1970’s. To some extent, the rise in the demand for physicians’ services will be offset by developments that are enabling physicians to care for more patients. For example, increasing numbers of medical technicians are • • >rphysicians; 'Y*‘it £* If* rnew ’■*•r drugs and assisting new medical techniques are shorten ing illnesses; and growing numbers of physicians are able to use their time more effectively by engaging in group practice. In addition, fewer house calls are being made by physicians because of the growing tendency to treat patients in hospitals and physi cians’ offices. However, these devel * opments are not expected to offset new patients and tend to work fewer the overall need for more physicians. hours. Many, however, continue in practice well beyond 70 years of age. Earnings and Working Conditions New graduates serving as jntgr&fl in 1966 had an average annual salary of $3,578 in hospitals affiliated with medical schools and $4,071 in other hospitals. Residents during 1966 earned average annual salaries of $3,818 in hospitals affiliated with medical schools and $4,059 in nonaffiliated hospitals. Many hospitals also provided full or partial room, board, and other maintenance allow ances to their interns and residents. Graduates employed by the Fed eral Government early in 1967 could expect to receive an annual starting salary of about $11,000 if they had completed their internship, and about $13,000 if they had completed 1 year of residency or demonstrated superior achievement during their internship. Newly qualified physicians who es tablish their own practice must make a sizable financial investment to open and equip a modem office. It is estimated that during the first year or two of independent practice, phy sicians probably earn little more than the minimum needed to pay the ex penses for maintaining their offices. As a rule, however, their earnings rise rapidly as their practice develops. The net income of physicians in private practice was generally be tween $20,000 and $27,000 in 1966, according to the limited information available. Earnings of physicians de pend on factors such as the region of the country in which they practice; the patients’ income level; and the physician’s skill, personality, and pro fessional reputation as well as his length of experience. Physicians en gaged in private practice usually earn more than those in salaried positions, and specialists usually earn consider ably more than general practitioners. Many physicians have long working days and irregular hours. Most spe cialists work fewer hours each week than general practitioners. As doc tors grow older, they may not accept Where To Go for More Information Persons wishing to practice in a given State should find out about the requirements for licensure directly from the board of medical examiners of that State. Lists of approved medi cal schools, as well as general infor mation on premedical education and medicine as a career, may be ob tained from: Council on Medical Education, American Medical Association, 535 North Dearborn St., Chicago, 111. 60610. Association of American Medical Colleges, 2530 Ridge Ave., Evanston, 111. 60201. PODIATRISTS 1 ,:ir -if.'r b . . : ■ o i -'jny (D.O.T. 079.108) . . • •• . r . 1; : : * 1"- V '!!'• > . i Nature of Work :, ■. { : r < .... ■r~tJ f > Podiatrists (sometimes called chiropodists) diagnose and treat diseases and deformities of the feet. They perform foot surgery, use drugs and physical therapy, prescribe proper shoes, and fit corrective devices. To help in diagnoses, they take X-rays of the feet and perform blood and other tests. Among the conditions podiatrists treat are corns, bunions, calluses, ingrown toenails, skin and nail diseases, deformed toes, and arch disabilities. They refer patients to medical doctors whenever they ob serve symptoms in the feet and legs that may be evidence of diseases— such as arthritis or heart or kidney trouble—which also affect other parts of the body. As a rule, podiatrists provide most types of foot care. Some, however, confine their practice to such special ties as orthopedics (bone, muscle, and joint disorders), podopediatrics (children’s diseases), or foot surgery. 109 HEAUTH SERVICE OCCUPATIONS A few act as consultants to shoe man some instances, also physics or mathe ufacturers, and a small number do matics. The first 2 years of podiatry train research or teach in colleges of ing are devoted chiefly to classroom podiatry. instruction and laboratory work in such basic sciences as anatomy, bacteriology, chemistry, pathology, Where Employed and physiology, though in the second Approximately 8,000 podiatrists year students obtain some limited ex were actively engaged in the profes perience in the school clinics. During sion in early 1967; less than 4 per the final 2 years, students spend most cent were women. Nearly all podi of their time obtaining clinical ex atrists were in private practice. The perience. The degree of Doctor of few who held full-time salaried po Podiatry (D.P.) or Doctor of Podiatsitions worked mainly in hospitals or ric Medicine (D.P.M.) is awarded podiatry colleges, or for other podia upon graduation. Additional educa trists ; others who earned salaries tion and experience are generally were employed by the Veterans Ad necessary in order to qualify for work ministration or were commissioned in a specialized area of podiatry. officers in the Armed Forces. Needy students may obtain loans and Podiatrists practice mainly in large scholarships up to $2,500 a year to cities. In early 1967, nearly half pursue full-time study leading to a were in four of the most heavily popu degree in podiatry from Federal funds lated States—New York, Pennsyl provided by the Health Professions vania, Illinois, and California. In many small towns and rural areas, especially in the South and the North west, there were no podiatrists. Educational Assistance Act of 1963, as amended. Among the personal qualifications considered desirable for a career in this profession are scientific aptitude, manual dexterity, and a good business sense. The ability to get along well with people is also important. Most newly licensed podiatrists open their own practices. Some pur chase established practices. Others begin by taking salaried positions in hospitals, or with podiatrists already in practice, to gain experience and to save the money needed to establish their own practices. Employment Outlook The employment outlook for podi atrists is expected to be good through the 1970’s. Not only is the demand for their services expected to increase, Training, Other Qualifications, and Advancement All States and the District of Columbia require a license for the practice of podiatry. To qualify for a license, an applicant must be a grad uate of an accredited 4-year program in a college of podiatry, and must pass a State board examination. In addi tion, three States—Michigan, New Jersey, and Rhode Island—require applicants to serve a 1-year internship in a hospital or clinic after graduation from a podiatry college; the State of Oklahoma requires 1 year of practice under the direct supervision of an ex perienced podiatrist. More than half the States grant licenses without fur ther examination to podiatrists al ready licensed by another State. The five podiatry colleges in the United States will admit only students who have already completed at least 2 years of college. This education must include courses in English, chemistry, biology or zoology, and, in Podiatrist explains condition of child’s foot. 110 but the number of new graduates of podiatry schools will probably be only slightly more than the number needed to fill openings left by podiatrists who retire, die, or stop practicing for other reasons. Opportunities for new graduates to establish their own practices should be especially favorable in those parts of the country where the services of podiatrists are widely used. Op portunities should be good also for those who wish to enter salaried posi tions in schools, factories, and organi zations providing health services. The demand for podiatrists’ serv ices is expected to grow with the demand for other health services. An important factor underlying this anticipated growth is an expanding population with a greater proportion of older people—the age group need ing most foot care. Furthermore, the trend toward providing preventive foot care for children is increasing. Earnings and Working Conditions In podiatry, as in many of the other professions, incomes usually rise markedly after the first years of prac tice. Earnings of individual podia trists are determined mainly by such factors as ability, experience, the in come level of the community served, and location. In 1966, the average net income of podiatrists was about $12,500, according to the limited in formation available. Income was gen erally higher in large cities. Podiatrists generally work 40 hours a week. They may set their hours to suit their practice. Where To Go for More Information Applicants for licenses to practice podiatry in a particular State may ob tain information on the requirements for licensure from the State board of examiners in the State capital. In formation on entrance requirements, curriculums, and scholarships is available from the colleges of podi atry. Additional information on podi OCCUPATIONAL OUTLOOK HANDBOOK atry as a career, as well as a list of they perform routine laboratory and colleges, may be obtained from: office work. Public health nurses care for American Podiatry Association, 3301 16th St. NW., Washington, patients in clinics or visit them in D.C. 20010. their homes. Their duties include teaching patients and families, and giving periodic nursing care as pre REGISTERED PROFESSIONAL scribed by a physician. They demon NURSES strate diet plans to groups of patients, and arrange for immuniza (D.O.T. 075.118 through .378) tions. These nurses work with com munity leaders, teachers, parents, and physicians in community health edu Nature of Work cation programs. Some public health work in schools. Nursing care plays a major role in nurses Nurse teach students the the treatment of persons who are ill. principleseducators and skills both Registered professional nurses ad in the classroom andofatnursing, the bedside. minister medications and treatments They may also conduct refresher and prescribed by physicians; observe, in-service courses for registered evaluate, and record symptoms, reac nurses. tions, and progress of patients; assist Occupational health or industrial in education and rehabilitation of nurses provide nursing care to em patients and improve their physical and emotional environment; instruct ployees in industry and government, auxiliary personnel or students; and and along with physicians are respon perform other duties concerned with sible for promoting employee health. the care of the sick and injured, pre They may work alone (with a doctor vention of illness, and promotion of on call), or they may be part of a health service staff in a large organi good health. Hospital nurses are the largest zation. As prescribed by a doctor, they group of registered nurses. Most of treat minor injuries and illnesses oc these are staff nurses, who perform curring at the place of employment, skilled bedside nursing such as caring provide for the needed nursing care, for a patient after an operation, assist arrange for further medical care if ing with blood transfusions and intra necessary, and offer health counseling. venous feedings, and giving medica They may also assist with health ex tions. They also supervise auxiliary aminations and inoculations to help nursing workers. Some hospital nurses prevent or control diseases. Nurses also engage in other activ work primarily in the operating room. ities such as research and serving on Others limit their work to certain the staffs of nursing organizations. types of patients such as children, the elderly, or the mentally ill. Still others (Licensed practical nurses who also are engaged primarily in administra perform nursing service are discussed elsewhere in the Handbook.) tive work. Private duty nurses give individual nursing care to patients who need Where Employed constant attention. In hospitals, one private duty nurse may sometimes More than 620,000 registered pro take care of a few patients who re fessional nurses were employed in the quire special nursing care but not United States in early 1966. About two-thirds worked in public and pri full-time attention. Office nurses assist physicians and vate hospitals and related institutions. dental surgeons, and occasionally Approximately 65,000 were private dentists, in the care of patients in duty nurses who cared for patients in private practice or clinics. Sometimes, hospitals and private homes, and HEALTH SERVICE OCCUPATIONS nearly 50,000 were office nurses. Pub lic health nurses in government agen cies, visiting nurse associations, and clinics numbered nearly 40,000; nurse educators in nursing schools ac counted for about 23,000; and occu pational health nurses in industry 18,000. Most of the others were staff members of professional nurse and other organizations, State boards of nursing, or were employed by research organizations. An estimated one-fourth of all nurses employed in 1966 worked on a part-time basis. About 1 percent of all employed professional nurses are men. Training, Other Qualifications, and Advancement A license is required to practice pro fessional nursing in all States and in the District of Columbia. To obtain a license, a nurse must have graduated from a school approved by a State board of nursing and pass a State board examination. A nurse may be licensed in more than one State, either by examination or endorsement of a license issued by another State. Graduation from high school is re quired for admission to all schools of professional nursing. Many schools accept only graduates in the upper third or half of their class. Demon strated competence in science and mathematics may also be required. Three types of educational pro grams—diploma, baccalaureate de gree and associate degree—offer the basic education required for careers in professional nursing. Diploma pro grams are conducted by hospital and independent schools and usually re quire 3 years of training; bachelor’s degree programs usually require 4 years of study in a college or univer sity, although a few require 5 years; associate degree programs in junior and community colleges require ap proximately 2 years of nursing educa tion. In late 1966, more than 1,200 programs of these three types were offered in the United States. Diploma programs accounted for about twothirds, the remainder being divided evenly between associate and bacca laureate degree programs. All programs include classroom in struction and supervised nursing prac tice. Students take courses in anatomy, physiology, microbiology, nutrition, psychology, and basic nurs ing care. Under close supervision, they are given practical experience in the care of patients who have different types of illnesses, in hospitals and health facilities. Students in colleges offering bachelor’s degree programs and in some of the other schools are assigned to public health agencies and learn how to care for patients in clinics and in the patients’ homes. General education is combined with nursing education in baccalaureate and associate degree programs and in some diploma programs. Young people considering a nursing career should have an interest in peo ple and a desire to care for the sick and injured. Other desired personal qualifications include dependability, good judgment, patience, and good physical and mental health. Hospital nursing usually begins with staff positions from which ex perienced nurses may be advanced to progressively more responsible super visory positions, such as head nurse, supervisor, assistant director, and di rector of nursing service. A master’s degree, however, is often required for supervisory and administrative posi tions, as well as for positions in nurs ing education, clinical specialization, and research. In public health agen cies, advancement opportunities are usually limited for nurses without de grees in public health nursing. Employment Outlook Employment opportunities for reg istered professional nurses are ex pected to be very favorable through 112 the 1970’s. For nurses who have had graduate education, the outlook is ex cellent for obtaining positions as ad ministrators, teachers, clinical special ists, public health nurses, and for work in research. Among the principal factors un derlying the anticipated rise in the demand for nurses is the country’s rising population. Other factors in clude improved economic status of the population; extension of prepay ment programs for hospitalization and medical care, including Medi care and Medicaid; expansion of medical services as a result of new medical techniques and drugs; and in creased interest in preventive medi cine and rehabilitation of the handi capped. In addition to the number of nurses needed for new positions, sev eral thousand nurses will be required to replace those who leave the field each year because of marriage and family responsibilities. The anticipated rise in demand for registered nurses is expected to be ac companied by a rapid increase in the number of nurses graduating during the late 1960’s and early 1970’s. This growth is expected to result from in creasing numbers of high school grad uates who will enter nursing schools, and from the construction of addi tional nursing school facilities, in part from funds provided by the Health Facilities Act of 1963 and the Nurse Training Act of 1964. Moreover, un der the Nurse Training Act, a needy student may obtain a loan, a portion of which does not have to be repaid if the student obtains full-time em ployment in nursing after graduation. The Nurse Training Act also provides funds to cover tuition, fees, and a stipend and allowances for trainees seeking advanced training for posi tions as administrators, supervisors, nursing specialists, and nurse educa tors. In addition to the anticipated in crease in the number of new gradu ates entering nursing each year, an increase is also expected in the num ber of inactive nurses who will return to work. OCCUPATIONAL OUTLOOK HANDBOOK Earnings and Working Conditions Average weekly salaries for regis tered professional nurses employed by hospitals ranged from $100.50 for general duty nurses to $154.00 for directors of nursing in mid-1966, ac cording to a survey conducted by the Bureau of Labor Statistics (BLS). Salaries were generally highest in the West and lowest in the South. Sala ries for industrial nurses averaged $ 113 a week in early 1966, according to another survey conducted by the BLS. Fees for private duty nurses gener ally were between $14 and $37 for a basic 8-hour day in early 1967, ac cording to the American Nurses’ As sociation (ANA). Average (median) annual salaries for public health nurses employed by local government agencies were $5,811 in 1966, as indicated by a Na tional League for Nursing study. Nurse educators and administrators earned average (median) salaries of $6,600 a year in schools of profession al nursing when surveyed by the ANA in late 1965. In early 1967, the Veterans Ad ministration offered inexperienced nurses, who had either a diploma or an associate degree, an annual salary of $5,867; and baccalaureate gradu ates were offered $6,730. In other Federal Government agencies, the en trance rate for nurses was $5,331 for graduates of associate programs who had 1 year of experience or additional nursing education. The beginning sal ary, in early 1967, for nurse officers (second lieutenants and ensigns) in military services was $5,244 including allowances. Those with bachelor’s de grees who were commissioned in the U.S. Public Health Service received salary and allowances totaling $5,960 a year. The majority of hospital nurses re ceive extra pay for work on evening or night shifts. Nearly all are provided at least 2 weeks of paid vacation after 1 year of service. Most hospital nurses receive from 5 to 13 paid holidays a year and also some type of health and retirement benefits. Where To Go for More Information Information on approved schools of nursing, nursing careers, loans, schol arships, salaries, working conditions, and employment opportunities may be obtained from: ANA-NLN Nursing Careers Pro gram, American Nurses’ Association, 10 Columbus Circle, New York, N.Y. 10019. Information about employment op portunities in the Veterans Adminis tration is available from: Department of Medicine and Surgery, Veterans Administration, Washing ton, D.C. 20420. SANITARIANS (D.O.T. 079.118) Nature of Work Most people assume that the food they eat, the liquids they drink, the public swimming pools they use, and the air they breathe are clean and safe. The job of the sanitarian is to insure this. They find and remove health hazards in order to make the physical environment safe for every one. In carrying out their responsi bilities, they perform a broad range of job duties, from inspecting sani tary conditions in restaurants to pro moting health laws and administering environmental health programs. Sanitarians entering the profession usually begin in public health or agri culture departments. They inspect hotels, restaurants, dairy plants, can neries, water supplies, medical care facilities, recreational areas, and other places to prevent conditions harmful to the public health and well being, at times taking samples of food, air, and water, to test for safety. When necessary, they recommend corrective action in the places visited in accordance with health laws and 113 HEAI/TH SERVICE OCCUPATIONS regulations. As they progress to more responsible investigational work, they frequently are required to give advice on more complex individual and in dustrial sanitation problems. Sanitarians with supervisory duties analyze reports of inspections and in vestigations made by other environ mental health specialists, evaluate their performance, and advise them on difficult or unusual sanitation problems. They conduct investiga tions and promote health laws, and may be required to give evidence in court against violators of health reg ulations. Also, they engage in health education activities, sometimes teach ing classes in hygiene, and speaking before student assemblies, civic groups, and other organizations on the prevention of communicable dis eases. Those in top supervisory posi tions are involved with the planning and administration of environmental health programs and their coordina tion with programs of other agencies. Other duties may include advising government officials on environ mental health matters and drafting new health laws and regulations. Public health sanitarians work closely with other health specialists in the community (such as the health officer, sanitary engineer, and public health nurse) to investigate and pre vent outbreaks of disease, plan for civil defense and emergency disaster aid, make public health surveys, and conduct health education programs. In large local and State health or agriculture departments, and in the Federal Government, sanitarians may specialize in a particular area of work, such as milk and other dairy products, food sanitation, refuse and other waste control, air pollution, occupa tional health, housing, and insect and rodent control. In rural areas and small cities, they may be responsible for a wide range of environmental health activities. Increasing numbers of sanitarians are being employed outside govern ment agencies. Many work in industry as food or milk sanitarians, where they prevent or minimize contamina tion hazards, and see that clean, healthful, and safe working condi tions exist in plants manufacturing and processing food. For example, in a food processing plant, the sanitarian is concerned with the proper disposal of refuse; the cleaning of plant equip ment ; the control of micro-organisms; and the proper maintenance of build ings, equipment, and employee facilities. consultants; others worked for trade associations, in hospitals, or for other organizations. Probably less than 1 percent of all sanitarians are women. Sanitarians are employed by gov ernment health departments in every State, and by private industry in most States. About half of them work in 10 States: California, Florida, Illinois, Indiana, New York, Ohio, Pennsyl vania, Texas, Virginia, and Wis consin. Where Employed An estimated 13,000 of the approx imately 16,000 sanitarians employed in 1966 worked for Federal, State, and local governments. Most of the remainder worked f°r manufacturers and processors of food products; a small number were teachers in col leges and universities; a few were Training, Other Qualifications, and Advancement A 4-year college education with a major in physical, biological, or sani tary science is generally required for a beginning job as a sanitarian; a graduate degree in some aspect of public health is usually necessary for Sanitarian tests pool water for bacteria. 114 higher level positions. Some health departments may hire beginning sani tarians with only 2 years of college work, and, in some, high school grad uates may be able to start as sanitary inspectors and work their way up to sanitarian. However, rising hiring standards in public health depart ments are restricting entrance oppor tunities for those without degrees. Science courses recommended by the American Public Health Associa tion for the first 2 years of college are mathematics, biology, chemistry, physics, and elementary bacteriology. In the second 2 years, the recom mended program includes advanced general bacteriology, medical ento mology, and a series of public health courses. Liberal arts courses are also considered useful. Beginning sanitarians usually start at the trainee level, where they re main up to a year, working under the supervision of experienced sani tarians. They receive on-the-job training in environmental health activities and learn to evaluate facts and recommend corrective action. After a few years of experience, they may move to minor supervisory posi tions with more responsibilities Greater supervisory responsibilities may come with more experience; sometimes specialization begins at this level, especially in large local health offices. With more experience, further advancement is possible to top super visory and administrative positions. To keep up with new developments and to supplement their academic training, many sanitarians take spe cialized short-term training courses in such subjects as occupational health, water supply and pollution control, air pollution, radiological health, milk and food protection, metropolitan planning, and hospital sanitation. In 1967, there were 31 States which had laws providing for registration of sanitarians; most of these States re quired registration to practice. Al though requirements for registration vary considerably among the States, OCCUPATIONAL OUTLOOK HANDBOOK the minimum educational require ment for registration is usually a bachelor’s degree, with emphasis on the biological, physical, and sanitary sciences. In some States, applicants must pass a written as well as an oral examination. Among the personal qualities use ful to sanitarians is the ability to get along well with people. For example, it is often necessary to be tactful in securing correction of unsanitary con ditions. Sanitarians also should be undisturbed by the collection of speci mens for laboratory testing and con tact with unpleasant physical sur roundings, such as slum area housing or sewage disposal units. all levels of government. The possible relation of respiratory ailments to air pollution has also served to focus at tention on this problem. The expanding population is yet another factor that will intensify the demand for more trained sanitarians. The migration of people from rural to urban areas, along with the growth of industries, will place a greater strain on the food-service, housing, water, recreational, and waste-dis posal facilities of urban communities. Some increase in demand for sani tarians is expected in private industry, primarily in the food industry. Earnings and Working Conditions Employment Outlook In early 1967, the average (me dian) annual salary of sanitarians having college degrees was $7,500 and about $5,900 for those without a college degree, according to the Na tional Association of Sanitarians. Annual salaries of sanitarians en gaged in teaching averaged nearly $10,500, compared with $10,000 for those employed in industry. Those employed by the Federal Government averaged about $8,700 a year. Sanitarians spend considerable time away from their desks. Trans portation or gasoline allowances are frequently given and some health de partments provide an automobile. Employment opportunities for sanitarians are expected to be very favorable through the 1970’s. Young people without a college degree with a major in one of the physical or bio logical sciences or in sanitary science will find that obtaining work in the sanitation fields is increasingly difficult. Employment of sanitarians is ex pected to increase rapidly through the 1970’s, as State and local health agencies expand their activities in the field of environmental health. Radio logical health, occupational health, food protection, water pollution, and air pollution are expected to require the services of more trained person nel as health dangers grow under the Where To Go for More Information stimulus of an expanding, highly Information about careers as sani technological civilization. tarians is available from the following Air pollution is one example of an associations: existing environmental hazard of pub American Public Health Association, lic concern that is expected to in 1790 Broadway, New York, N.Y. crease the demand for sanitarians. It 10019. has attracted attention throughout Association of Milk, the United States, especially in large International Food, and Environmental Sani cities where smog has become a prob tarians, lem. The discomfort and danger of Blue Ridge Rd., P.O. Box 437, Shelbyville, Ind. 46176. air pollution from the exhausts of automobiles and from the fumes of National Association of Sanitarians, industrial plants and other sources 1550 Lincoln St., Denver, Colo. have been recognized in legislation at 80203. 115 HEAL/TH SERVICE OCCUPATIONS SPEECH PATHOLOGISTS AND AUDIOLOGISTS (D.O.T. 079.108) Nature of Work The inability to speak or hear clear ly is a severe hardship to persons of all ages. Children who have difficulty speaking or hearing are usually unable to play freely with others or to par ticipate fully in normal classroom ac tivities. Adults suffering from speech or hearing impairments often face problems of job adjustment. Speech pathologists and audiologists help people suffering from such disorders by diagnosing their problems and by providing treatment. In addition, they may conduct research in the speech and hearing field. Some conduct training programs in speech path ology and audiology at colleges and universities. Speech pathologists are concerned primarily with speech disorders and audiologists with hearing problems. Speech and hearing are so interrelat ed that, to be competent in either of these occupations one must have a familiarity with both. The speech pathologist works with children and adults who have such problems as stuttering, defective articulation, brain injury, foreign dialect, cleftpalate, mental retardation, or emo tional problems which are reflected in speech and voice disorders. The audi ologist also works with children and adults, but he concerns himself pri marily with the assessment and treat ment of hearing problems such as those caused by certain otological or neurological disturbances. The duties performed by speech pathologists and audiologists vary with their education, experience, and employment setting. In a clinical ca pacity, they identify and evaluate speech and hearing disorders using various diagnostic procedures. This is followed by an organized program of therapy, with the cooperation of other specialists, such as physicians, 262-057 O— 68--------9 psychologists, social workers, physical therapists, counselors, and teachers. Some perform research work, which may consist of investigating com municative disorders and their causes and improving methods for clinical services. Speech pathologists and audiolo gists working in colleges or universi ties provide instruction in the prin ciples and bases of communication and clinical techniques. Many also participate in educational programs for physicians, nurses, teachers, and other professional personnel. In ad dition, they may work in university clinics and conduct research, usually at university centers. Where Employed Approximately 17,000 persons were employed as speech pathologists and audiologists in 1966. Women repre sented a large proportion of this em ployment. The majority of speech pathologists and audiologists work in public school systems and clinical service centers. Colleges and univer sities employ the next largest number of these specialists in classrooms and clifiics. The remainder are distributed among hospitals, research centers, State and Federal Government agen cies, industry, and private practice. Speech pathologists and audiologists are employed in all States; however, they are concentrated in States with large populations. , Training and Other Qualifications Most States require a master’s de gree in speech pathology or audi ology or its equivalency for a begin ning job as a speech pathologist or audiologist. In other States, the bachelor’s degree is required for entry positions. Undergraduate training in speech and audiology should include course work in anatomy, biology, physiology, physics, semantics, phonetics, and re lated areas. Some specialized course work in speech and hearing, as well as in child psychology and mental hygiene, also is helpful./This training is usually available at colleges and universities offering a broad liberal arts program. 116 OCCUPATIONAL OUTLOOK HANDBOOK Graduate education in speech and audiology is offered at 180 colleges and universities. Professional prepa ration at the graduate level involves extensive training in the fundamental areas of speech and hearing, includ ing anatomy and physiology, acous tics, and psychological aspects of communication; the nature of speech and hearing disorders; and the as sessment, evaluation, and analysis of speech production, language abilities, and auditory processes; as well as familiarity with various research methods used in studying speech and hearing. Persons who wish to work in public schools should complete not only the education and other require ments necessary for a teacher’s cer tificate in the State in which they wish to work, but also may have to fulfill special requirements, pre scribed by some States, for people who are going to work with handi capped children. Many scholarships, fellowships, assistantships, and traineeships are available in colleges and universities; however, most of these are at the graduate level. The U.S. Vocational Rehabilitation Administration, the Children’s Bureau, the U.S. Office of Education, and the National In stitutes of Health allocate funds for teaching and training grants to col leges and universities offering gradu ate study in the field of speech and hearing. The Veterans Administra tion provides funds for a predoctoral program, during which the students receive monthly payments. Speech pathologists and audiolo gists should have an interest and lik ing for people, and the ability to ap proach problems with objectivity. To work effectively with persons having speech and hearing disorders, one must be sensitive, patient, and have personal warmth and emotional stability. through the 1970’s. Individuals who have completed graduate study in speech pathology and audiology will have the best employment oppor tunities. Some opportunities will be available for individuals having only the bachelor’s degree and some pro fessional experience, but increasing emphasis is being placed on the master’s degree as the minimum edu cational standard for the profession. Many speech pathologists and au diologists will be needed annually through the 1970’s to staff new and expanding programs in schools, clin ics, colleges and universities, and hos pitals and to replace those who die, retire, or leave the profession for other reasons. In recent years the number of persons completing grad uate study has fallen short of the de mand, and this pattern is expected to continue over the 1970’s. Thus, qualified persons will continue to have many opportunities to enter these fields. Several factors are expected to in crease demand for the services of speech pathologists and audiologists during the 1970’s: Population growth, which will result in an in crease in the absolute number of per sons having speech and hearing prob lems; a lengthening life span, which will increase the number of persons having speech and hearing problems that are common to later life; a rapid expansion in expenditures for med ical research; the growing public in terest and awareness of the serious problems connected with speech and hearing disorders, as illustrated by expanded Federal programs such as Medicare, Medicaid, and the 1966 Title VI Amendment to the Ele mentary and Secondary Education Act of 1965, which provides for the education of handicapped children. Median earnings of speech path ologists and audiologists in colleges Employment opportunities for well- and universities ranged from $6,900 qualified speech pathologists and in private institutions to $9,000 in audiologists are expected to be good State universities for a 9- to 10-month Where To Go for More Information Information on certification re quirements for persons wishing to work in public schools can be ob tained from the State department of education at the State capital. General career information and a list of colleges and universities that have received grants to provide train eeships at the graduate level may be obtained from: American Speech and Hearing As sociation, 9030 Old Georgetown Rd., Washing ton, D.C. 20014. VETERINARIANS (D.O.T. 073.081 through .281) Nature of Work Earnings and Working Conditions Employment Outlook contract period in 1966, according to limited data available. Median sal aries may be as much as $3,000 higher for an 11- to 12-month contract. Many experienced speech patholo gists and audiologists in educational institutions supplement their regular salaries by incomes from consulting, special research projects, and writing books and articles. In early 1967, the annual starting salary for speech pathologists and au diologists employed by the Federal Government was $7,696. Applicants for positions with the Federal Gov ernment must have completed all re quirements for the master’s degree. Most speech pathologists and audi ologists work 40 hours a week; how ever, personnel engaged in research may work longer hours. Almost all employment situations provide fringe benefits such as paid vacations, sick leave, and retirement programs. Veterinarians (doctors of veteri nary medicine) diagnose, treat, and control numerous diseases and in juries among many species of animals. Their work is important for the Na tion’s food production and for public health. Veterinarians perform sur 117 HEAI/TH SERVICE OCCUPATIONS gery on sick and injured animals, and prescribe and administer drugs, medi cines, serums, and vaccines. Their work helps to prevent the outbreak and spread of diseases among animals. Because many animal diseases can be transmitted to human beings, this aspect of their work is vital to the public health. Veterinarians treat animals in veterinary hospitals and clinics, or on the farm and ranch. In addition, veterinarians give advice on the care and breeding of animals. The majority of veterinarians are general practitioners. Of those who are specialists, the greatest number treat small animals or pets. Some specialize in the health care of cattle, poultry, or horses. Many veterinarians inspect meat, poultry, and other foods as a part of the Federal and State public health programs. Others are on the faculties of veterinary colleges. Some veterinarians do research related to animal diseases, foods, and drugs; other veterinarians, as part of a medical research team, seek knowl edge about the prevention and treat ment of human disease. In 1967, more than one-third of all veterinarians in the United States were in six States—California, New York, Illiniois, Texas, Iowa, and Ohio. Veterinarians in rural areas chiefly treat farm animals; those in small towns usually engage in gen eral practice; those in cities and suburban areas frequently limit their practice to pets. Training, Other Qualifications, and Advancement A license is required to practice veterinary medicine in all States and the District of Columbia. To obtain a license, an applicant must have the degree of Doctor of Veterinary Medicine (D.V.M.), awarded upon graduation from a veterinary school approved by the American Veteri nary Medical Association; pass a State Board examination; and, in a few States, have some practical ex perience under the supervision of a licensed veterinarian. A limited num ber of States issue licenses without further examination to veterinarians already licensed by another State. For positions in research or teach ing, the master’s or Ph. D. degree in a field such as pathology, physiology, or bacteriology is usually required, in addition to the D.V.M. degree. The minimum requirements for the D.V.M. degree are 2 years of preveterinary college work followed by 4 years of professional study in a college of veterinary medicine. However, most candidates complete 3 or 4 years of a preveterinary curriculum which emphasizes the physical and biologi cal sciences. The veterinary college training includes considerable prac tical experience in diagnosing and Where Employed About 24,000 veterinarians were working in 1967; only 2 percent were women. More than two-thirds of all veterinarians were in private practice. The Federal Government employed about 2,600 veterinarians, chiefly in the U.S. Department of Agriculture; some worked for the U.S. Public Health Service. About 1,000 veteri narians were commissioned officers in the Veterinary Corps of the Army and the Air Force. In addition, many worked for State and local govern ment agencies and a few worked for international health agencies. Some were also employed by colleges of veterinary medicine, agricultural col leges, medical schools, research and development laboratories, large live stock farms, animal food companies, and pharmaceutical companies man ufacturing drugs for animals. Zoo veterinarian treats ailing alligator. 118 treating animal diseases and perform ing surgery on sick animals, as well as laboratory work in anatomy, bio chemistry, and other scientific and medical subjects. There were 18 colleges of veteri nary medicine in the United States in 1967. Some of the qualifications con sidered important by these colleges in selecting students are a good scholastic record, amount and char acter of preveterinary training, good health, and an understanding and af fection for animals. Since veterinary colleges are largely State supported, residents of the State in which the college is located are usually given preference. In the South and West, regional educational plans permit co operating States without veterinary schools to send a few students to des ignated regional schools. In other areas, colleges accept a certain num ber of students from other States, usually giving priority to applicants from nearby States which do not have veterinary schools. Although women students are accepted by all colleges of veterinary medicine, the number of women admitted to the schools is relatively small; only about 6 percent of the undergraduates in. 1967 were women. Needy students may obtain loans up to $2,500 a year to pursue full-time study leading to the degree of Doctor of Veterinary Medicine under pro visions of the Veterinary Medical Education Act of 1966. The U.S. Department of Agriculture offers stu dents who have completed their junior year in schools of veterinary medicine opportunities to serve as trainees during the summer months. Some veterinarians begin as as sistants to, or partners of, established practitioners. Many start their own practice with a modest financial in vestment in such essentials as drugs, instruments, and an automobile. A more substantial financial investment is required to open an animal hospital or purchase an established practice. Newly qualified veterinarians who enter the Army are commissioned as captains; those entering the Air Force OCCUPATIONAL OUTLOOK HANDBOOK do so as first lieutenants. New grad uates who pass Federal civil service examinations can qualify for Federal positions as meat and poultry in spectors, disease-control workers, epidemiologists, and research as sistants. Employment Outlook expenses the first year and may often add to their earnings by working part time for government agencies. As they gain experience, their incomes usually increase substantially. The average annual salary of vet erinarians employed by State govern ments was $11,500 in 1967, and the average annual salary of veterinarians employed by universities was $13,500, according to the American Veteri nary Medical Association. The in come of veterinarians in private practice is generally higher than that of other veterinarians, according to the limited data available. Newly graduated veterinarians with no experience had an annual starting salary of $8,218 in the Fed eral Government in early 1967. Sum mer trainees in the U.S. Department of Agriculture were paid $124 for each week they worked (representing a rate of $6,451 a year). Veterinarians are sometimes ex posed to danger of physical injury, disease, and infection. Those in private practice are likely to have long and irregular working hours. Veteri narians in rural areas may have to spend much time traveling to and from distant farms and may have to work outdoors in all kinds of weather. Veterinarians can continue working well beyond the normal retirement age because of the many opportu nities for part-time employment or practice. Veterinarians are expected to have very good employment opportunities through the 1970’s. Although an in crease in the demand for veterinary services is anticipated in the years ahead, the number of veterinarians will be restricted by the limited capac ity of schools of veterinary medicine. However, some expansion in veteri nary school facilities is expected be cause of the passage of the Veterinary Medical Education Act of 1966 which provides funds to assist in the con struction of new training facilities for veterinarians. Nevertheless, most of the veterinarians who will receive degrees will be needed to replace those who retire or die. As a result, the demand for veterinarians will probably exceed the supply during the 1965-75 decade. Among the factors underlying the increasing need for veterinary serv ices are the following: An increase in the number of livestock and poultry required to feed an expanding population; a growing pet population resulting from a trend toward sub urban living; and an increase in veter inary research. Emphasis on scientific methods of raising and breeding live Where To Go for More Information stock and poultry, and the growth in Additional information on vet domestic and international public erinary as a career, as well health and disease-control programs as a list medicine of schools providing training, will probably also add to the op may be obtained from: portunities for veterinarians. Veterinary Medical Asso Women will continue to have good American ciation, opportunities, especially in small ani 600 South Michigan Ave., Chicago, 111. 60605. mal practice, teaching, and research. Information on opportunities for veterinarians in the U.S. Department Earnings and Working Conditions of Agriculture is available from: Agricultural Research Service, Veterinarians beginning their own U.S. Department of Agriculture, practice can generally cover their Washington, D.C. 20250. MATHEMATICS AND RELATED FIELDS Mathematics is both a profession and a tool essential for many kinds of work. The expression of ideas in mathematical language provides a framework within which these ideas can be understood. Mathematics has always been fundamental to science, engineering, and human affairs. The impact of mathematical methods on these fields has been greatly increased by the widespread use of high-speed electronic computers. For example, the applications of mathematics have opened up broad new horizons, not only in the natural sciences and en gineering, but also in the social sci ences, medicine, and management and administration. As a result, em ployment opportunities for persons trained in mathematics have ex panded remarkably in the past 15 years. This chapter includes descriptions of the occupation of mathematician and the two closely related occupa tions of statistician and actuary. Entrance into any of these fields re quires college training in mathemat ics. For many types of work, graduate education is necessary. In addition to the professions cov ered in this chapter, workers in many other jobs use mathematics exten sively in performing their work. These workers include engineers, chemists, physicists, astronomers, geo physicists, biological scientists, and programers, each of whose work is Mathematician manipulates matrix device to solve problem. one of the most dynamic and rapidly growing professions. Mathematicians today are engaged in a wide variety of challenging activities, ranging from the creation of new mathemati cal theories to the translation of sci entific and managerial problems into mathematical terms. MATHEMATICIANS Mathematical work may be divided into two broad classes: pure or the (D.O.T. 020.088) oretical mathematics; and applied mathematics, which includes mathe matical computation. Theoretical Nature of Work mathematicians develop mathemati Mathematics is one of the oldest cal principles and discover relation and most basic sciences. Yet, it is also ships among mathematical forms. discussed elsewhere in the Hand book. Secondary school teachers of mathematics are not covered in this chapter but are included in the sepa rate statement on Secondary School Teachers. 119 OCCUPATIONAL OUTLOOK HANDBOOK 120 They seek to increase basic mathemat ical knowledge without necessarily considering its use. Yet, this pure and abstract mathematical knowledge has been instrumental in many scientific and engineering achievements. For example, a seemingly impractical non-Euclidean geometry invented by Bernhard Riemann in 1854 became an integral part of the theory of rela tivity developed by Albert Einstein more than a half-century later. Mathematicians engaged in ap plied work develop theories, tech niques, and approaches to solve practical problems in the physical, biological, and social sciences. They analyze the various parts of a prob lem and describe the existing rela tionships in mathematical terms. Their work ranges from the analysis of vibrations and stability of rockets in outer space to studies of the ef fects of new drugs on disease. Applied and pure mathematics are not always sharply separated in practice; many important developments in theoreti cal mathematics have arisen directly from practical problems. For exam ple, in recent years, John von Neu mann developed the theory of games of strategy to improve the methods of analyzing conflicts between com peting interests, such as those occur ring in war and economics. An important part of the work in applied mathematics involves using mathematical knowledge and modem computing equipment to obtain numerical answers to specific prob lems. Some work in this area, such as development and programing of ad vanced techniques for solving com plex scientific and engineering prob lems, requires a very high level of mathematical knowledge, skill, and ingenuity. However, much of this work, such as that performed by many programers for digital com puters, may not require the advanced training and inventiveness of the mathematician. (See statements on Programers and Systems Analysts. For other occupations related to the mathematics profession, see state ments on Statisticians and Actuaries in this chapter.) The largest number of mathe maticians are involved in research and development activities. Nearly as many are primarily teachers, many of whom do part-time research. Most of the remainder are concerned chiefly with operations research, production and inspection (quality control) of manufactured products, or manage ment and administration—par ticularly of research and development programs. Where Employed Approximately 57,000 mathe maticians were employed in the United States in early 1967; about 10 percent were women. About one-half of all mathematicians were em ployed by private industry. Over half of this group worked in manufactur ing—primarily in the electrical equipment, aerospace, machinery, and ordnance industries. Other mathematicians were employed as consultants. Colleges and universities employed more than two-fifths of all mathe maticians, some of whom have few or no teaching duties. Others were em ployed by the Federal Government, chiefly by the Department of De fense. A few worked for State and local governments and nonprofit organizations. Mathematicians were employed in all States. However, they were con centrated in those States with large industrial areas and sizable college and university enrollments. Over half of the total were found in seven States: California, New York, Massachusetts, Pennsylvania, Illinois, New Jersey, and Maryland. Training, Other Qualifications, and Advancement The minimum educational require ment for most beginning positions in mathematics is the bachelor’s degree with a major in mathematics, or with a major in an applied field—such as physics or engineering—and a minor in mathematics. For many entrance positions, particularly in research or teaching, graduate training in mathe matics is required. Advanced study is also valuable for advancement to more responsible positions in all types of work. The bachelor’s degree in mathe matics is offered by more than a thousand colleges and universities throughout the country. The under graduate mathematics curriculum typically includes courses in analyti cal geometry, calculus, differential equations, probability and statistics, mathematical analysis, and modem algebra. Advanced mathematics degrees are conferred by more than 250 colleges and universities. In graduate school, the student builds upon the basic knowledge acquired in the under graduate curriculum. He usually con centrates on a specific field of mathematics, such as algebra, mathe matical analysis, statistics, applied mathematics, or topology, by con ducting intensive research and taking advanced courses in that field. The bachelor’s degree is adequate preparation for many positions in private industry and the Federal Government, particularly those con nected with computer work. Some new graduates with the bachelor’s degree assist senior mathematicians by performing computations and solving less advanced mathematical problems in applied research. Others work as graduate teaching or re search assistants in colleges and uni versities, while working toward ad vanced degrees. Advanced degrees are required for an ever-increasing number of jobs in industry and Government—in re search and in many areas of applied mathematics. The Ph. D. degree is necessary for full faculty status at most colleges and universities, as well as for advanced research positions. For work in applied mathematics, training in the field to which the mathematics will be applied is very important. Fields in which applied mathematics is used extensively in clude physics, engineering, and opera MAfTHEMATICS AINiD RELArTBD FIELDS tions research; other fields include business and industrial management, economics, statistics, chemistry, bi ology, and the behavioral sciences. Training in numerical analysis and programing is especially desirable for mathematicians working with com puters. Employment Outlook Very rapid growth in employment of mathematicians is anticipated for the remainder of the 1960’s and through the 1970’s. As in the early and mid-1960’s, there will be a par ticular demand for mathematicians with Ph. D. degrees for research, teaching, and applied mathematics positions. A major factor that should con tinue to make mathematics one of the most rapidly growing fields is the growth in scientific research and de velopment, in which a large number of mathematicians are engaged. Ex penditures for research and develop ment have risen steadily in recent years and are expected to continue to rise through the 1970’s, although at a somewhat slower rate than in the past. Mathematicians in research and development use high-speed elec tronic computers to solve a wide variety of complex problems in en gineering, natural and social science research, military science, operations research, and business management. There will be a growing need for mathematicians with a high degree of mathematical competence and a broad knowledge of these particular fields of application. The demand for people to do mathematical computa tion work will also expand. The employment of mathemati cians as college and university teach ers should rise very substantially through the 1970’s, when enrollments are expected to grow rapidly. Not only is the number of students major ing in mathematics expected to in crease sharply, but the number of students majoring in other fields tak ing mathematics courses will also rise. Colleges and universities will con tinue to provide most of the employ ment opportunities for specialists in theoretical mathematics. Between 1965 and 1975, a three fold increase is expected in the num ber of mathematics graduates at each degree level. The number of new graduates seeking professional mathe matics employment will rise sharply, and competition for entry positions will increase considerably during the remainder of the 1960’s and through out the 1970’s. Nevertheless, grad uates with advanced degrees and those with bachelor’s degrees who have good academic records should find excellent employment opportu nities. The education and training neces sary for a degree in mathematics is also an excellent foundation for a number of other occupations, particu larly in fields that rely heavily on the application of mathematical theories and methods. Thus, increasing num bers of mathematics graduates are likely to be hired for jobs in teach ing, statistics, actuarial work, com puter programing, systems analysis, economics, engineering, physics, geo physics, and biological sciences. Em ployment opportunities in such re lated fields will probably be best for students who combine their major in mathematics with a minor in one of these other disciplines. Earnings and Working Conditions Annual starting salaries in private industry for mathematicians with bachelor’s degrees were about $7,300 in 1966, according to the limited in formation available. New graduates with the master’s degree received starting salaries averaging about $1,700 a year higher. Yearly salaries for new graduates with Ph. D. de grees, most of whom have some ex perience, ranged from about $10,300 to $17,000 in 1966. In the Federal Government in early 1967, mathematicians with the bach elor’s degree and no experience could start at either $6,387 or $7,729 a year, 121 depending on their college records. Beginning mathematicians who had completed all requirements for the master’s degree could start at $7,729 or $9,001; those with the Ph. D. de gree could begin at either $10,481 or $11,360 a year. In colleges and universities, starting salaries for mathematicians with the Ph. D. degree who were employed as teachers in 1966, ranged from about $6,000 to $12,000 for 9 months of teaching. Mathematicians in educa tional institutions often supplement their regular salaries with income from special research projects, con sulting work, and writing. The average (median) annual sal ary for mathematicians in the Na tional Science Foundation’s National Register of Scientific and Technical Personnel was $12,000 in 1966. Only 10 percent earned less than $7,500 a year, and about 10 percent earned $20,000 or more. Where To Go for More Information General information on the field of mathematics—including career op portunities, professional training, col leges and universities with degreecredit programs, and earnings—may be obtained from: American Mathematical Society, P.O. Box 6248, Providence, R.I. 02904. Mathematical Association of Amer ica, SUNY at Buffalo, Buffalo, N.Y. 14214. Association for Computing Machinnery, 211 East 43d St., New York, N.Y. 10017. Society for Industrial and Applied Mathematics, 33 South 17th St., Philadelphia, Pa. 19103. . Specific information on careers in ap plied mathematics and electronic computer work may be obtained from the last two organizations. Federal Government career infor mation may be obtained from any re- 122 OCCUPATIONAL OUTLOOK HANDBOOK gional office of the U.S. Civil Service terms. Statisticians collect, analyze, Commission or from: and interpret these data. They use statistical methods to help corrobo Interagency Board of U.S. Civil rate the findings of natural and social Service Examiners for Washington, D.C., scientists. Their studies provide gov 1900 E St. NW., Washington, D.C. ernment and business officials with 20415. the statistical information needed to Other sources of information on re make decisions and establish policy. lated occupations, such as Statisti The work of the statistician is cians, Actuaries, Programers, and of two general types—applied and Systems Analysts, may be found else mathematical. Applied statisticians where in the Handbook. develop and analyze data, based on their knowledge of a particular field, , such as economics, demography, be STATISTICIANS havioral science, education, physical science, or engineering. They may (D.O.T. 020.088 and .188) forecast population growth or eco nomic conditions, predict and evalu ate the results of new programs, Nature of Work develop quality control tests for man More than ever before, the charac ufactured products, or help decision teristics of the world and its inhabit makers select from alternative choices. ants are being described in numerical Mathematical statisticians u se mathematical theory to design and improve statistical methods for ob taining and interpreting numerical information. They develop statistical tools in areas such as probability, ex perimental design, and regression analysis. Unlike applied statisticians, mathematical statisticians usually do not specialize in a subject-matter field. However, the latter frequently work with applied statisticians in making statisticial studies. Many statisticians are engaged pri marily in planning surveys, design ing experiments, or analyzing data. Those who plan surveys select the data sources, determine the type and size of the sample groups, and develop the survey questionnaire or reporting form. They prepare the instructions for those who will collect or report the information and for the workers who will code and tabulate the re turns. Statisticians who design experi ments prepare mathematical models that will test a particular theory. Those in analytical work interpret collected data and summarize their findings in tables, charts, and writ ten reports. Another large group of statisticians perform chiefly adminis trative functions in connection with statistical programs. Others are teach ers who often combine research with teaching. The remainder are involved in other activities, such as quality con trol, operations research, production and sales forecasting, and market research. Because statistics have such wide use, it is sometimes difficult to dis tinguish professional statisticians from those subject-matter specialists mak ing a limited use of statistics. For example, an applied statistician work ing with data on economic conditions may have the title of economist, or a mathematical statistician applying probability theory to the development of new statistical methods may be classified as a mathematician. Where Employed Statisticians apply mathematical theories in solving problems. Approximately 22,000 professional statisticians were employed in early 123 MATHEMATICS AND REiLATED FIELDS 1967; about one-third were women. Nearly one-half of all statisticians were employed by private industry, being divided almost equally between the manufacturing and nonmanufac turing industry groups. The largest numbers worked for insurance and financial organizations, and inde pendent consulting firms. Federal Government agencies em ployed approximately 2,400 statisti cians in 1967, more than three-fourths of whom worked for the Departments of Commerce; Defense; Agriculture; and Health, Education, and Welfare. Colleges and universities employed some applied statisticians and a large number of mathematical statisticians. Other statisticians were employed by State and local governments, and nonprofit organizations. Although statisticians were em ployed in all States, about one-half of them worked in New York, the District of Columbia, California, Maryland, Pennsylvania, or Illinois. Training, Other Qualifications, and Advancement A bachelor’s degree with a major in statistics or mathematics is the minimum educational requirement for many beginning positions in ap plied and mathematical statistics. For some beginning positions in applied statistics, however, a bachelor’s de gree, with a major in economics or some other subject-matter field and a minor in statistics, is preferable. A master’s degree in statistics or mathe matics is required for many entrance positions in mathematical statistics and teaching, and is almost indis pensable for promotion to more re sponsible positions in mathematical statistics. The Ph. D. degree is es sential for full faculty status at most colleges and universities, as well as being an asset for advancement to top administrative and consulting posi tions. Advancement in analytical and survey work usually requires ad vanced academic training in the sub ject-matter field as well as in statistics. Relatively few colleges and univer sities offer training leading to a bache lor’s degree with a major in statistics. Most schools, however, offer either a degree in mathematics or a sufficient number of courses in statistics to qualify graduates for beginning posi tions. Courses essential for statisticians include college algebra, plane trig onometry, analytical geometry, dif ferential and integral calculus, linear algebra, and at least one course in statistical methods. Other important courses cover sampling, correlation analysis, experimental design, proba bility theory, and computer uses and techniques. For many quality control positions, training in engineering and in the application of statistical meth ods to manufacturing processes are desirable. For many market research, business analysis, and forecasting positions, courses in economics, busi ness administration, or a related field are helpful. Graduate degrees in statistics were conferred by approximately 40 col leges and universities in 1966, and many other schools offered one or two graduate level statistical courses. In many schools where statistics is still part of the mathematics department, the graciuate student interested in mathematical statistics earns his ad vanced degree in mathematics. En trance into a graduate program in sta tistics usually requires a bachelor’s degree with a good background in mathematics. The student interested in applied work should attend a school where he can pursue research projects in his subject-matter field, as well as take advanced courses in sta-. tistics. Inexperienced statisticians with only the bachelor’s degree often spend much of their time in statistical cleri cal work, or its supervision, on their first jobs. With experience, they usu ally advance to positions of greater technical and supervisory responsibil ity. Those with exceptional ability and interest may be promoted to top management positions. Among the personal qualifications needed by statisticians are an interest and facility in mathematics, and the ability to translate practical problems into statistical terms. Employment Outlook The employment outlook for statis ticians is expected to be good through the remainder of the 1960’s and the 1970’s. The growing emphasis on modern statistical methods in con ducting research and the increasing use of electronic computers should strengthen the demand for statisti cians in industry, government, and colleges and universities. The largest expansion in employ ment is expected in private industry. Persons who have broad training in mathematics and statistics, as well as a knowledge of engineering or the physical sciences, will be needed for quality control work in manufactur ing, and for work with scientists and engineers in research and develop ment activities. Business firms are ex pected to rely more and more on statisticians, especially those with a background in economics or business administration, to forecast sales, ana lyze business conditions, modernize accounting procedures, and help solve other management problems. The employment of statisticians in Federal Government agencies will probably increase moderately. Addi tional personnel will be needed not only in research and development work, but also for expanded programs in such fields as social security, health, and education. Some statisticians will also be needed to fill positions in con tinuing programs which involve the collection and analysis of many kinds of social and economic data. The employment of statisticians as college and university teachers is ex pected to rise through the 1970’s, pri marily as a result of the overall growth in enrollments. Many colleges will offer additional courses in statis tics, as the application of statistical methods becomes more widespread. In addition to the number needed to fill new positions, several hundred statisticians will be required each year 124 to replace members of the profession who retire, die, or transfer to other occupations. Along with the anticipated rise in the demand for statisticians, an in crease is expected in the number of statistics graduates. However, in 1965 the number of these graduates was barely enough to meet replacement needs. Thus, employment opportuni ties for new college graduates with de grees in statistics at all degree levels are expected to be very good through the 1970’s. Earnings and Working Conditions Starting salaries for new college graduates employed as applied statis ticians in private industry generally averaged between $5,500 and $7,200 a year in 1966, according to the lim ited information available. Starting salaries for mathematical statisticians with the bachelor’s degree were usu ally somewhat higher. Salaries for beginning statisticians with the mas ter’s degree averaged about $1,500 a year more than for those with only the bachelor’s degree. In the Federal Government serv ice in early 1967, applied statisticians with the bachelor’s degree and no ex perience could start at either $5,331 or $6,451 a year, depending on their scholastic records. Beginning statisticians who had completed all requirements for the master’s degree could start at $6,451 or $7,696. Those with the Ph. D. degree could begin at $9,221 or $10,927. Federal Gov ernment entrance salaries for mathe matical statisticians were somewhat higher than for analytical and survey statisticians. Statisticians employed by colleges and universities generally earn some what less than those employed by private industry and the Federal Government. Some indication of the salary levels of statisticians employed as teachers may be obtained from the earnings data for college and univer sity teachers as a group. (See state ment on College and University Teachers.) In addition to their regu OCCUPATIONAL OUTLOOK HANDBOOK lar salaries, statisticians in educa tional institutions sometimes earn extra income from outside research projects, consulting work, and writing. Where To Go for More Information American Statistical Association, 810 18th Street, NW., Washington, D .C .20006. Association for Computing Ma chinery, 211 East 43d St., New York, N.Y. 10017. Institute of Mathematical Statis tics, Department of Statistics, California State College at Hayward, Hayward, Calif. 94542. Interagency Board of U.S. Civil Service Examiners for Washing ton, D.C., 1900 E St. NW., Washington, D.C. 20415. Society for Industrial and Applied Mathematics, 33 South 17th St., Philadelphia, Pa. 19103. ACTUARIES (D.O.T. 020.188) Nature of Work Actuaries are responsible for de signing insurance and pension plans and for maintaining these programs on a sound financial basis. They are concerned with rates of mortality (death), morbidity (sickness), injury, disability, unemployment, retirement, and property loss from accident, theft, fire, and other potential hazards. Ac tuaries use statistical data and other pertinent information to construct tables on the probability of insured loss. They develop and analyze esti mates of the insurer’s future earn ings and investment income, ex penses, and policyholder claims. Taking all these factors into consider ation, actuaries determine the pre mium rates and policy contract provisions for each type of insurance offered. Most actuaries specialize in either life insurance or property and liability (casualty) insurance. To perform their duties effectively, actuaries must keep abreast of gen eral economic and social trends and legislative, health, and other develop ments that may affect insurance prac tices. Because of their broad knowl edge of the insurance field, actuaries frequently work on problems arising in investment, underwriting, group insurance, and pension sales and serv ice departments. Actuaries in execu tive positions may help determine general company policy. In that role, they may also testify before public agencies on proposed legislation af fecting the insurance business, or to justify intended changes in premi um rates or contract provisions. Actuaries employed by the Federal Government usually deal with a par ticular Government insurance or pen sion program, such as social security (old-age, survivors, disability, and health insurance) or life insurance for veterans and members of the Armed Forces. Actuaries in State government positions are involved in the super vision and regulation of insurance companies, the operation of State re tirement or pension systems, and problems connected with unemploy ment insurance or workmen’s com pensation. Consulting actuaries per form services for private companies, unions, and government agencies, such as setting up pension and welfare plans and making periodic actuarial evaluations of these plans. Where Employed Approximately 3,000 professional actuaries were employed in the United States in early 1967; less than 3 percent were women. Actuaries were concentrated in those States that are major centers of the insurance in dustry. About three-fifths of all actuaries were employed in four States—New York, Connecticut, Il linois, and Massachusetts. Private insurance companies em ployed about two-thirds of all ac tuaries. The great majority of this 125 MATHEMATICS AIN© REILATEID FIELDS group worked for life insurance com panies; the remainder worked for property and liability (casualty) com panies. The size of an insurance company’s actuarial staff depends primarily upon the volume of its in surance work. Large companies may employ as many as 50 to 100 actuaries. Small companies may have only a few actuaries on their staffs or rely in stead on rating bureaus or consulting firms. Rating bureaus (associations which supply actuarial data to member com panies) and consulting firms em ployed nearly one-third of all ac tuaries. Most of the remainder were employed by private organizations to administer independent pension and welfare plans. Others worked for Federal or State Government agen cies. A few taught in colleges and uni versities. Training, Other Qualifications, and Advancement A bachelor’s degree with a thor ough foundation in calculus, proba bility, and statistics is required for entry into actuarial work. The new graduate with a major in such fields as mathematics, statistics, economics, or business administration can usually qualify for beginning actuarial posi tions. The prospective actuary should take courses in algebra, analytical ge ometry, differential and integral cal culus, mathematical statistics, and probability. Other desirable courses include insurance law, economics, in vestments, accounting, and other aspects of business administration. Although only about 10 colleges and universities offer training specifically designed for actuarial careers, sev eral hundred institutions offer the necessary courses. It usually takes from 5 to 10 years after entering a beginning actuarial position to complete the entire series of examinations required for full pro fessional status. These examinations cover general mathematics, special ized actuarial mathematics, and all phases of the insurance business. Actuary refers to tables of sickness and death rates. Those considering an actuarial career should take the beginning examina tions covering general mathematics while still in college. Success in pass ing these first examinations helps the beginner to evaluate his potential as an actuary. Those who pass these ex aminations usually have better op portunities for employment and a higher starting salary. The advanced examinations, usually taken by those in junior actuarial positions, require extensive home study and experience in insurance work. The 10 actuarial examinations for the life insurance field are given by the Society of Actuaries, and the eight for property and liability (casualty) insurance by the Casualty Actuarial Society. Since the first two parts of the examination series of either Society are the same, the student may defer the selection of his insurance specialty until he has acquired more familiarity with the field. “Associate” member ship is awarded after completion of half of the full examination series in either speciality; the designation of “Fellow” is conferred after the suc cessful completion of the entire series of examinations. Employers frequently give pref erence to applicants who have passed one or more of the actuarial ex aminations, or to those with actuarial experience gained in the special sum mer training programs for college students offered by some insurance companies. A beginning actuary is usually rotated among different jobs to learn various actuarial operations and to become familiar with different phases of insurance work. At first, his work may be rather routine, such as preparing calculations or tabulations for actuarial tables or reports. As he gains experience, he may supervise actuarial clerks and prepare cor respondence and reports. Advancement to more responsible work as assistant, associate, and chief actuary depends largely upon the in dividual’s on-the-job performance and the number of actuarial ex aminations he has successfully com pleted. Many actuaries, because of their broad knowledge of insurance and related fields, qualify for admin istrative positions in other company activities, particularly in underwrit ing, accounting, or data-processing departments. A significant number of 126 OCCUPATIONAL OUTLOOK HANDBOOK actuaries advance to top executive tional actuaries will be needed by government regulatory agencies. positions. Demand will continue to be strong for actuaries capable of working with high-speed electronic computers. A Employment Outlook few actuaries will also be needed each Employment opportunities for year to replace those who retire, die, actuaries are expected to be excellent or transfer to other occupations. for the remainder of this decade and through the 1970’s. New graduates who have the necessary mathemati Earnings and Working Conditions cal education and who have passed some actuarial examinations will be Starting salaries of new college graduates entering actuarial work as in particular demand as trainees. Actuarial employment is expected trainees in insurance companies were to grow, primarily because of the ris generally about $6,500 a year in 1966, ing numbers of insurance policies of according to a survey conducted by all kinds which result, in part, from the Life Office Management Associa the existence of an affluent and more tion. Annual starting salaries for insurance-conscious population and those who had passed the first few business community. Actuaries will actuarial examinations were as much be needed to solve the growing num as $2,500 more than inexperienced ber of problems arising from con new graduates. Those with experi tinuously changing and increasingly ence gained in the insurance com complex insurance and pension panies’ summer intern (training) coverage. The expanding number of programs usually received higher en group health and life insurance plans trance salaries. and pension and other benefit plans In the Federal Government service will require actuarial services. Addi in early 1967, new graduates with the bachelor’s degree entering actuarial work could start at either $6,387 or $7,729 a year, depending on their col lege records. Beginning actuaries can look for ward to a marked increase in earn ings as they gain professional experi ence and successfully complete either Society’s series of examinations. In some insurance companies, merit pay increases are given to those who pass one or a group of the examinations. Most Fellows of either of the Society of Actuaries or the Casualty Actu arial Society earn over $12,000 a year. Many actuaries earn more than $20,000 a year, and those in execu tive positions in large companies earn over $25,000. Where To Go for More Information Casualty Actuarial Society, 200 East 42d St., New York, N.Y. 10017. Society of Actuaries, 208 South LaSalle St., Chicago, 111. 60604. NATURAL SCIENCES The natural sciences are concerned with the physical world and the living things within it. These sciences may be divided into three broad groups— biological, earth, and physical sciences—all of which are discussed in this chapter. Mathematics, often considered part of the natural sciences, is discussed in a separate chapter elsewhere in the Handbook. The physical sciences are the larg est field of employment among the natural sciences; over 195,000 phys ical scientists were employed in early 1967. Chemistry is by far the largest of the physical science specialties, with about 122,000 chemists employed in early 1967. Smaller numbers were in physics (44,000), astronomy (1,100), and other physical sciences (28,500), which includes metallurgy. A large number of natural scien tists—nearly 155,000 in early 1967— worked in the biological sciences. Most of these scientists specialized in 1 of 3 broad fields—biology, medi cine, or agriculture. The largest number, more than 68,000, worked in biology. More than 47,000 were employed as agricultural scientists, and nearly 40,000 worked on prob lems related to medicine. The earth sciences are relatively small fields of scientific employment. In early 1967, the number of earth scientists totaled about 26,500. Of these, the largest number (15,000) worked in geology. Smaller numbers were employed in geophysics (5,000), meteorology (3,500), and oceanog raphy (3,000). A bachelor’s degree is the usual minimum educational requirement for work in the natural sciences. Graduate training is needed for many positions, especially in teaching and research, and is helpful for advance ment in all types of work. In some fields, advanced degrees are needed for most positions. Employment in the natural sciences has grown rapidly in recent years and the outlook is for continued rapid growth through the 1970’s. In gen eral, the most important factor under lying the expected increase in employment is the likely growth of expenditures for research and devel opment. Such expenditures have in creased rapidly in recent years and are expected to continue to increase, although somewhat more slowly than in the past. Other factors contributing to the expected employment growth in the natural sciences are the expan sion of industry, the increasing com plexity of industrial products and processes, and the sharp increase in science enrollments expected in col leges and universities. The following chapter presents de scriptions of some of the major occu pations within the natural sciences. In addition to these occupations, workers in many other fields may require a strong background in the natural sciences. Included are engi neering, mathematics, and medical occupations, which are described elsewhere in the Handbook. Biological Sciences The biological sciences are often called life sciences, since they encom pass all living organisms and the things that determine the nature of life. They are concerned with men and microbes, plants and animals, and health and disease. Some scientists in this field per form research to expand our under standings of living things. Others, who teach, pass this knowledge on to students. Many scientists pursue both activities. Still others apply these con cepts and principles to the solution of practical problems, such as the devel opment of new drugs or varieties of plants. This chapter discusses biological scientists as a group since they receive comparable basic training and have similar employment and earning pros pects. Brief statements are provided about the nature of the work of a number of biological scientists—in cluding botanists, microbiologists, zoologists, biophysicists, pathologists, and pharmacologists. More detailed statements for other professional workers in the biological sciences— biochemists, soil scientists, soil con servationists, foresters, and range managers—are discussed elsewhere in the Handbook. BIOLOGICAL SCIENTISTS (D.O.T. 040.081, 041.081, 070.081, and 077.128) Nature of Work Biological scientists study living or ganisms, their structure, evolutionary development, behavior, and life proc esses. They also study the relation be tween these organisms and their en vironment. The number and variety of plants and animals are so vast and the life processes so varied and com plex that biologists must of necessity become specialists. Some biologists learn as much as possible about a par ticular kind of animal, plant, or micro-organism. Others, interested in how an animal or human body func tions, study such things as the nervous system, how food is digested, or how organisms are affected by disease. Some are interested in the evolution of living organisms, the mechanisms of heredity, or the ways environ mental factors, such as light or heat, affect life processes. In general, bio logical scientists specialize in a sub127 128 discipline of the three broad areas of the life sciences—biological, medical, or agricultural science. About two-fifths of all biological scientists are engaged in research and development. Many conduct basic re search, aimed at adding to our knowl edge of living organisms with only secondary regard to its application. Nevertheless, the development of in secticides, disease-resistant crops, and antibiotics have all stemmed from basic research in the biological sci OCCUPATIONAL OUTLOOK HANDBOOK ences, since much of the basic medical knowledge of the treatment of dis ease has its origin in pure biological science. Biological research may take many forms. A botanist exploring the vol canic Alaskan valleys to see what plants live in this strange environ ment and a zoologist searching the jungles of the Amazon valley for pre viously unknown kinds of animals are both doing research, as is an en tomologist in a laboratory testing vari Biological scientist notes findings during microscopic examination. ous chemical insecticides for effective ness and possible hazards to human and animal life. Regardless of the type of research in which they are engaged, biological scientists must be familiar with fun damental biological research tech niques and with the use, not only of light and electron microscopes, but of other complex physical and electronic laboratory equipment. Advanced techniques and principles drawn from chemistry and physics are used widely. A knowledge of mathematical and statistical procedures, as well as of the operation of electronic computers, is often needed in experiments involv ing a large number of variable factors. Teaching is the major function of more than a fourth of all biological scientists. Many teachers of biological sciences combine independent re search with their regular teaching duties, and in some large educational institutions spend the major portion of their time on research. Another fourth of the biological scientists are engaged in management and administrative work, primarily the planning, supervision, and ad ministration of programs of research or testing of foods, drugs, and other products. Others provide liaison be tween the Federal Government and the agricultural experiment stations at State universities, assisting in the planning, development, and evalua tion of research programs at these stations. The remaining biologists are en gaged in a variety of other types of work, such as consulting, writing, testing, and inspection. A few are em ployed in technical sales or field serv ice work for industrial firms; such work may include, for example, teach ing company salesmen and prospec tive purchasers the value and proper use of new chemicals. Some are en gaged in research in natural history museums, zoos, and botanical gar dens. Biological scientists may be classi fied into three broad groups char acterized by the general type of 129 NATURAL SCIENCES' organism with which they work: Botanists, who study plants; zoolo gists, who are concerned with ani mals; and microbiologists, who work with micro-organisms. Biological scientists may also be classified according to their special ties—some of which are wholly within 1 of the 3 major groupings, and others which can be found in all 3 groups. For example, some biological scientists are classified according to the specific type of organism studied, as are mycologists, who are botanists concerned with the study of fungi. Others are classified according to the type of approach used, as are geneti cists, who may be botanists, zoologists, or microbiologists studying the mech anisms of the heredity of a particular plant, animal, or micro-organism. Scientists whose work cuts across more than one of these major group ings, often the case with college teachers, may simply call themselves biologists. A description of the work of some biological scientists follows. Botanists study all aspects of plant life. Plant taxonomists identify and classify plants. Plant ecologists study the effects of environmental elements on plant life and distribution. Other botanists include plant morphologists, concerned with the structure of plants Biophysicist prepares frog for experiment on effects of "weightlessness.” Plant physiologist examines research plants in special growth chamber. and plant cells; plant physiologists, interested in the life processes of plants; and plant pathologists, en gaged in determining the cause and control of plant diseases. Microbiologists investigate the growth, structure, and general char acteristics of bacteria, viruses, molds, and other organisms of microscopic or submicroscopic size. Although the terms bacteriology and microbiology are sometimes used interchangeably, microbiology, the broader term, is preferable when referring to the study of all microscopic organisms. Micro biologists isolate and make cultures of 130 these organisms in order to examine them with a variety of highly special ized equipment. Some microbiologists pursue medical problems, such as the relationship between bacteria and infectious disease, or the effect of antibiotics on bacteria. Others spe cialize in soil bacteriology (the study of soil micro-organisms and their re lation to soil fertility), virology (the study of viruses), immunology (the study of the mechanisms that fight in fection), or serology (the study of animal and plant fluids, including blood serums). Still others specialize in the study of the fermentations in volved in manufacturing such prod ucts as beer and wine, or in the search for new or better antibiotics. Many specialize in the production and test ing of biological products or in the testing of food products and water supplies. Zoologists study animal life—its origin, classification, behavior, life processes, diseases, and parasites— and the ways in which animals influ ence and are influenced by their en vironment. Zoologists who specialize in the study of certain classes of ani mals usually use titles which indicate the kind of animal studied, such as ornithologists (birds), herpetologists (reptiles and amphibians), ichthy ologists (fishes), and mammalogists (mammals). Agronomists are concerned with field-crop problems. They develop new methods of growing crops for improved quality, higher yield, and more efficient production. They seek new, hardier varieties of crops and better methods of controlling disease, pests, and weeds. Agronomists may specialize in the problems of a geo graphical region, a particular crop, or a technical area such as crop breeding or production methods. Anatomists study the form and structure of animal bodies. Those who specialize in the structure of cells are known as cytologists, while those who specialize in the structure of tis sues and organs are known as his tologists. Anatomists may examine structures visible to the naked eye or Digitized of for FRASER microscopic size, or those of sub OCCUPATIONAL OUTLOOK HANDBOOK microscopic size, visible only through the use of the electron microscope. Many anatomists specialize in human anatomy. Biophysicists, who are trained in both physics and biology, investigate the physical principles of living cells and organisms, and their responses to physical forces, such as heat, light, radiation, sound, and electricity. They may use the electron micro scope to make tissues visible down to their smallest units, or they may use nuclear reactors to study the effect of radiation on cells and tissues. Embryologists study the develop ment of an organism from fertiliza tion of the egg until it becomes a mature organism. They investigate the physiological, biochemical, and genetic mechanisms that control and direct the processes of development, how and why this control is accom plished, and the causes of abnormali ties in development. Entomologists are concerned with insects and their relation to plant and animal life. They identify and classify the enormous number of dif ferent kinds of insects. Some ento mologists seek methods of controlling harmful insects that carry disease and spoil food supplies. Others develop ways to encourage the growth and spread of beneficial insects, such as honeybees. Geneticists explore the origin, transmission, and development of hereditary characteristics. Geneticists engaged primarily in improving plant and animal breeds of economic im portance—such as cereal and tobacco crops or dairy cattle and poultry— may be classified as plant or animal breeders, agronomists, or animal science specialists. Theoretical genet icists search for the mechanisms that determine inherited traits in plants, animals, or humans. Horticulturists work with orchard and garden plants such as fruits, nuts, vegetables, flowers and ornamental plants, and other nursery stocks. They develop new or improved plant vari eties and better methods of growing, harvesting, storing, and transporting horticultural crops. Horticulturists usually specialize in either a specific plant or a particular technical prob lem, such as plant breeding. Husbandry specialists (animal) conduct research on the breeding, feeding, management, and diseases of domestic farm animals to improve the health and yield of these animals. Nutritionists examine the processes through which food is utilized; the kinds and quantities of food ele ments—such as minerals, fats, sugars, vitamins, and proteins—that are es sential to build and repair body tis sues and maintain health; and how these food elements are transformed into body substances and energy. Nutritionists also analyze food to de termine its composition in terms of essential ingredients or nutrients. Pathologists study the nature, cause, and development of disease, degeneration, and abnormal func tioning in humans, in animals, or in plants. Many specialize in the study of the effects of diseases, para sites, and insect pests on cells, tissues, and organs. Others investigate genetic variations and other abnormal effects caused by drugs. The term “patholo gist” is normally reserved for special ists in human pathology (medical pathology). Specialists in animal pathology are usually veterinarians. (See statement on Veterinarians.) Those who study plant diseases may be called plant pathologists or phyto pathologists; their work is discussed under the section on botanists. Pharmacologists conduct tests to determine the effects of drugs, gases, poisons, dusts, and other substances on the functioning of tissues and or gans, and correlate their findings with medical data. They may develop new or improved chemical compounds for use in drugs and medicines. Physiologists study the structure and functions of cells, tissues, and or gans and the effects of environmental factors on life processes. They may specialize in cellular activities; or in one of the organ systems, such as the digestive, nervous, circulatory, or re productive systems. The knowledge gained in such research often pro vides the basis for the work of many NATURAL SCIENCES' other specialists, such as biochemists, nia, New York, Illinois, Maryland, pathologists, pharmacologists, or and Pennsylvania. ’ nutritionists. Where Employed About 155,000 persons were em ployed in early 1967 in the biological sciences and the closely related fields of medical and agricultural sciences; an estimated 10 percent were women. About half of the total were employed by colleges and universities. Medical schools and their associated hospitals employed particularly large numbers of biological scientists in the medical field. State agricultural colleges and agricultural experiment stations op erated by universities in cooperation with Federal and State Governments employed sizable numbers of agrono mists, horticulturists, animal hus bandry specialists, entomologists, and other agriculture-related specialists. The Federal Government in early 1967 employed about 29,000 biologi cal scientists. The Department of Ag riculture employed about two-thirds of these. The Interior Department employed nearly all the fish and wild life biologists in the Federal Govern ment. Other large numbers of biologi cal scientists were employed by the Department of the Army and the Na tional Institutes of Health. State and local governments, together, em ployed about 19,000 biologists—most ly fish and wildlife specialists, micro biologists, and entomologists—for work in conservation, detection and control of diseases, and plant breeding. More than 33,000 biological scien tists worked for private industry in early 1967. Among the major indus trial employers were manufacturers of pharmaceuticals, industrial chem icals, and food products. Some bio logical scientists worked for nonprofit organizations—mainly hospitals, clin ics, and privately financed research organizations or foundations. A few were self-employed. Although biological scientists were employed in all States, about a third Digitized FRASER were for located in five States—Califor http://fraser.stlouisfed.org/ 262-057 0 — 68---------- 10 Federal Reserve Bank of St. Louis Training, Other Qualifications, and Advancement Young people seeking professional careers in the biological sciences should plan to obtain an advanced degree—preferably a Ph.D.—in their field of interest. The bachelor’s degree with a major in one of the bio logical sciences in adequate prepara tion for many beginning jobs, but promotional opportunities for those without graduate training may be limited to intermediate level positions. The Ph. D. degree is generally re quired for higher level college teach ing positions and for independent re search. It is also necessary for an in creasing number of other positions involving the administration of re search programs. Biologists with master’s degrees can qualify for most entry positions in applied research and for some types of positions in college teaching and basic research. New graduates with bachelor’s de grees can qualify for positions involv ing testing, production and operation work, technical sales and service, and duties connected with the enforce ment of government regulations. They may also obtain positions as advanced technicians, particularly in the area of medical biology. Those who gradu ate near the top of their class can qualify for some research positions, but these positions are mostly of a routine nature or are performed un der close supervision. Some graduates with bachelor’s degrees take courses in education and choose a career as a high school teacher of biology rather than one as a biological scientist. (See statement on Secondary School Teachers.) Training leading to a bachelor’s degree with a major in biology or in one of the biological or agricultural specialities is offered by nearly all colleges and universities. Courses dif fer greatly from one college to an other, and it is important that a 131 student find out which college pro gram best fits his interests and needs. In general, liberal arts colleges and universities emphasize training in the basic biological sciences and in the medical aspects of biological science. State universities and land-grant col leges offer special advantages to those interested in agricultural sciences, be cause their agricultural experiment stations provide many opportunities for practical training and research work. Prospective biological scientists should obtain the broadest under graduate training possible in all branches of biology and in related sciences, particularly organic and in organic chemistry, physics, and math ematics. Courses in statistics, calculus, and biometrics are becoming increas ingly essential. Important also are training and practice in laboratory techniques, in the use of laboratory equipment, and in fieldwork. Advanced degrees in the biological sciences are also conferred by a large number of colleges and universities. Requirements for advanced degrees usually include fieldwork and labora tory research, as well as classroom studies and preparation of a thesis. Employment Outlook Employment opportunities for bi ological scientists with graduate degrees are expected to be very good throughout the remainder of the 1960’s and the 1970’s. Demand will be strong for biological scientists with doctorates to do research on problems important to medicine and health. Employment opportunities are also likely to be favorable for persons with bachelor’s degrees who graduate near the top of their class. New graduates holding the bachelor’s degree will also find many opportunities to work as research assistants or in technician jobs while continuing their graduate education. Employment in the biological sciences is expected to grow very rapidly during the remainder of the 1960’s and throughout the 1970’s. Al- 132 though most employment opportuni ties will result from growth, nearly 5,400 biological scientists will be needed each year to replace those who transfer to other fields, retire, or die. One of the major factors which will tend to increase employment of biological scientists is the anticipated continued growth in research and de velopment, particularly in medical research programs sponsored by the Federal Government and voluntary health agencies, including those pro moting studies of heart disease, can cer, and birth defects. Research in such relatively new areas as space biology, radiation biology, environ mental biology, biological oceanog raphy, and hereditary and mental regulation will also probably increase. Industry also is expected to increase its spending for research and develop ment in the biological sciences. Furthermore, the stringent health standards of the Federal regulatory agencies are likely to result in a heightened demand for additional biological scientists in industry to per form research and testing before new drugs, chemicals, and processing methods are made available to the public. Another factor which should in crease employment of biological scientists is the substantially larger college and university enrollments ex pected during the late 1960’s and throughout the 1970’s. Although the resulting rise in demand for teachers will be to a large extent for Ph. D.’s, there will be many openings for quali fied people holding master’s degrees. Earnings and Working Conditions OCCUPATIONAL OUTLOOK HANDBOOK begin at $9,221 or $10,927. Pharma cologists had somewhat higher start ing salaries than other biological scientists. Biological scientists with the Ph. D. degree employed as college and uni versity teachers typically received starting salaries between $6,500 and $8,000 a year in 1966, according to the limited information available. (For further information, see state ment on College and University Teachers.) Biologists in educational institutions sometimes supplement their regular salaries with income from writing, consulting, and special research projects. The average (median) annual salary for biological scientists was $12,000 in 1966, according to the Na tional Science Foundation’s National Register of Scientific and Technical Personnel; only 10 percent earned less than $7,400 a year, and about 10 per cent earned $21,000 or more. In gen eral, biological scientists in private in dustry tend to have higher salaries than those in either colleges and uni versities or Government employment. According to the Register, agricul tural scientists generally earn some what lower salaries than other biologi cal scientists except in educational institutions. W here To G o for More Inform ation American Institute of Biological Sciences, 3900 Wisconsin Ave. NW., Wash ington, D.C. 20016. Interagency Board of U.S. Civil Service Examiners for Washing ton, D.C. 1900 E St. NW., Washington, D.C. 20415. In the Federal Government in early 1967, biological scientists with the bachelor’s degree could begin at $5,331 or $6,451 a year, depending Earth Sciences on their college records. Beginning biological scientists with the bachelor’s degree and some graduate study could start at $6,451, $7,696, or The earth sciences are concerned $9,221, depending upon academic with the history, composition, and records and previous experience. characteristics of the earth’s land, Those with the Ph. D. degree could water, interior, atmosphere, and its environment in space. A large group of the scientists in this field explore for new sources of mineral fuels and ores. Some scientists perform basic research to increase scientific knowl edge. Others are involved mainly with applied research, using the knowledge gained from basic research to solve practical problems. Meteorologists, for example, apply scientific knowl edge of the atmosphere to forecast weather conditions for specific lo calities and times. Some earth sci entists teach in colleges and univer sities. They may also administer scientific programs and operations. Many earth scientists specialize in one particular branch of their broad occupational field. Geophysicists, for example, may be specialists in hy drology, seismology, or physical oceanography. This chapter discusses the specialties and the employment outlook for the four major earth science occupations—geologist, geo physicist, meteorologist, and ocean ographer. GEOLOGISTS (D.O.T. 024.081) Nature of Work Geologists study the structure, composition, and history of the earth’s crust. Many geologists spend a large amount of their time in field work. They study rock cores and cut tings from deep holes drilled into the earth and examine rocks, minerals, and fossils found at or near the sur face of the earth. Geologists also spend considerable time in labora tories, where they study geological specimens, analyze geological mate rials under controlled temperature and pressure, and do other research on geological processes. To present the results of their field and labora tory investigations, geologists prepare reports, articles, and maps of surface and subsurface geological phenom ena. In their work, geologists use a variety of complex instruments, such 133 tion. State agencies also employed geologists, some of whom worked on surveys conducted in cooperation with the U.S. Geological Survey. Al though a few positions were in for eign countries, the majority of Fed eral jobs were in the United States. Colleges and universities employed several thousand geologists. A few worked for nonprofit research insti tutions and museums. NATURAL SCIENCES as the X-ray diffractometer, which determines the structure of minerals, and the petrographic microscope, which permits close study of how rocks have been formed and modified by earth processes. Some geologists administer re search and exploration programs. Others teach in colleges and univer sities, where they may also work on research projects. Geologists usually specialize in one branch of the science. Economic geol ogists find and supervise the develop ment of mineral and fuel resources. Petroleum geologists specialize in the discovery and recovery of oil and nat ural gas. Engineering geologists apply geological knowledge to engineering problems in the construction of roads, airfields, tunnels, dams, harbors, and other large structures. Stratigraphers study the distribution and relative arrangement of sedimentary rock layers by analyzing their fossil and mineral content. Sedimentologists de termine the processes and products involved in the formation of sedimen tary rocks, and paleontologists iden tify, classify, and determine the significance of fossils found within the sediments. Petrologists classify and determine the origins of rock masses. Mineralogists examine, ana lyze, and classify minerals and precious stones according to their composition and structure. Geomor phologists study the form of the earth’s surface and the forces, such as erosion and glaciation, which change it. Increasing numbers of geologists specialize in new fields that require a detailed knowledge of both geology and one or more other sciences. Among these specialists are geo chemists, who study the chemical composition of and the changes in minerals and rocks, and astrogeologists, who use knowledge of the earth’s geology in studies of surface conditions on the moon and the planets. Geological oceanographers study the sedimentary and other rocks on the ocean floor and continental shelf. (See statement on Ocean ographers elsewhere in this chapter.) Training, Other Qualifications, and Advancement Geologists use plane table and alidade in geologic mapping. Where Employed About 15,000 geologists were em ployed in the United States in early 1967; only about 3 percent were women. The majority of all geologists worked for private industry. Petro leum and natural gas producers em ployed most of this group of scien tists, chiefly in the States of Texas, California, Louisiana, Colorado, and Oklahoma. Some employees of American petroleum companies worked in foreign countries. Geolo gists also were employed by companies engaged in mining. Other geologists provided consulting services on a fee or contract basis to organizations in such fields as construction and public utilities. Approximately 2,000 geologists were employed by the Federal Gov ernment, mostly by the U.S. Geologi cal Survey. Other Federal agencies employing geologists included the Army Corps of Engineers, the Naval Oceanographic Office, the Soil Con servation Service, the Bureau of Mines, and the Bureau of Reclama Young people seeking professional careers in geology should plan to earn an advanced degree. The master’s de gree is required for beginning re search and teaching positions and for many positions in exploration. For advancement in college teaching as well as for high-level research and administrative posts, the Ph. D. de gree is usually required. The bach elor’s degree is considered adequate training for only a few entry jobs, pri marily in exploration work. About 360 colleges and universi ties offer the bachelor’s degree in geology. In the typical undergraduate curriculum, students devote about a fourth of their time to geology courses, such as historical geology, structural geology, mineralogy, petrology, and invertebrate paleontology. About an other third of the work is in mathe matics, the related natural sciences— such as physics, geophysics, chemistry, and biology—and in engineering; the remainder is in general academic subjects. More than 160 colleges and uni versities award advanced degrees in geology. The student seeking a grad uate degree in geology takes advanced courses in geology, with emphasis on the student’s area of specialization. The student planning a career in exploration geology should like out door activities and have the physical stamina for geological fieldwork, which frequently involves camping out. However, this is not a require ment, since an increasing amount of the work, formerly done in the field, 134 OCCUPATIONAL OUTLOOK HANDBOOK is now accomplished by aerial pho have had additional training in edu or $7,696 and those with the Ph. D. tography. In addition, a growing cational methods, should have very degree, at $9,221 or $10,927. number of specialties are laboratory- good opportunities in this area. In general, salaries of geologists are oriented. Replacement needs are expected usually somewhat higher in industry to be the chief source of openings than in Government and educational over the next few years. More than institutions. However, teachers often Employment Outlook 500 new geologists will be required supplement their regular salaries with each year to replace those who are income from research, consulting, or Employment opportunities for ge promoted to managerial positions or writing activities. Extra allowances ologists with advanced degrees are who transfer to other fields, retire, or are generally paid geologists for work expected to be favorable through the die. ~ outside the United States. remainder of the 1960’s and through As world population expands and The work of geologists is often ac out the 1970’s. However, those with nations become more industrialized, tive and sometimes strenuous. Be the bachelor’s degree, including those demand for petroleum, minerals, cause much of their work is outdoors, who rank high in their class, will the and water will rise, and increas geologists may be exposed to all kinds probably face competition for entry ing fresh numbers of geologists will be of weather. Many geologists travel positions, depending largely on the required to locate these resources. Ge a great deal and may do fieldwork hiring practices of petroleum compa ologists will be needed to devise tech away from home for long periods. nies. A number of new graduates with niques for exploring deeper Their hours of work are often un the bachelor’s degree may find it nec the earth’s crust, both on landwithin certain because their field activities and essary to enter semiprofessional posi under the sea, and to work with engi are affected by weather and travel. tions, such as technician or surveyor. neers to develop more efficient meth Some may take training to qualify as of recovering natural resources. science teachers in secondary schools, ods Space-age will require some Where To Go for More Information or have to seek other work outside geologists toactivities analyze data on the sur American Geological Institute, the field of geology. face conditions of the moon and the 1444 N St. NW., Washington, D.C. Private industry is expected to in planets. 20005. crease its employment of geologists Although fieldwork positions us somewhat during the next few years. ually are considered unsuitable or un Domestic petroleum exploration ac attractive to them, most well-qualified GEOPHYSICISTS tivities, which declined in recent women with advanced degrees in ge years, are expected to expand in the ology will be able to find teaching, (D.O.T. 024.081) late 1960’s and early 1970’s. The na laboratory, or office positions in this ture of exploration activities is such profession. Nature of Work that the need for geologists may vary widely from one year to the next, and Geophysics is an overall term cover the shortrun demand for geologists Earnings and Working Conditions ing a number of sciences concerned occasionally exceeds the number of persons available for these activities. Annual starting salaries for new ge with the composition and physical as Geologists also will be needed to help ology graduates with bachelor’s de pects of the earth—its size and shape, solve problems related to construction, grees averaged between $7,000 and interior, surface, atmosphere, the land water supply, and improved methods $7,300 in private industry in 1966, and bodies of water on its surface and for locating mineral resources. according to the limited information underground, and the environment Federal agency demand for geol available. New graduates with mas of the earth in space. Geophysicists ogists is expected to grow moderately, ter’s degrees usually started at be study the earth’s physical characteris primarily in the U.S. Geological Sur tween $1,000 and $1,500 more a year tics, such as its electric, magnetic, and vey. Employment of geologists by col than those with the bachelor’s de gravitational fields; the earth’s in leges and universities will probably gree. Starting salaries for those with terior heat flow and vibrations; and rise slightly; the need will be mainly doctor’s degrees ranged from $10,000 solar radiation. To conduct their in vestigations, geophysicists apply the for those with Ph. D. degrees who to $12,000 a year. principles and techniques of physics, are capable of performing high-level In the Federal Government, new geology, meteorology, oceanography, research. The demand for earth science graduates with bachelor’s degrees geodesy, mathematics, chemistry, and teachers in secondary schools is ex could begin at either $5,683 or $6,877 engineering. They use many instru pected to increase very rapidly in the a year in early 1967, depending on ments, including highly complex next decade. Geology graduates with their college records. Those with precision ones such as the seismo only the bachelor’s degree, but who master’s degrees could start at $6,877 graph, which measures and records 135 NATURAL. SCIENCES the transmission time and magnitude of vibrations through the earth; the magnetometer, which measures varia tions in the earth’s magnetic field; and the gravimeter, which measures minute variations in gravitational attraction. Most exploration geophysicists search for oil and mineral deposits. Others conduct research, usually to develop new or improved techniques and instruments for prospecting. Hydrologists study the occurrence, circulation, distribution, and physical properties of surface and under ground waters in the land areas of the earth. Some hydrologists are con cerned with water supplies, irrigation, flood control, and soil erosion. Seis mologists study the structure of the earth’s interior and the vibrations of the earth caused by earthquakes or manmade explosions. They may ex plore for oil and minerals, provide in formation for use in designing bridges, dams, and buildings in earth quake regions, or study the problems involved in detecting underground nuclear explosions. Geodesists meas ure the size and shape of the earth, de termine the positions and elevations of points on or near the earth’s sur face, and measure the intensity and direction of the force of gravity. They also help track satellites orbiting in outer space. Geomagneticians are concerned with the variations in the earth’s magnetic field and with many aspects of space science. Tectonophysicists study the structure of mountains and ocean basins, the properties of materials forming the earth’s crust, and the physical forces that cause movements and changes in it. Oceanographers and meteorolo gists, sometimes classified as geophysi cal scientists, are discussed separately in this chapter, as is the closely relat ed occupation of geologist. Geophysicist "patches” 32-inch globe to locate earthquake epicenter. early 1967. Private industry employed a majority of all geophysicists, chiefly in the petroleum and natural gas in dustry. Other geophysicists were em ployed by mining companies, explo ration and consulting firms, and research institutions. A few were in business for themselves as consultants and provide services on a fee or con tract basis to companies and individu als engaged in prospecting or other activities utilizing geophysical tech niques. Geophysicists in private industry were employed mainly in the south western and western sections of the United States, where most of the country’s large oil* and natural gas fields and mineral deposits are lo cated. Some geophysicists, employed by American firms, are assigned to work in foreign countries for varying periods of time. Where Employed Federal Government agencies also About 5,000 geophysicists were employed significant numbers of geo employed in the United States in physicists—mainly the U.S. Coast and Geodetic Survey and the Insti tute for Earth Sciences of the Envi ronmental Science Services Adminis tration; the U.S. Geological Survey; the Army Map Service; and the Na val Oceanographic Office. Colleges and universities, State governments, and nonprofit research institutions employed small numbers of geo physicists. Training, Other Qualifications, and Advancement A bachelor’s degree with a major in geophysics or in one of the geo physical specialities qualifies young persons for many beginning jobs in geophysics. A bachelor’s degree in a related science or in engineering, with courses in geophysics, physics, geol ogy, mathematics, chemistry, and engineering, is also adequate prepara tion for many beginning jobs, espe cially in geophysical exploration. 136 For geophysical specialties other than exploration, and for the more responsible positions in exploration work, graduate education in geo physics or in a related physical science is usually required. A doctor’s degree with a major in geophysics, or in a related science with advanced courses in geophysics, is generally required for teaching careers. The Ph. D. de gree is also frequently required for positions involving fundamental re search and for advancement in most types of geophysical work. The bachelor’s degree in geo physics was offered by only about 20 colleges and universities in 1966. These undergraduate programs pro vide training chiefly in exploration geophysics. Other curriculums that offer the required training for begin ning jobs as geophysicists include geophysical technology, geophysical engineering, engineering geology, petroleum geology, and geodesy. The master’s and Ph. D. degrees in geophysics are granted by only a few colleges and universities. For ad mission to a graduate program, a bachelor’s degree with a good back ground in geology, mathematics, physics, or engineering, or a combina tion of these subjects is the usual re quirement. In general, the graduate student should attend a school in which he can take advanced courses and carry out research projects in the aspect of geophysical science in which he has a special interest. Beginning geophysicists with only the bachelor’s degree are usually given on-the-job training in the ap plication of geophysical principles to their employers’ projects. If a new employee has not taken the courses in geophysics needed for his job, he is taught geophysical methods and techniques on the job. Federal Government agencies also have training programs in which a few geophysicists are sent each year to universities for graduate training. Some Federal Government agencies provide a few summer jobs for prom ising undergraduates and make per manent positions available to them after graduation. OCCUPATIONAL OUTLOOK HANDBOOK The prospective geophysicist should be energetic and in excellent health, since geophysicists often have to work outdoors under somewhat rugged conditions. A willingness to travel is also important, since geophysicists may be required to move from place to place in the course of their employment. Employment Outlook Employment opportunities for the few new graduates with degrees in geophysics are expected to be favor able through the 1970’s. Opportuni ties will be best for those with the master’s or doctor’s degree. There should also be good opportuni ties in geophysical work for wellqualified people with degrees in other sciences if they have had some formal training in geophysics. The demand for geophysicists is expected to grow relatively slowly during the remainder of the 1960’s and throughout the 1970’s. Federal Government agencies will most likely need additional geophysicists for new or expanded geophysical programs. The petroleum and mining industries also will need additional geophysicists for exploration work. However, ex ploration for oil and mineral deposits is not expected to rise significantly in the next few years. In colleges and universities, employment of teachers of the geophysical sciences will proba bly show an increase because of the anticipated rise in the number of stu dents majoring in the geophysical sci ences. Some geophysicists will also be needed each year to replace those who leave the profession, retire, or die. Although the number of job open ings for geophysicists is not expected to be large in any one year, the num ber of new graduates with degrees in the science is also expected to be small compared with graduates in other academic fields. As in past years, the number of geophysics graduates who are seeking work as geophysicists will probably be insufficient to meet em ployers’ needs, and well-trained per sons with degrees in related sciences and in engineering will probably con tinue to be hired for geophysical positions. Over the long run, further growth in the profession is expected. There will be increasing use of petroleum and mineral products by a growing population. As natural resources in the more easily accessible locations become depleted, additional explora tion geophysicists will be needed by petroleum and mining companies to find the more concealed sites of fuels and minerals. In addition, the grow ing importance of basic research in the geophysical sciences, as well as the continuing need to develop new geophysical techniques and instru ments, will create a demand for per sonnel with advanced training in hydrology, seismology, geodesy, and other geophysical specialties. In Fed eral Government agencies, additional geophysicists will probably be needed to study the problems of the Nation’s water supplies and mineral resources; work on flood control; do research in radioactivity and cosmic and solar radiation; and explore the outer at mosphere and space, using such vehicles as sounding rockets and arti ficial satellites. Opportunities for women have been and will continue to be limited, mainly because of the strenuous na ture of much of the work. However, a small number of well-qualified women will be able to find positions in offices and laboratories or as teachers in colleges and universities. Earnings and Working Conditions In private industry in 1966, new graduates with bachelor’s degrees typ ically received starting salaries be tween $7,000 and $8,000 a year, according to the limited information available. New graduates with mas ter’s degrees received between $1,000 and $1,500 more than those with the bachelor’s degree. Those with doctor’s degrees received salaries of between $10,000 and $12,000, depending upon individual qualifications. In industry, geophysical scientists working outside NATURAL SCIENCES the United States usually receive bonuses and allowances. In the Federal Government in early 1967, graduates with bachelor’s de grees and no experience could enter most types of geophysical work at either $6,387 or $7,729 a year, de pending upon their college records. Those who had completed all require ments for the master’s degree could start at $7,729 or $9,001; those with the Ph. D. degree could start at $10,481 or $11,306. In the Federal Government as in industry, geophys icists stationed outside the United States are paid an additional amount. In educational institutions, starting salaries are generally lower than in private industry or in the Federal Government. University teachers, however, may supplement their in come by doing consulting work, writ ing for scientific publications, or by conducting research. The work of geophysicists is often active and sometimes strenuous. Ex ploration geophysicists are subject to reassignment in various locations as exploration activities shift. Their working hours may be irregular and are frequently determined by the re quirements of field activities. ture, transportation, communications, health, defense, and business. Meteorologists usually specialize in one branch of the science. Weather forecasters, known professionally as synoptic meteorologists, are the larg est group of specialists. They inter pret current weather information (such as air pressure, temperature, humidity, wind velocity) reported by observers in many parts of the world and by weather satellites to make short- and long-range forecasts for specific regions. Climatologists an alyze past records on wind, rainfall, sunshine, temperature, and other weather data for a specific area to determine the general pattern of weather which makes up the area’s climate. Dynamic meteorologists in vestigate the physical laws governing 13*7 atmospheric motions. Physical mete orologists study the physical nature of the atmosphere, including its chemi cal composition and electrical, acous tical, and optical properties, the effect of the atmosphere on the transmis sion of light, sound, and radio waves, and the factors affecting the forma tion of clouds, precipitation, and other weather phenomena. Meteoro logical instrumentation specialists de velop the devices that measure, re cord, and evaluate data on atmos pheric processes. Specialists in applied meteorology, sometimes called indus trial meteorologists, study the rela tionship between weather and specific human activities, biological processes, and agricultural and industrial opera tions. For example, they make weather forecasts for individual com- Where To Go for More Information American Geophysical Union, 1145 19th St. NW., Washington, D.C. 20036. Society of Exploration Geophysicists, Shell Building, Tulsa, Okla. 74119. METEOROLOGISTS (D.O.T. 025.088) Nature of Work Meteorology is the study of atmos pheric phenomena—not just of the earth, but of all celestial bodies. Mete orologists attempt to describe and un derstand the atmosphere’s ingredi ents, motions, processes, and influ ences. Their knowledge helps solve many practical problems in agricul Meteorologists prepare 5-day forecast of w eather conditions. 138 panies, attempt to induce rain or snow in a given area, and work on such problems as smoke control and air pollution abatement. Research is the major activity of a growing number of meteorologists. These workers investigate subjects such as atmospheric electricity (for example, lightning), cloud and pre cipitation mechanisms, hurricane dy namics, and the best and quickest means of using the vast amount of weather data collected from weather satellites. They may also conduct re search on severe weather phenomena (such as tornadoes), ways to modify weather, weather conditions affecting the behavior of forest fires, and other problems. In both weather forecasting and research, meteorologists use high speed electronic computing machines to process large amounts of data. A number of meteorologists teach or do research—frequently combining the two activities—in universities or colleges. In colleges without separate departments of meteorology, they may teach geography, mathematics, physics, chemistry, or geology, as well as meteorology. Where Employed About 3,500 civilian meteorologists were employed in the United States in early 1967; only about 2 percent were women. The Environmental Science Services Administration (ESSA), which includes the Weather Bureau, employed by far the largest number of civilian meteorologists— nearly 2,000—at 300 stations in all parts of the United States, the polar regions, Puerto Rico, Wake Island, and other Pacific area sites. A few worked for other Federal Govern ment agencies. The Armed Forces employed about 300 civilian profes sional meteorologists, chiefly in re search and development work. More than 600 meteorologists worked for private industry. Com mercial airlines employed about half of these to forecast weather along flight routes and to brief pilots on at mospheric conditions. Others worked OCCUPATIONAL OUTLOOK HANDBOOK for private weather consulting firms, which provided special weather in formation for a fee, and for com panies that designed and manufac tured meteorological instruments. A few worked for large firms in aero space, insurance, utilities, and other industries. Colleges and universities employed more than 500 meteorologists in teaching and research activities. Still others worked for State and local governments and for nonprofit or ganizations. In addition to these civilian me teorologists, nearly 3,500 members of the Armed Forces were engaged in meteorological work in early 1967. Of these, approximately 3,000 were on active duty in the Air Force. Armed Forces meteorological per sonnel usually prepare the weather forecasts needed to plan military op erations; some also do research. Training, Other Qualifications, and Advancement A bachelor’s degree with a major in meteorology is the usual minimum educational requirement for begin ning meteorologists in weather fore casting. However, a bachelor’s degree in a related science or in engineering is acceptable for many positions, pro vided the applicant has credit for courses in meteorology. For example, the Federal Government’s minimum requirement for beginning positions is a bachelor’s degree with at least 20 semester hours of study in meteor ology and with additional training in physics and mathematics. For research and teaching po sitions and for many top-level positions in other meteorological ac tivities, an advanced degree is es sential, preferably in meteorology, although persons with graduate de grees in other sciences may also qualify if they have taken advanced meteorology, physics, mathematics, and chemistry. About 35 colleges and universities in 1966 offered degree-credit pro grams in meteorology or a closely re lated field. Many other institutions offered courses in meteorology. Meteorology training is also given by the Armed Forces. For example, each year the U.S. Air Force selects about 200 new college graduates who have received Air Force commissions and sends them to civilian universities for special 9- to 12-month programs in meteorology. Graduates of these programs are then assigned to me teorological work for the Air Force. The Armed Forces also send a number of military meteorologists to universities or to military training centers for advanced training. Exservicemen with military training and experience as meteorologists are frequently highly qualified for civil ian meteorologist positions, not only with the Armed Forces but for po sitions with other employers as well. The ESSA has an in-service train ing program under which some of its meteorologists are attending college for advanced or specialized training. Some college students preparing for careers in meteorology may obtain summer jobs with this agency. Pro motions for regular full-time em ployees are made according to U.S. Civil Service Commission regula tions. (See chapter on O ccupations in Government.) Airline meteorologists have some what limited opportunities for ad vancement. However, after con siderable work experience, they may advance to flight dispatcher, or to various supervisory or administrative positions. A few well-trained meteor ologists with a background in science, engineering, and business adminis tration may establish their own weather consulting services. Employment Outlook Employment opportunities for me teorologists are expected to be good through the 1970’s. Meteorologists with advanced degrees will be in special demand to conduct research, teach in colleges and universities, and engage in management and consult ing work. The advent of missiles, su 130 NATURAL 'SCIENCES personic aircraft, manned spacecraft, and weather satellites has greatly expanded the boundaries of meteor ology and opened new fields of activity. Opportunities to study wea ther on a global scale will be par ticularly good for meteorologists who can process, analyze, and interpret information obtained by spacecraft and weather satellites. Growth will also stem from the demand for me teorologists to develop and improve instruments, such as radar a'nd radio probes, high altitude balloons, re search rockets, satellites, and elec tronic computers used for collecting and processing weather data. In ad dition, there will be a continuing de mand for meteorologists to work in existing programs, such as weather measurements and forecasts, severe storm research, storm and flood fore casts, turbulence research, and air pollution research. Replacement of meteorologists who retire or leave the profession will also provide some op portunities. As more jet planes are placed in service and the number of aircraft flights increase, more meteorologists will be needed to assist in determin ing the safest and smoothest flight routes. Employment opportunities for meteorologists with other private companies and weather consulting services are also expected to increase somewhat, as the value of weather information receives further recog nition. This recognition also may create opportunities in research po sitions with private research organi zations and colleges and universities. The number of teaching positions for meteorologists should also rise, pri marily because of increases in total college enrollments and increases in departments awarding degrees in meteorology. Opportunities for civil ian meteorologists in the Armed Forces are not expected to increase significantly through the 1970’s, al though there will probably be a grow ing need for military meteorologists to replace those reaching retirement age. Since meteorology is a relatively small profession, job openings will not be numerous in any year. On the other hand, qualified applicants for jobs as meteorologists probably will continue to be small. Furthermore, only a few graduates with majors in other fields and with some training in meteorology enter the profession because of opportunities in other sci entific fields. In addition, most mili tary meteorological personnel who leave the Armed Forces do not take positions as civilian meteorologists. Earnings and Working Conditions In early 1967, meteorologists with the bachelor’s degree and no experi ence could start in Federal Govern ment service at $6,387 or $7,729 a year depending on their college rec ords. Meteorologists who had com pleted all requirements for the mas ter’s degree could start at $7,729 or $9,001; those with the Ph.D. degree could begin at $10,481 or $11,306. Workers stationed outside the United States were paid an additional amount. Employee benefits for Fed eral Government meteorologists are the same as for other civil service workers. (See chapter on Occupa tions in Government.) Airline meteorologists received a starting salary of approxim ately $8,000 a year in early 1967, according to the Air Transport Association. Meteorologists generally receive the same benefits as other airline em ployees. (See chapter on Occupations in Civil Aviation.) According to the National Science Foundation’s National Register of Scientific and Technical Personnel, the average (median) annual salary of meteorologists in 1966 was $11,700. Only 10 percent of the meteorologists earned less than $8,200 and about 10 percent earned more than $18,000. Jobs in weather stations, which are operated on a 24-hour, 7-day week basis, often involve nightwork and rotating shifts. Most stations are at airports or at places in or near cities; some are in isolated and remote areas. Where To Go for More Information General information on the field of meteorology—including career op portunities, earnings, professional training—may be obtained from: American Meteorological Society, 45 Beacon St., Boston, Mass. 02108. American Geophysical Union, 1145 19th St. NW., Washington, D.C. 20036. Information on employment oppor tunities with the U.S. Weather Bu reau and on its student-assistance program may be obtained from: Environmental Science Services Ad ministration, Washington Science Center, Rock ville, Md. 20852. Information on the Air Force me teorological training programs may be obtained from the nearest USAF recruiting office or from: Commander, USAF Recruiting Serv ice, Wright-Patterson AFB, Ohio 45899. OCEANOGRAPHERS (D.O.T. 024.081 and 041.081) Nature of Work The ocean, which covers more than two-thirds of the earth’s sur face, provides valuable foods and minerals, influences the weather, serves as a “highway” for transpor tation, and offers many varieties of recreation. Oceanographers study the ocean—its characteristics, move ments, physical properties, and plant and animal life. The results of their studies not only extend basic scientific knowledge, but contribute to the de velopment of practical methods for use in such operations as forecasting weather, improving fisheries, mining ocean resources, and defending the Nation. Oceanographers plan extensive tests and observational programs and conduct detailed surveys and experi ments to obtain information about the ocean. They may collect and study data on the ocean’s tides, cur- 140 OCCUPATIONAL OUTLOOK HANDBOOK Oceanographers examine contents of plankton net. Most oceanographers are specialists in one of the branches of the profes sion. Biological oceanographers (ma rine biologists) study the ocean’s plant and animal life, and the en vironmental conditions affecting them. Physical oceanographers (phys icists and geophysicists) study the physical properties of the ocean, such as its density, temperature, and ability to transmit light and sound; the movements of the sea; and the re lationship between the sea and the atmosphere. Geological oceanog raphers (marine geologists) study the topographic features, rocks, and sedi ments of the ocean floor. Chemical oceanographers investigate the chem ical composition of ocean water and sediments, and chemical reactions that take place in the sea. Marine meteorologists study the interaction of the atmosphere and the ocean, and the processes by which weather over the ocean is generated. Oceano graphic engineers and electronic spe cialists design and build the systems, devices, and instruments used in oceanographic research and oper ations. About 3 out of every 4 oceanog raphers are engaged primarily in per form ing or adm inistering research and development activities. A num ber of oceanographers teach in col leges and universities; a few are engaged in technical writing, consult ing, and in the administration of activities other than research. Most oceanographers spend at least part of their time aboard oceano graphic ships at sea. Such voyages may last from a few days to several months. A few oceanographers in sur vey positions spend nearly all their time aboard ship. On the other hand, some oceanographers never go to sea, but analyze data collected by other scientists or pursue mathematical or theoretical studies ashore. rents, and waves; its temperature, density, and acoustical properties; its sediments; its subbottom; its shape; its interaction with the atmosphere; and marine plants and animals. They analyze the samples, specimens, and data collected, often using electronic computers. To present the results of their studies, they prepare maps and charts, tabulations, reports, and man uals, and write papers for scientific journals. In developing and carrying out tests and observational programs, oceanographers use the principles and techniques of the natural sciences, mathematics, and engineering. They use a variety of special instruments and devices that measure the earth’s magnetic and gravity fields, the speed of sound traveling through water, the oceans’ depths, the flow of heat from the earth’s interior, and the temperature and chemical com position of the water. Specially de veloped cameras with strong lights enable oceanographers to photo graph marine organisms and the ocean floor; new research vehicles transport marine scientists to the floor Where Employed of the sea. When their work requires Oceanography is one of the small new oceanographic instruments or est of science fields; the total number analytical techniques, they usually develop them. of oceanographers and closely related scientists in the United States was estimated to be approximately 3,000 in early 1967. About three-fourths of these were employed by colleges and universities, research laboratories, and the Federal Government. Those Federal agencies employing substan tial numbers of oceanographers were the Naval Oceanographic Office, De partment of the Navy; the Bureau of Commercial Fisheries, Department of the Interior; and the Institute for Oceanography, and the U.S. Coast and Geodetic Survey of the Environ mental Science Services Administra tion, Department of Commerce. There also were a few positions in oceanography in other Government agencies. A growing number of oceanog raphers worked in private industry for consulting or other firms that design and develop instruments and vehicles for oceanographic research. A few worked for fishery laboratories of State and local governments. Training, Other Qualifications, and Advancement The minimum educational re quirement for beginning professional positions in oceanography is the bachelor’s degree with a major in oceanography, biology, a geo-science, one of the other basic sciences, math ematics, or engineering. For profes sional positions in research and teach ing and for advancement to highlevel positions in most types of work, graduate training in oceanography or one of the basic sciences is usually required. Undergraduate training in ocean ography and marine science was of fered by only a few colleges and uni versities in 1966, and only about five institutions offered the bachelor’s degree with a major in oceanography. However, since oceanography is an interdisciplinary field, training in the related basic sciences, when coupled with a strong interest in oceanog raphy, is adequate preparation for NATURAL SCIENCES most beginning positions in the field, or for entry into graduate school. Important undergraduate courses for the prospective oceanographer are in the fields of mathematics, physics, chemistry, geophysics, geol ogy, meteorology, and biology. In general, the student should specialize in the particular science field which is closest to his area of interest in oceanography. For example, students interested in chemical oceanography should obtain a degree in chemistry. In 1966, about 15 colleges and uni versities offered advanced degrees in oceanography, and about 30 other institutions offered advanced courses in the marine sciences or oceano graphic engineering. The academic work of the graduate student in oceanography consists primarily of extensive training in a basic science combined with further training in oceanography. The graduate student usually spends part of his time aboard ship—doing oceanographic research for his dissertation, and at the same time acquiring familiarity with the sea and the techniques used to obtain oceanographic information. The beginning oceanographer with the bachelor’s degree usually starts as a research or laboratory assistant, or in a position involving routine data collection, analysis, or computation. Most new oceanographers receive on-the-job training related to the spe cific work at hand. The nature and extent of the training given vary with the background and needs of the in dividual. Thus, the new graduate who has a degree in a basic science rather than in oceanography usually can be provided enough understand ing of oceanographic principles to enable him to perform adequately in this field. Beginning oceanographers with ad vanced degrees usually can qualify for research and teaching positions. Experienced oceanographers may be selected for administrative positions, in which they may supervise a re search laboratory or direct specific survey or research projects. Employment Outlook Employment opportunities in oceanography are expected to be good through the 1970’s. Those with ad vanced degrees will have the best op portunities for employment. Welltrained persons with bachelor’s degrees in related sciences will find opportunities mainly as research as sistants in routine analytical positions. The outlook is for rapid growth of this small profession, both during the late 1960’s and through the 1970’s. Growing recognition of the impor tance of the oceans to the Nation’s welfare and security has heightened interest in oceanography and has opened new fields for specialists. In the years ahead, oceanographers will be needed for research in such areas as underwater acoustics, surface and subsurface ocean currents, and ocean floor topography, all of which are important in improving the Nation’s defense against submarines and sur face vessels. There also will be a de mand for oceanographers to supply weather and iceberg forecasts; to study air-sea interaction in order to improve long-range weather fore casts; to solve sea mining problems; and to predict, control, and prevent pollution and damage caused by waves and tides. Other oceanogra phers will be needed to improve meth ods of deriving foods from the oceans, to manage fisheries, and to develop economical ways to harness the ocean for energy and to increase the supply of fresh water. The demand for oceanographers qualified to teach in colleges and uni versities also is expected to expand. As interest in ooeanography grows and more courses in oceanography are offered, more teachers in the sci ence will be needed. Replacement of oceanographers who transfer to other fields, retire, or die will also provide some opportuni ties. Since oceanography is a relatively small profession, job openings will not be numerous in any one year. On the other hand, the number of new 141 graduates with degrees in this sci ence is extremely small and is ex pected to remain so. Thus, new ocean ography graduates should continue to have excellent opportunities. Recent improvements in the facilities and living quarters aboard oceanographic ships will expand the opportunities for women in ocean ography. Earnings and Working Conditions In the Federal Government service in early 1967, oceanographers with the bachelor’s degree and no experi ence could begin at $6,387 or $7,729 a year, depending on their college records. Beginning oceanographers who had completed all requirements for the master’s degree could start at $7,729 or $9,001; those with the Ph. D. degree could begin at $10,481 or $11,306. Scientists in biological and geological specialties had some what lower starting salaries. Beginning oceanographers in edu cational institutions receive the same salary as other beginning faculty members. (See statement on College and University Teachers.) In addi tion to their regular salaries, many experienced oceanographers in edu cational institutions earn extra in com e from consulting, lecturing, and writing activities. Oceanographers engaged in re search requiring sea voyages are fre quently away from home for weeks or months at a time, sometimes living and working in cramped quarters. Young people who like the sea, how ever, may find these voyages very satisfying. Where To Go for More Information General information about ocean ography—including career opportu nities, professional training, colleges and universities with applicable de gree-credit programs, earnings, and the economic significance of ocean OCCUPATIONAL OUTLOOK HANDBOOK 142 ographic activities—may be obtained basic research designed to increase to measure, identify, and evaluate man’s knowledge of the properties of changes in matter. Chemists maintain from: matter and energy. Others conduct accurate records of their work and American Society for Oceanography, 906 C. & I. Bldg., Houston, Tex. applied research, using the knowl prepare clear and concise reports 77002. edge gained from basic research to showing the results of the tests or ex develop new products and processes. periments. They often present their American Society of Limnology and Oceanography, For example, chemists in applied re findings in scientific publications or Institute of Ecology, search use their knowledge of the in in lectures before scientific groups. University of California, Davis, Most chemists specialize in one of teractions of various chemicals to Calif. 95616. develop new fuels for rockets and five major branches of chemistry, or Interagency Committee on Oceanog missiles. Physical scientists also teach in a subdivision of one of these raphy, in colleges and universities and branches. Organic chemists, the larg Bldg. 159E, Washington Navy Yard, supervise research and development est group, deal primarily with carbon Washington, D.C. 20390. compounds, most of which are sub programs. International Oceanographic Foun stances originally derived from ani This chapter includes descriptions dation, of three major physical science oc mal and vegetable matter. Inorganic 1 Rickenbacker Causeway, Virginia Key, Miami, Fla. 33149. cupations—chemist, physicist, and chemists are chiefly concerned with astronomer—and of biochemists, one substances that do not contain carbon, National Oceanographic Association, of the major groups of chemists. En such as the metals and most minerals. 1900 L St. NW., Washington, D.C. 20036. gineers and earth scientists also re Physical chemists study the quanti Federal Government career infor quire a background in the physical tative relationships between chemi mation may be obtained from any re sciences; these occupations are de cal and physical properties of both gional office of the U.S. Civil Service scribed in separate chapters else organic and inorganic substances— for example, how these substances are where in the Handbook. Commission or from: affected by electricity, pressure, heat, Interagency Board of U.S. Civil Serv and radiation. Analytical chemists ice Examiners for Washington, D.C., determine the chemical composition CHEMISTS 1900 E St. NW., Washington, D.C. of substances and perform tests to 20415. (D.O.T. 022.081, .168, .181, and .281) determine quality, purity, and other characteristics. Biochemists are con Some information on oceano cerned with the chemistry of living graphic specialties may be obtained Nature of Work things. (See separate statement on from professional societies listed else Biochemists elsewhere in this chap where in the Handbook. (See state The clothes we wear, the food we ments on Geologists, Geophysicists, eat, the houses in which we live—in ter.) Some chemists specialize in the Biological Scientists, Meteorologists, fact, most of the things which help product process of a particular in and Chemists.) to make our lives more comfortable, dustry, or such as agriculture, food, The booklet Oceanography Infor healthy, and productive—have re mation Sources lists the names and sulted, in part, from the chemist’s petroleum, plastics, or rubber. Such work may require a knowledge of addresses of many professional, re continuing search for new knowledge. more than one branch of chemistry. search, and industrial organizations Although the day-to-day activities of The specialist in plastics, for example, interested in oceanography. Copies, chemists generally receive little notice, may need a knowledge of physical priced at $1.50 each, may be pur some of their discoveries have led to and analytical well as of organic chased from: the creation of whole new industries, chemistry. All aschemists, however, Printing and Publishing Office, such as the plastics, frozen foods, and must know the fundamentals of National Academy of Sciences, manmade fibers industries. chemistry—the composition ,> and 2101 Constitution Ave. NW., Wash Chemists investigate the properties properties of substances and how they ington, D.C. 20418. and composition of matter, and the can be changed. the laws that govern the combination Nearly one-half of all chemists are of elements in a seemingly endless engaged in research and development. variety of forms. They search for new Many research chemists work on ap Physical Sciences knowledge concerning the nature of plied research projects aimed at creat substances and for ways of putting ing new products or improving or this knowledge to practical use. In finding new uses for existing ones. The physical sciences deal with the conducting studies, they apply scien Chemists in applied research have basic laws of the physical world. tific principles and techniques, using helped to develop a vast range of new Many physical scientists conduct a variety of specialized instruments products, including antibiotics, plas 143 NATURAL SCIENCES tics, synthetic rubbers, detergents, in secticides and manmade fibers. Many other chemists work on basic research projects designed to extend scientific knowledge rather than to solve im mediate practical problems. Knowl edge resulting from basic research fre quently has immediate application to practical problems. For example, basic research on polymerization— how and why small molecules unite to form giant molecules—resulted in the development of synthetic rubber, nylon, and plastics. More than one-fifth of all chemists are employed in management and administration—especially of research and development activities. A smaller proportion of chemists devote most of their time to teaching, often com bining research with teaching. An alysis and testing is another major activity of chemists because various kinds of tests must be made at prac tically every stage in the manufacture of a product, from initial develop ment to final production. Others are employed as marketing experts or sales representatives of chemical com panies and other manufacturers in positions where the employee must be familiar with the technical aspects of products. Some chemists work as pri vate consultants to private industry firms and government agencies. Where Employed Chemistry is by far the largest field of employment in the physical sci ences. There were approximately 122,000 chemists employed in the United States in early 1967; more than 5 percent were women. Nearly two-thirds of all chemists were employed by private industry in early 1967. The major industrial em ployer of chemists, the chemicals manufacturing industry, employed more than two-fifths of the chemists in private industry. Relatively large numbers of other chemists were found in the industries manufacturing food, petroleum, paper, electrical equip ment, and primary metals products. Chemist identifies absorption bands with infrared spectrometer. Significant numbers of chemists also were employed by distributors of chemical, pharmaceutical, food, and petroleum products; and by inde pendent laboratories and research in stitutes providing consulting services. About one-fifth of all chemists were employed by colleges and universities. A smaller number of research chem ists worked for foundations and other nonprofit organizations. A number of chemists were employed by Federal Government agencies, chiefly by the U.S. Departments of Defense; Health, Education, and Welfare; Agriculture; and Interior. Small num bers worked for State and local gov ernments, primarily in agencies con cerned with health or agriculture. Chemists were employed in all States, in small as well as large cities. However, they were usually concen trated in large industrial areas. In 1966, nearly one-fifth of all chemists were located in four metropolitan areas—New York, Chicago, Philadel phia, and Newark. About half of the total worked in the six States of New m OCCUPATIONAL OUTLOOK HANDBOOK York, New Jersey, California, Penn as research or teaching assistants while working toward advanced de sylvania, Ohio, and Illinois. grees. They may also qualify as sec ondary school teachers. Training, Other Qualifications, and Chemists with the master’s degree Advancement often qualify for applied research po sitions in government or private in A bachelor’s degree with a major dustry. They can also qualify for some in chemistry is usually the minimum teaching positions in colleges and uni educational requirement for starting versities and in 2-year colleges. a career as a chemist. Graduate train The Ph. D. degree is generally re ing is essential for many positions, for positions in basic research particularly in research and college quired and for higher level faculty positions teaching, and is helpful for advance in a college or university. It is also ment in all types of work. important for advancement to topTraining leading to the bachelor’s level positions in administration and degree in chemistry is offered by more in other activities. than 900 colleges and universities throughout the country. In addition to the required chemistry courses in Employment Outlook inorganic, organic, and physical chemistry, and quantitative and qual The employment outlook for chem itative analysis, the undergraduate ists is expected to be very good chemistry major also takes courses in through the remainder of the 1960’s mathematics (especially analytical and the 1970’s. As in recent years, geometry and calculus) and physics. there will be a particular need for Advanced degrees in chemistry are chemists with advanced degrees for awarded by nearly 300 colleges and research and teaching positions. For universities, many of which offer fi women chemists qualified to do re nancial assistance to students inter search and teaching, employment ested in graduate study. In graduate opportunities are also expected to be school, the student usually specializes increasingly good. by taking several courses in a particu One of the major factors behind lar field of chemistry. Requirements the expected increase in employment for the master’s or doctor’s degree opportunities is the anticipated con vary by institution but usually include tinued growth in expenditures for lectures, laboratory work and thesis research and development. Such ex preparation. penditures not only create jobs for New graduates with the bachelor’s chemists engaged in research and de degree usually qualify for beginning velopment—the activity of nearly half positions in analysis and testing, qual of all chemists—but the production ity control, technical service and sales, of new products resulting from the or as assistants to senior chemists in research also creates new positions for research and development work. chemists in other types of work. Most chemists with only the bache Another important factor involved in lor’s degree start their careers in in increasing the opportunities for chem dustry or government. In industry, ists is the growing demand for prod employers often have special training ucts of industries that are major programs for new chemistry gradu employers of chemists, especially for ates whom they employ. These pro such products as plastics, manmade grams are designed to supplement fibers, drugs, fertilizers, and high college training with specific industry energy and nuclear fuels for missiles techniques and to aid in determining and rockets. the type of work for which the new The demand for chemists to fill employee is best suited. Some chem college and university teaching posi ists with the bachelor’s degree obtain tions will also rise substantially, be positions in colleges and universities cause of the large increases in college enrollments expected during the late 1960’s and throughout the 1970’s. The greatest demand will be for those with Ph. D, degrees, but there will be many positions for chemists with the master’s degree, especially in 2-year colleges. (See statement on College and University Teachers.) In addition to those needed to fill new positions, many chemists also will be needed each year to replace those who retire, die, or transfer to other occupations. These losses to the pro fession will average approximately 4,200 annually. Along with the expected growth in demand for chemists, a steady in crease is expected in the number of chemistry graduates. If their numbers continue to represent the same pro portion of all college graduates as in recent years, the numbers seeking em ployment in the profession will rise rapidly throughout the 1970’s. Never theless, the demand for chemists is expected to be greater than the num ber of new graduates who will be available for employment. Thus, al though there may be some competi tion for the better paying entry positions, new chemistry graduates should continue to have very favor able employment opportunities in the profession. New graduates will also find openings in high school teaching, provided they have completed the professional education courses and other requirements for a State teach ing certificate. However, they are usually regarded as teachers rather than as chemists. (See statement on Secondary School Teachers else where in the Handbook.) Earnings and Working Conditions Inexperienced chemistry graduates with a bachelor’s degree had an aver age (median) starting salary of about $7,500 a year in private industry in 1966, according to a survey conducted by the American Chemical Society. Inexperienced graduates with the master’s degree averaged about $8,900 a year and those with the Ph. D. degree, about $12,500. NATURAL SCIENCES In academic institutions, the aver age (median) annual starting salary for the few entrants with the bache lor’s degree and no experience was about $5,600, according to the Amer ican Chemical Society. The average salary for inexperienced graduates with the master’s degree was about $7,200, and for those with the Ph. D. degree, $10,000. Many experienced chemists in educational institutions supplement their regular salaries with income from consulting, lecturing, and writing books. In Federal Government positions in early 1967, the annual starting sal ary for inexperienced chemists with the bachelor’s degree was either $6,387 or $7,729, depending on the individual’s college record. Beginning chemists with 1 year of graduate study could start at $7,729 and those with 2 years of graduate study at $9,001. Chemists with the Ph. D. de gree could start at $10,481 or $11,306. The average (median) annual salary for all chemists was $12,000 in 1966, according to the National Sci ence Foundation’s National Register of Scientific and Technical Person nel. Only 10 percent of all chemists earned less than $7,800 a year, and about 10 percent earned $19,000 or more. Chemists spend most of their time working in modem, well-equipped, well-lighted laboratories, offices, or classrooms. Chemists work with chemicals that can be dangerous if handled carelessly. However, when safety regulations are followed, health hazards are negligible. BIOCHEMISTS (D.O.T. 041.081) Nature of Work The biochemist plays an important role in modern science’s research for the basis of life and the factors that sustain life. His professional interests range from what determines heredity to how living things react to space travel. Biochemists study the chemical composition of living organisms. They identify and analyze the chemi cal processes related to biological functions, such as muscular contrac tion, reproduction, and metabolism. Biochemists investigate the effects on organisms of such chemical sub stances as foods, hormones, and drugs. 145 They study the chemical changes in living tissue caused by genetic and environmental factors. Biochemists work with a wide va riety of substances, ranging from very small molecules to giant macromole cules. They study such chemical com pounds as minerals, sugars, amino acids, proteins, polysaccharides, nu cleic acids, fats, and steriods. Bio chemists deal with problems in ge netics, enzymology, hormone action, bioenergetics, and the phenomena of biochemical control. Studies in all of these areas with all of these kinds of compounds can be directed toward many fields. Foremost among the areas of ap plication of biochemistry are the fields of medicine, nutrition, and ag riculture. In the medical field, bio chemists may investigate the causes and cures of disease or develop diag- Where To Go for More Information American Chemical Society, 1155 16th St. NW., Washington, D .C .20036. Manufacturing Chemists’ Association, Inc. 1825 Connecticut Ave. NW., Wash ington, D.C. 20009. For additional sources of informa tion, see also statements on Biochem ists, Chemical Engineers, and Indus-' trial Chemical Industry. Biochemist constructs molecular model. 146 nostic procedures. In the nutritional field, they may identify the nutrients necessary for the maintenance of good health and the effects of specific deficiencies on various kinds of per formance, including the ability to learn. In agriculture, biochemists in vestigate soils, fertilizers, and plants, undertaking studies to discover more efficient methods of crop cultivation, storage, and utilization, and the de sign and use of pest-control agents. Biochemists apply the principles and procedures of chemical and phys ical analysis to their research prob lems. They use a variety of scientific instruments and devices, including electron microscopes and radioactive isotope counters, and devise new in struments and analytical techniques as needed. Biochemists usually report the results of their research in scien tific journals and sometimes lecture before scientific groups. The greatest number of biochem ists—2 out of every 3—are engaged in research. The emphasis is on basic research designed to increase scien tific knowledge. The small group of biochemists working in applied re search use the discoveries of basic re search to solve practical problems or develop a useful product. For ex ample, through basic research, bio chemists discover how a living or ganism forms a hormone. This knowledge is put to use by synthesiz ing the hormone in the laboratory and then producing it on a mass scale to enrich hormone-deficient orga nisms. The distinction between basic and applied research, however, is often one of degree, and it is there fore not unusual for biochemists to be proficient in both types of work. Some biochemists teach in colleges and universities, often combining re search with teaching. Others are engaged in production or testing ac tivities; still others work as con sultants. OCCUPATIONAL OUTLOOK HANDBOOK in early 1967; about 15 percent were women. Biochemists were employed in both large and small cities, and in all States. About half of all biochemists were employed by colleges and universities in early 1967. Many of these scientists worked in university-operated labo ratories and hospitals where they spent their time in teaching and re search. Another 1,500 biochemists worked for nonprofit organizations, such as research institutes and hos pitals. Private industry employed several thousand biochemists. The largest group of these worked in manufac turing industries—primarily the chemicals and food industries. With in the chemicals industry, many bio chemists were employed by manufac turers of drugs, insecticides, and cos metics. A number of biochemists worked for private consulting firms. More than 1,500 biochemists worked for Federal, State, and local government agencies. Most of these scientists were employed by the Fed eral Government, chiefly by the Na tional Institutes of Health and the Food and Drug Administration of the U.S. Department of Health, Educa tion, and Welfare; the Agricultural Research Service and regional re search laboratories of the U.S. De partment of Agriculture; and the Veterans Administration. Training, Other Qualifications, and Advancement The minimum educational re quirement for beginning positions in biochemistry is the bachelor’s degree with a major in biochemistry or chemistry, or with a major in biology and a minor in chemistry. For most entrance positions in research and teaching, graduate training in bio chemistry is required. Graduate work is also needed for advancement to most high-level positions in all types of work. Where Employed Although relatively few schools Approximately 10,500 biochemists award the bachelor’s degree in bio were employed in the United States chemistry, training in chemistry is offered in more than 900 colleges and universities throughout the country. Important undergraduate courses for the prospective biochemist are physi cal, analytical, organic, and inorganic chemistry; general biology; mathe matics; and physics. Graduate degrees in biochemistry are offered by over 50 colleges and universities. For entrance into a grad uate program in biochemistry, schools usually require the student to have a bachelor’s degree in biochemistry, chemistry, or biology. However, stu dents with the bachelor’s degree in another basic science are usually ad mitted if they have had several un dergraduate courses in chemistry. In graduate school, the student builds upon the basic knowledge ob tained in the undergraduate curricu lum. He takes advanced courses and may conduct research in many areas of biochemistry. In the course of completing work for the doctoral degree, he frequently becomes a spe cialist in a particular field of bio chemistry by doing intensive research and writing a thesis. Some graduate schools with exten sive research facilities or a staff highly accomplished in a special field have gained a reputation for training students in that particular field of biochemistry. For example, the col leges affiliated with a medical school or hospital often have the facilities and equipment available for studying the biochemistry of disease. A student who desires to specialize in a particu lar field of biochemistry should, therefore, investigate the specialties of the various schools and choose his college carefully. New graduates with the bachelor’s degree usually begin work in industry or government as research assistants in positions involving testing and analysis. In the drug manufacturing industry, for example, research assist ants may analyze the ingredients of a product to verify and maintain its purity or quality. Some graduate stu dents become research or teaching assistants in colleges and universities. Beginning biochemists with ad vanced degrees usually qualify for 147 NATURAL .SCIENCES teaching and research positions. With experience, some biochemists with the Ph. D. degree advance to highlevel administrative positions and supervise research programs. Other highly qualified biochemists, who prefer to devote their time to re search, often become leaders in a par ticular field of biochemistry. Employment Outlook The employment outlook is likely to be very good for biochemists for the remainder of the 1960’s and throughout the 1970’s. Biochemists with the Ph. D. degree will be in spe cial demand. Their services will be required to conduct independent re search and to teach in colleges and universities. Employment opportunities will stem mainly from the very rapid growth expected in this field. Several hundred positions, however, will have to be filled each year to replace work ers who transfer to other fields of work, retire, or die. The major factor underlying the anticipated growth is the continued increase in expendi tures for research and development in the life sciences. Such expendi tures, which have risen rapidly in re cent years, are expected to continue to rise, although at a slower rate. The greatest growth in employ ment of biochemists is expected in hospitals, medical clinics, and other places where medical research is con ducted. Growth in this area will re sult chiefly from the expansion of research on such health problems as cancer, heart disease, muscular dys trophy, and mental illness. Biochem istry also is becoming important in other fields, such as oceanography and environmental health (pollu tion) . Private industry and the Federal Government are also expected to ab sorb a growing number of workers in the field of biochemistry. Stimulating this employment growth will be the more stringent standards that have been established by the Congress and 262-057 0 - 68- 11 Federal regulatory agencies for re search on, and testing of, new drugs, chemicals, and processing methods before their use in medicine and agriculture. Growing college enrollments, espe cially of students majoring in chem istry and related fields, will strengthen the demand for biochem ists qualified to teach in colleges and universities. Although biochemistry is a rela tively small profession and job open ings will not be numerous in any one year, the number of graduates with degrees in this science is also fairly small and is expected to remain so. Thus, for biochemistry graduates— women as well as men—the employ ment outlook should continue to be favorable. Earnings Starting salaries paid to biochem ists employed by colleges and univer sities are comparable to those for other professional faculty members. Biochemists in educational institu tions often supplement their income by engaging in outside research or consulting work. In private industry in 1966, the average annual starting salary of bio chemists with the bachelor’s degree was about $7,500, according to the limited information available. Start ing salaries for biochemists with the master’s degree averaged about $1,400 more a year than for those with the bachelor’s degree. Annual starting salaries of biochemists with the Ph.D. degree ranged from $7,000 to $12,500, depending on their spe cialty and research experience in graduate school. In the Federal Government in early 1967, beginning biochemists with the bachelor’s degree could start at $6,387 or $7,729 a year, depending on their college records. Biochemists with the master’s degree could start at $7,729 or $9,001, and those with the Ph.D. degree at $10,481 or $11,306. Where To Go for More Information American Society of Biological Chem ists, 9650 Rockville Pike, Bethesda, Md. 20014. PHYSICISTS (D.O.T. 023.081 and .088) Nature of Work The flight ‘of astronauts through space, the probing of the oceans’ depths, or even the safety of the fam ily car depend in numerous ways on research performed by physicists. By determining basic laws governing such factors as density, pressure, gravity, acceleration, and friction, and by their interrelationships, prob lems under various conditions can be anticipated and overcome. Physicists observe and analyze the various forms of energy, the structure of matter, and the relationship be tween matter and energy. From their research, physicists develop theories and discover fundamental laws that describe the behavior of the forces at work within the universe. Their stud ies have continued to broaden man’s understanding of the physical world and have enabled him to make in creasing use of natural resources. Physicists have made valuable con tributions to scientific progress in re cent years in such areas as nuclear energy, electronics, communications, and aerospace. About 1 Out of every 2 physicists is engaged in research and develop ment. Many conduct basic research, designed to increase scientific knowl edge with only secondary regard to its practical applications. Some of these, called theoretical physicists, at tempt to describe the interactions between matter and energy in mathe matical terms. Others, called experi mental physicists, make careful sys tematic observations and perform experiments to identify and measure these interactions. For example, they try to identify and measure the life- 148 OCCUPATIONAL OUTLOOK HANDBOOK mechanics, thermal phenomena, high energy physics, optics, acoustics, electromagnetism, electronics, atomic and molecular physics, nuclear phys ics, physics of fluids, solid-state physics, or classical theoretical phys ics. They may concentrate in a sub division of one of these branches. For example, within solid-state physics they may specialize in ceramics, crystallography, or semiconductors, among others. In addition, emerging knowledge continually opens new areas of research. For example, the development of lasers and masers had led to new experimentation in optics, and other fields. However, since all physics specialties rest on the same fundamental principles, the physicist’s work often overlaps a number of specialties. Physicists often apply the theories and methodology of their science to problems originating in other sciences, including astronomy, biology, chem istry, and geology. Growing numbers of scientists have become specialists in fields that combine the knowledge of physics and a related science. Thus, a number of specialties have devel oped on the borderline between physics and other fields—astrophysics, biophysics, chemical physics, and geophysics. (Information on these oc cupations is contained elsewhere in Research physicist constructs 3-dimensional model. the Handbook.) Furthermore, the practical applications of physicists’ time of tiny particles of matter which ample, the work of physicists special work have increasingly merged with may exist within the nucleus of the izing in solid-state physics led to the engineering. atom. Experimental physicists use ap development of transistors and microparatus such as particle accelerators, circuits, now used in place of vacuum X-ray spectrometers, microwave de tubes in many types of electronic Where Employed vices, lasers, and phase and electron equipment ranging from hearing aids Approximately 44,000 physicists microscopes. When their research re to guidance systems for missiles. Many physicists teach in colleges were employed in the United States quires new kinds of instruments, they may design them. The difference be and universities, often combining re in early 1967. About 18,000 were em tween theoretical and experimental search with teaching. Some are en ployed by private industry. More than physicists is often merely one of em gaged in management and adminis one-fifth of this group were em phasis. Some members of the pro tration, especially of research and ployed in the electrical equipment in fession are skilled in both types of development programs. Others work industry. Other industries using rela work. in activities related to the production tively large numbers of physicists A large number of physicists who of industrial products such as inspec included the ordnance, chemicals, are engineering-oriented engage in tion and quality control. Some uni aerospace, and instruments industries applied research. They use the knowl versity physicists do part-time con and independent commercial labora tories and research institutes. Sig edge gained from basic research to sulting work. Most physicists specialize in one or nificant numbers also were employed solve practical problems or to create new or improved products. For ex more branches of the science— by the machinery and engineering NATURAL SCIENCES and architectural services industries. In early 1967, colleges and univer sities employed more than 18,000 teaching and research physicists, a large number of whom combined both activities. Federal Government agencies employed large numbers of physicists—approximately 6,000 in early 1967—mainly in the Depart ment of Defense, the National Bu reau of Standards, and the National Aeronautics and Space Administra tion. Another 1,500 physicists were employed by nonprofit organizations. Physicists were employed in all States. However, their employment was greatest in those areas having in dustrial concentrations and large col leges and universities. More than onefourth of the physicists were employed in four metropolitan areas—Boston, Washington, D.C., Los AngelesLong Beach, and New York. Nearly one-half of the total were employed in the five States of California, New York, Massachusetts, Pennsylvania, and New Jersey. Relatively few physicists are women—only about 3 percent, ac cording to the National Science Foundation’s National Register of Scientific and Technical Personnel. Training, Other Qualifications, and Advancement A bachelor’s degree with a major in physics is generally the minimum entrance requirement for young peo ple seeking careers as physicists. Graduate training is required for many entry positions and is helpful for advancement in all areas of work. A doctor’s degree usually is re quired for full faculty status at col leges and universities. It is usually needed for employment in positions involving responsibility for research and development with any type of employer. Physicists with master’s degrees qualify for many research jobs in private industry, educational institu tions, and government. Some also ob tain positions as instructors in colleges and universities. Usually, graduate 149 stem primarily from the very rapid growth expected in this field. A small number of positions also will result from the need to replace physicists who transfer to other fields of work, retire, or die. As in recent years, there probably will be a particular demand for phys icists with advanced degrees to teach in colleges and universities. Among the factors contributing to the de mand for physics teachers is the grow ing need for physics training in other sciences and engineering programs. Competition for well-qualified phys icists has been, and probably will con tinue, creating difficulties in the re cruitment of sufficient numbers of well-qualified university teachers. Physics teachers, who may be less highly trained, also will be needed in secondary education, as schools be come increasingly more aware of the value of general knowledge of the physical world. Physicists also will be required in substantial numbers to perform highly complex and demanding research and development work. Expenditures for research and development, which have increased rapidly in recent years, will probably continue to rise, al though somewhat more slowly than in the past. Research organizations, whether those of government, univer sities, or industry, have considerable difficulty in satisfying their require ments for physicists with advanced degrees. Their future need for such physicists will probably continue at a very favorable level. students working toward a doctor’s degree are assigned to teach ele mentary college courses, conduct laboratory sessions, or assist senior faculty members on research projects. Physicists with bachelor’s degrees qualify for a variety of jobs in applied research and development work in private industry or the Federal Gov ernment. Some become research as sistants in colleges and universities while working toward advanced de grees. Many persons with a bachelor’s degree in the science do not work as physicists but go into nontechnical work, other sciences, or engineering. Training leading to the bachelor’s degree in physics was offered by more than 700 colleges and universities in 1966. In addition, many engineering schools offered a physics major as part of the general curriculum. The under graduate program in physics provides a broad background in the science, which serves as a base for later spe cialization either in graduate school or on the job. A few of the physics courses typically offered in an under graduate program are mechanics, electricity and magnetism, optics, thermodynamics, and atomic and molecular physics. In addition, courses in chemistry and mathe matics are required. In 1966, the Ph. D. degree in physics was offered by approximately 150 colleges and universities. An ad ditional 120 institutions offered grad uate work in physics up to the mas ter’s degree level only. In graduate school, the student, with faculty guidance, usually works in a specific field. In 1965, the two fields of study engaging the most graduate students Earnings and Working Conditions were solid-state physics, and nuclear Starting salaries for physicists with and high energy physics. The gradu ate student spends a large portion of bachelor’s degrees were usually be his time in research, especially the tween $7,500 and $8,000 a year in pri vate industry in 1966, according to candidate for the Ph. D. degree. the limited information available. Physicists with master’s degrees re ceived starting salaries about $1,000 Employment Outlook to $2,000 higher than those with Employment opportunities for bachelor’s degrees. Depending on physicists will continue to be excellent specialty and experience, graduates through the remainder of the 1960’s with Ph. D. degrees generally received and in the 1970’s. Opportunities will entrance salaries around $12,000 to 150 $14,000 annually, although some were paid considerably less. In the Federal Government in early 1967, physicists with the bach elor’s degree and no experience could start at either $6,387 or $7,729 a year, depending on their college rec ords. Beginning physicists who had completed all the requirements for the master’s degree could start at $7,729 or $9,001. Physicists with the Ph. D. degree could begin at $10,481 or $11,306. Starting salaries for physicists with the Ph. D. degree on college and uni versity faculties ranged from $7,000 to $9,500 for the 1965-66 academic year. (For further information, see statement on College and University Teachers.) Many faculty physicists supplement their regular incomes and satisfy their professional interests through consulting work and special research projects. The average (median) annual salary for physicists was $12,500 in 1966, according to the National Sci ence Foundation’s Register of Scien tific and Technical Personnel. Only 10 percent earned less than $7,800 a year, and about 10 percent earned $20,000 or more. Where To Go for More Information American Institute of Physics, 335 East 45th St., New York, N.Y. 10017. ASTRONOMERS (D.O.T. 021.088) Nature of Work Astronomy often is considered the most theoretical of all sciences, al though it has many practical appli cations. Astronomers study all the celestial bodies in the universe. They collect and analyze data on the sun, moon, planets, and stars and attempt to determine sizes, shapes, surface temperatures, chemical composition, Digitized and for FRASER motions of these bodies and of OCCUPATIONAL OUTLOOK HANDBOOK the gases and dust between them. They compute the positions of the planets; calculate the orbits of comets, asteroids, and artificial satellites; and make statistical studies of stars and galaxies. Astronomers also study the size and shape of the earth and the properties of its upper atmosphere. Astronomical observations are valu able to navigation and the accurate measurement of time. In making detailed observations of the heavens, astronomers use complex photographic techniques, light-meas uring instruments, and other optical devices. The telescope is the major instrument used for observation. De vices for making specialized observa tions are usually attached to the telescope. Although most observations are made by means of telescopes per manently mounted in observatories, astronomers are gathering informa tion increasingly by means of rockets and earth satellites containing various measuring devices. In processing and analyzing the vast amounts of data derived from their observations, as tronomers often use electronic computers. Astronomers usually specialize in one of the many branches of the sci ence. In astrophysics, they apply physical laws to stellar atmospheres and interiors. Some astronomers work in the field of celestial mechanics, one of the oldest fields of astronomy but one that has recently acquired new importance because it deals, in part, with the motions of objects in the solar system, and hence has a particu lar application in the calculation of the orbits of spacecraft and artificial earth satellites and the paths of bal listic missiles. Radio astronomy is the study, by means of radio telescopes of extraordinary sensitivity, of the source and nature of celestial radio waves. Among the other specialties are astrometry (measurement of an gular positions and movements of celestial bodies); photoelectric and photographic photometry (measure ment of the intensity of light); spec troscopy of astronomical sources (wave length analyses of radiation from celestial bodies); and statistical astronomy (statistical study of large numbers of celestial objects, such as stars, to determine their average properties). Most astronomers are engaged in teaching, research, or a combination of the two functions. In colleges and universities not having separate de partments of astronomy or having only small enrollments in the subject, astronomers may teach courses in mathematics or physics as well as as tronomy. Other members of the pro fession are engaged in a variety of activities, including the development and design of astronomical instru ments, administration, and consulting in areas to which astronomy is applied. Where Employed Astronomy is one of the smallest of the science fields; in early 1967, the total number of astronomers in the United States was estimated to be about 1,100. Approximately two-fifths of all astronomers were employed by colleges and universities. Many of these worked in university-operated observatories, where they usually de NATURAL SCIENCES voted most of their time to research, working alone or in cooperation with other astronomers. A number of other astronomers worked for observatories financed by nonprofit organizations. The Federal Government employed several hundred astronomers in 1967. The major Government agencies employing astronomers were the Na tional Aeronautics and Space Admin istration, the U.S. Naval Observatory, and the U.S. Naval Research Laboratory. A growing number of astronomers were employed in private industry, mostly by firms in the aircraft, mis sile, and spacecraft field. A few as tronomers worked for museums and planetariums. Training, Other Qualifications, and Advancement Young people seeking professional careers in astronomy should obtain an advanced degree—preferably the Ph. D. The doctorate usually is required for high-level positions in teaching and research and is important for other types of work in this field. Al though the bachelor’s degree is ade quate preparation for some entry jobs, astronomers without graduate work usually find that opportunities for promotion are limited. Undergraduate curriculums lead ing to the bachelor’s degree in astron omy are offered by relatively few schools. In 1966, only about 45 col leges and universities offered such a degree. The undergraduate work of the prospective astronomer is weighted heavily with courses in physics and mathematics. Courses in chemistry, statistics, and electronics are useful also. A few of the courses often taken by astronomy undergrad uates are optics, spectroscopy, atomic physics, calculus, differential equa tions, solar and stellar systems, intro ductory astrophysics, and astronomi cal techniques and instruments. The prospective astronomer is not necessarily handicapped if the college he has selected for his undergraduate study does not offer a major in astron omy. Well-qualified students with bachelor’s degrees in physics or mathematics with a physics minor usually are able to enter and pursue graduate programs in astronomy without difficulty. Programs leading to the doctorate in astronomy are available at about 35 institutions located in various sec tions of the country. The academic work of the graduate student consists primarily of advanced courses in as tronomy, physics, and mathematics. A few of the astronomy courses typ ically offered in graduate schools are celestial mechanics, galactic struc ture, radio astronomy, stellar atmos pheres and interiors, theoretical as trophysics, and binary and variable stars. Some schools require that grad uate students spend several months in residence at an observatory. In most institutions, the program of work leading to the doctorate is flexible and allows the student to take the courses which will be of most value to him in his astronomical specialty or par ticular area of interest. New graduates with bachelor’s or master’s degrees in astronomy usually begin as assistants in observatories, planetariums, large departments of astronomy in colleges and universi ties, Government agencies, or indus try. Some persons, with only the bach elor’s degree, work as research assist ants while studying toward advanced degrees; others, particularly those in Government employment, receive onthe-job training in the application of astronomical principles. New grad uates with the doctorate can usually qualify for college teaching positions and for research positions in educa tional institutions, Government, and industry. Employment Outlook 151 search and technical assistants. As in the past, however, the higher level professional positions in astronomy will be filled mainly by persons with the doctorate. The outlook is for very rapid growth of this small profession, dur ing the late 1960’s and throughout the 1970’s. However, because astronomy is a small profession, the number of job openings in any one year will not be large. On the other hand, because relatively few college students are ex pected to receive advanced degrees in astronomy each year, the young men and women who do obtain these degrees should have excellent em ployment opportunities. Among the factors underlying the expected increase in demand for as tronomers is the progress of the space age—the age of rockets, missiles, man made earth satellites, and space ex ploration. Astronomers will be needed to analyze the data collected by rockets and spacecraft. They also will be needed to plan and give direction to the astronomical observations that can only be carried out by means of equipment placed in space vehicles. Increased research activities in as tronomy by educational institutions, Government, and industry are ex pected to add to the demand for astronomers. In recent years, the growth of Federal Government-spon sored research, in the form of grants to educational institutions and ob servatories (for astronomical research and for new buildings, observatories, and equipment), has opened many new positions for astronomers. The most favorable opportunities for women astronomers will be in re search positions in Government agen cies and in the larger observatories. Educational institutions also are ex pected to offer some employment op portunities for women astronomers. Employment opportunities for as tronomers with the Ph. D. degree are Earnings and Working Conditions expected to be excellent through the In early 1967, beginning astron 1970’s. Well-qualified persons with only bachelor’s or master’s degrees omers with the Ph. D. degree were in astronomy also will have good em eligible to enter Federal Government ployment prospects, primarily as re service at a salary of $10,481 or 152 $11,306 a year, depending on their college record. Astronomers with the bachelor’s degree could start at $6,387 or $7,729 a year; those with a bach elor’s degree and some graduate study could begin at $7,729 or $9,001. Average starting salaries for an academic year for instructors of astronomy in colleges and universi ties ranged from about $7,000 to $9,500 in 1967, according to the lim ited data available. As the astronomer advances to higher level teaching positions, his earnings increase sig nificantly. Some full professors earn over $20,000 a year. Astronomers in OCCUPATIONAL OUTLOOK HANDBOOK educational institutions often earn extra income by writing books and articles, lecturing, or consulting. Some astronomers spend much time in nightwork, making visual photographic or photoelectric obser vations. Others make observations only 4 or 5 nights each month, or even only a few nights a year, and devote the remainder of the time to studying and analyzing photographic plates, photoelectric tracings, and other ma terial during usual daytime working hours. Observational work at a tele scope involves exposure to the outside air through the open dome of the observatory, sometimes on cold winter nights. In general, however, the phys ical requirements of astronomical work can be met by a reasonably healthy person. Where To Go for More Information The American Astronomical Society, 211 FitzRandolph Rd., Princeton, N.J. 08540. Interagency Board of U.S. Civil Serv ice Examiners for Washington, D.C., 1900 E St. N W , Washington, D.C. 20415. THE PERFORMING ARTS The performing arts include music, acting, singing, and the dance. In these fields, the number of first-rate artists seeking employment is gen erally much larger than the number of full-time employment positions available. As a result, many perform ers supplement their incomes by teaching, and others work much of the time in different types of occupa tions. The difficulty of earning a living as a performer is one of the facts young people should bear in mind in considering an artistic career. They should consider, therefore, the possi ble advantages of making their art a hobby rather than a profession. Aspiring young artists must usually spend many years in intensive train ing and practice before they are ready for public performances. A person needs not only great natural talent but also determination, a willingness to work long and hard, and an over whelming interest in his chosen field. The statements which follow this introduction give detailed informa tion on the musician, singer, actor, and dancer as performing artists and in related work. ACTORS AND ACTRESSES (D.O.T. 150.028 and .048) Nature of Work Making a character come to life before an audience is a job which has great glamour and fascination. It is also hard and demanding work that requires special talent and involves many difficulties and uncertainties. Only a few of the approximately 15,000 actors and actresses in the United States in 1966, have achieved recognition as stars—on the stage, in motion pictures, or on television or radio. A somewhat larger number are well-known, experienced performers, who are frequently cast in supporting roles. The great majority, however, are struggling for a toehold in the profession, and are glad to pick up small parts whenever and wherever they can. New actors generally start in “bit” parts, where they have only a few lines to speak. If successful, they may progress to larger supporting roles, of which there are several in most stage and screen productions. The actors who have minor parts in stage productions may also serve as under studies for the principals. If a leading player misses a performance, the un derstudy has a chance to demon strate, and attract attention to, his acting ability. Actors who prepare for roles either on the stage or in the movies spend many hours in rehearsal. They also must memorize their lines and know their cues. Radio actors typically read their parts. They have to be especially skilled in expressing character and emotion through the voice, since this is their sole means of creating an im personation for their audience. Besides the actors with speaking parts, “extras,” who have no lines to deliver, are used in almost every motion picture and many television shows. In spectacular productions, a large number of extras take part in crowd scenes. Some actors find jobs as dramatic coaches or become directors of stage, television, radio, or motion picture productions. A few teach in schools of acting or in the drama depart ments of colleges and universities. television, are probably the largest fields of employment for actors, al though some are employed by “live” television and radio. In the winter, most employment opportunities on the stage are in New York. In the summer months, stock companies in suburban and resort areas throughout the Nation provide many opportunities for employment. In addition, many cities now have community or “little” theaters, which provide opportunities for local talent as well as for professional actors and actresses from New York and other centers. Plays that go “on the road,” moving from city to city, are normally produced in New York with casts selected there. Although employment opportuni ties in motion pictures and film tele vision are centered in Hollywood, a few studios are in Long Island, N.Y., Miami, Fla., and other parts of the country. In addition, many films are shot on location, providing employ ment for “extras” who live in the area. In live television and radio, most opportunities for actors are at the headquarters of the main net works—in New York, Los Angeles, and, to a lesser extent, Chicago. A few local television and radio stations occasionally employ actors. Training and Other Qualifications Since an actor learns mostly through practice, young people aspiring to acting careers should get as much acting experience as possible by taking part in high school and col lege plays, or working with little theaters and other acting groups in their home towns. Formal training in acting may also be helpful. Such training can be ob tained at special schools of the dra matic arts, located chiefly in New York. The dramatic arts are also taught in about 500 colleges and uni versities. A college degree is becoming increasingly necessary for an acting Where Employed career. Because college drama curStage plays and motion pictures, riculums usually include courses in including films made especially for liberal arts, speech, pantomime, play 153 154 production, and the history of the drama, as well as practical courses in acting, the actor develops an appre ciation of the great plays, old and new, and a greater understanding of the roles he may be called on to play. Graduate degrees in the fine arts or in drama are necessary for college teaching positions. Outstanding talent for acting and great interest and determination are essential for success in the theater. Ability to memorize, a good speaking voice, good health, and the physical stamina to work long hours are nec essary. Ability to sing and dance is also an asset for those who seek an acting career. In all media, whether the stage, motion pictures, radio, or television, the best way to start is to make use of local opportunities and to build on the basis of such experience. Many actors who are successful in local dra matic productions eventually try to appear on the New York stage. In experienced actors usually find it extremely difficult to obtain employ ment in New York or Hollywood. The motion picture field is an espe OCCUPATIONAL OUTLOOK HANDBOOK cially difficult one to enter, and em ployment is often a result of previous experience on the Broadway stage. To become a movie extra, one must usually be listed by Central Casting, a no-fee agency which works with the Screen Extras Guild and supplies all extras to the major movie studios in Hollywood. Applicants are accepted only when the number of people of a particular type on the list—for ex ample, athletic young men, old ladies, or small children—is below the fore seeable need. In recent years, only a very small proportion of the total number of applicants have succeeded in being listed. Extras have very little, if any, opportunity to advance to speaking roles in the movies. The length of an actor’s working life depends largely on his skill and versatility. Great actors and actresses can go on almost indefinitely. On the other hand, for many members of the profession, employment opportunities become increasingly limited during and past middle age. This is especially true of those who become typed in romantic, youthful roles. Employment Outlook The overcrowding which has ex isted in the acting field for many years is expected to persist. In the legiti mate theater and also in motion pic tures and radio and television, job applicants outnumber by many times the jobs available. Moreover, many actors are employed in their profes sion for only a small part of the year. Because of the development of motion pictures, radio, and TV, em ployment opportunities for actors in the theater have been reduced greatly. The recent growth of summer stock companies has somewhat increased the employment of actors in the sum mer months. Although a motion picture produc tion may use a very large number of actors, they are employed only while the picture is being filmed; and the films are widely distributed and may be used for years. Radio uses few ac tors. The number of filmed TV dra mas and commercials using actors is increasing, but not enough to offset the decline in the other media. More PE'RFORMLNIG ARTS over, television stations often broad cast “taped” dramas rather than live productions, and, like motion picture films, these tapes may be widely dis tributed and used for a long time. Taped TV plays give employment to actors for only one performance, whereas live dramas may give em ployment for several performances. One possibility for future growth in the legitimate theater lies in the establishment of year-round profes sional acting companies in more cities. The number of communities with such acting groups is growing. Fur ther increases are likely also in the employment of actors on television. In the acting field as a whole, how ever, employment opportunities are expected to change little through the 1970’s. The number of new entrants to the profession is expected to out number employment opportunities that become available. Even highly talented young people are likely to face stiff competition and economic difficulties in the profession. Earnings and Working Conditions Actors and actresses employed in the legitimate theater belong to the Actors’ Equity Association. If em ployed in motion pictures, including television films, they belong to the Screen Actors Guild, Inc., or to the Screen Extras Guild, Inc. If em ployed in television or radio, they belong to the American Federation of Television and Radio Artists. These unions and the show producers sign basic collective bargaining agree ments which set minimum salaries, hours of work, and other conditions of employment. In addition, each actor enters into a separate contract which may provide for higher salaries than those specified in the basic agreement. The minimum weekly salary for actors in Broadway Productions was $130 in mid-1967. Those appearing in small “off-Broadway” theaters had considerably lower earnings. For shows On the road, the minimum rate was $167.50 a week. For rehearsal time, it was $130 a week in Broadway shows and much lower in small “offBroadway” theaters. All minimum salaries are adjusted upward accord ing to increases in the cost of living as reflected in the Bureau of Labor Statistics Consumer Price Index. Motion picture actors and actresses had a minimum daily rate of about $100 in early 1967. For extras, the minimum rate was about $30 a day. Actors on network television received a minimum program fee of $165 for a single half-hour program and 10 hours of rehearsal time; actors on radio received $49.60 for a half-hour performance, including 1 rehearsal hour. To encourage more stable em ployment on radio and TV, minimum guarantees for those actors with con tracts for a series of programs are sometimes discounted below the single program guaranteed fee. In all fields, many well-known actors and actresses have salary rates above the minimums. The salaries of the few top stars are many times the figures cited. On the other hand, be cause of the frequent periods of un employment characteristic of this profession, annual earnings may be low for many of the lesser known performers. Eight performances amount to a week’s work on the legitimate stage, and any additional performances are paid for as overtime. The basic work week after the opening of a show is 36 hours, including limited time for rehearsals. Prior to the opening, how ever, the workweek is usually longer to allow enough time for rehearsals. Evening work is, of course, a regular part of a stage actor’s life. Rehearsals may be held late at night and over weekends and holidays. Traveling over the weekend is often necessary when plays are on the road. Most actors are covered by a pen sion fund and a growing number have hospitalization insurance to which their employers contribute; but very few have paid vacations or sick leave. Most stage actors get little if any 155 unemployment compensation, since they seldom have enough employ ment in any State to meet the eligi bility requirements. Consequently, when a show closes, they often have to take any casual work obtainable while waiting for another role. DANCERS (D.O.T. 151.028 and .048) Nature of Work Dancing is an ancient and world wide art, having many different forms. Professional dancers may per form in classical ballet or modern dance, in dance adaptations for mu sical shows, in folk dances, or in tap and other popular kinds of dancing. In the classical ballet, movements are based on certain conventional or styled “positions,” and women dance “en pointe” (on the tips of their toes). In the modern dance, move ments are much more varied but are nonetheless carefully planned and executed to follow a pattern. In dance productions, the perform ers most often work together as a chorus. However, a group of selected dancers may do special numbers, and a very few top artists do solo work. M any dancers com bine teaching with their stage work or teach full time in schools of the dance or in colleges and universities. The few dancers who have become choreog raphers create new ballets or dance routines. Others are dance directors who train dancers in new produc tions. This statement does not include in structors of ballroom and other social dancing. Where Employed In 1967, there were approximately 24,000 dancers and dancing teachers in the United States. It is estimated that more than half of this number 156 were teachers employed at schools of the dance and in schools and col leges. Most of the other dancers were performers on the stage, screen, and television. A few teachers trained in dance therapy were employed by hos pitals to work in the treatment of mental disorders. About 80 percent of all dancers are women, but in some types of dance, particularly ballet and modern, women per formers constitute about one-half. Although dancing teachers are lo cated chiefly in large cities, many smaller cities and towns have schools of the dance. New York City is the hub for the majority of performing dancers; others are situated in Los Angeles, San Francisco, and Chicago. OCCUPATIONAL OUTLOOK HANDBOOK Training and Other Qualifications The traditional way of preparing for a dancing career is to begin serious training by age 12 or earlier. Girls wishing to become ballet danc ers should begin taking lessons at the age of 7. In either case, 2 or 3 years of prior preparation is needed before the young girl should start dancing “en pointe.” Professional training typically takes from 10 to 12 lessons a week for 11 or 12 months in the year and many additional hours of prac tice. The length of the training period depends on the student’s ability and physical development, but most danc ers have their professional audition by age 17 or 18. The selection of a professional dancing school is important for two reasons. First, the school must use ex pert judgment in setting the pace of training, since too early and too severe exercise can permanently damage the legs and feet. Second, the school’s connections with producers may help the students in obtaining employ ment. Because of the strenuous training program in the professional schools, the general education received by stu dents in these schools may not exceed the legal minimum. However, a danc er’s education should include such subjects as music, literature, and his tory to aid him in his interpretation of dramatic episodes and music. Nearly 150 colleges and universities confer bachelor’s degrees on students who have either majored in physical education and concentrated on the dance, majored in a dance program designed to prepare students to teach dance, or majored in a dance pro gram designed to prepare students as professional dance artists. Some of these schools also give graduate de grees. Labanotation, which is the method of writing dance routines, is one of the advanced courses taught, and is especially im portant to chore ographers. A college education is an advan tage in obtaining employment as a teacher of professional dancing or choreography. However, dancers who postpone their first audition for open ings in classical ballet until gradua tion may compete at a disadvantage with younger dancers. On the other hand, they can compete successfully for openings in modern dance per formances which do not require a proficiency in toe dancing. A teaching position in professional schools usually requires experience as a performer; in colleges and con servatories, graduate degrees are generally required, but often experi ence as a performer may be substi tuted. Maturity and a broad educa tional background are also important for teaching positions. PERFORMING ARTS Excellent health and unusual phys ical vitality are necessary for a danc ing career. Height and body build should not vary much from the aver age. Good feet and normal arches are required. These physical qualifica tions must be accompanied by a nat ural aptitude for dancing. For women dancers, employment in ballet companies is very difficult to obtain after the age of 30, except for outstanding stars. Women past 25 are rarely hired for Broadway shows unless they have already had experi ence in such productions. Men who are ballet dancers, and men and women who perform in modem dance productions, can usually con tinue somewhat longer. After the em ployable age as performers has passed, some dancers teach in col leges, or conservatories, or establish their own schools. The few who be come choreographers or dance di rectors can continue working as long as people in most other occupations. Employment Outlook Opportunities in this field will be limited both by the small number of full-time jobs available, and the large supply of experienced applicants seek ing full-time work. The supply of trained dancers has exceeded the de m and for m any years. The irregular employment experienced in this pro fession for many years may persist despite a few recent union-manage ment contracts aimed at guaranteeing some dancers full or near-full em ployment each year. Among the fac tors affecting demand are the decline in the total number of stage produc tions because of competition from motion pictures and television. Few stage shows run more than 26 weeks and many “fold” after the first week. On the other hand, the number of shows being produced is increasing, and there is a growing trend toward using professional dancers at indus trial exhibitions, such as auto shows. Also, some new professional dance companies are being developed around the country, and television will offer some additional employ ment opportunities. Civic and com munity dance groups are increasing in number, and opportunities for dancers will expand as these develop into professional groups. Nevertheless, employment opportunities for dance performers will remain limited, and most of the openings for dancers in the years ahead will stem from the need to replace those who leave the field. The employment o u t l o o k for dancers who have the personal and educational qualifications for teach ing will be much better than for those trained only as performers. The grow ing interest in the dance as one of the fine arts is contributing to the demand for teachers of dancing. The increase in college enrollments will be another factor which will tend to enlarge teaching opportunities. (See state ment on College and University Teachers.) Men dancers face less competition for employment than do women danc ers, since fewer men than women seek dancing as a career. Earnings and Working Conditions Dancers who perform profession ally are members of one of the unions affiliated with the Associated Actors and Artists of A m erica (A FL —CIO). The American Guild of Musical Artists, Inc., is the union to which dancers belong who perform in opera ballets, classical ballet, and the mod ern dance. Dancers who perform on television belong to the American Federation of Television and Radio Artists, and those who appear in musical comedies join Actors’ Equity Association. Dancers may also belong to other unions, depending upon the field in which they perform. (See statement on Singers and Singing Teachers.) Minimum salary rates, hours of work, and other conditions of employment are specified in basic agreements signed by the unions and the producers. In addition, the sep arate contract signed by each dancer with the producer of the show has to 157 be at least as favorable as the basic agreement regarding salary, hours of work, and working conditions. The minimum salary for dancers in ballet and other stage productions was $145 a week, as of mid-1967. The minimum rate for rehearsal time was $115 a week, except in small ballet companies which provide $100. for a rehearsal week. When a show goes on tour, salaries are increased, since dancers pay their own hotel bills. The employer pays the cost of first-class transportation. If a dancer signs a contract for a brief appear ance in a performance on television or a few days’ work in a movie the minimum rate is higher, relative to time worked. However, this differ ence is offset by the brevity of the engagement and the long period likely to be spent waiting for the next one. A few performers, of course, have much higher salaries. For prin cipals, choreographers, and stars, salaries in stage productions ranged from $200 to over $2,000 a week in 1967. Some dancers qualified to teach in schools of the ballet are able to combine this work with engagements as performers. A much greater num ber of dancer? have to supplement their incomes by other types of work. Salaries of teachers in the technical schools of the ballet vary with the location and prestige of the school. Dancers employed as teachers in col leges and universities are paid on the same basis as other faculty members. (See statement on College and Uni versity Teachers.) The normal workweek is 30 hours spent in rehearsals and matinee and evening performances. Extra com pensation is paid for hours worked outside the normal workweek. Most stage performances are, of course, in the evening, and rehearsals may re quire very long hours, often on week ends and holidays. When shows are on the road, traveling over the week end is often required. Dancers are entitled to some paid sick leave and various health and welfare benefits provided by their OCCUPATIONAL OUTLOOK HANDBOOK 158 unions, to which the employers dance band, or “jazz combo”—have own concerts and appearing as behind them many years of study and soloists with symphony orchestras. contribute. intensive practice. As a rule, musi Both classical and popular musicians cians specialize in either popular or often make recordings, either indi classical music; only a few play both vidually or as members of a group. Where To Go for More Information types professionally. A very high proportion of all Information on colleges and uni Musicians who specialize in popular musicians teach in the Nation’s versities and conservatories of music music usually play the trumpet, schools and colleges and are seldom, which give a major in the dance or trombone, clarinet, saxophone, or if ever, paid for performing. These some courses in the dance, and de one of the “rhythm” instruments— teachers may be members of the tails on the types of courses and other the piano, string bass, drums, or faculty of music schools or conserva pertinent information may be ob guitar. Dance bands play in night tories or of colleges which offer in tained from the Dance Directory, clubs, restaurants, and at special par struction in instrumental music. Some 1966 edition, compiled by the Ameri ties. The best known bands, jazz are music teachers in elementary or can Association for Health, Physical groups, and solo performers some secondary schools where they direct Education and Recreation, a division times give concerts and perform on vocal and instrumental music pro of the National Educational Associa television. grams, teach general classroom music tion, 1201 16th St. NW., Washington, Musicians specializing in classical appreciation, and give group instruc D.G. 20036. music play in opera and theater tion on an instrument. Private lessons Information on wages and work orchestras, symphony orchestras, and are given by many teachers employed ing conditions may be obtained for other kinds of performances re by school systems, and by performing from: quiring orchestral accompaniments. musicians, either in their own studios American Guild of Musical Artists, The instruments played by most of or in pupils’ homes. 1841 Broadway, New York, N.Y. these musicians are the strings, brass, A few musicians work in the field 10023. and wood winds. Some form small of music therapy in hospitals, and in groups—usually a string quartet or a music libraries. trio—to give concerts of chamber MUSICIANS AND music. MUSIC TEACHERS Where Employed Many pianists accompany vocal or (D.O.T. 152.048 and .028; 090.168; instrumental soloists or choral groups 091.168; and 092.228) or provide background music in res An estimated 162,000 musicians were employed in 1967. Most pro taurants or other places. Most orga fessional who perform work nists play in churches, often directing in large musicians Nature of Work cities, principally in New the choir. A very few exceptionally York, Chicago, and Los Angeles, Professional musicians—whether brilliant and well known musicians where the Nation’s entertainment ac they play in a symphony orchestra, become concert artists, giving their tivities are concentrated. Music teachers in elementary and secondary schools, as well as in colleges and uni versities, are employed all over the country. Moreover, just about every town and city has at least one private music teacher. Dance bands and civic orchestras are also located in many communities, although in the smaller towns, their members are usually only part-time musicians with other regu lar jobs. In addition to the people primarily employed as musicians or music teachers, thousands of qualified in strumentalists have other full-time jobs and only occasionally work as musicians. Most of these part-time musicians belong to dance bands, which are hired to play at private parties or for special occasions. PERFORMING ARTS Others, with a background in classical music, play occasionally in an orches tra, become conductors or composers, or do some part-time teaching. Training and Other Qualifications Most people who become profes sional musicians begin studying an instrument at an early age. To achieve a career as a performer or as a music teacher, young people need inten sive training—either through private study with an accomplished musician, in a college or university which has a strong music program, or in a con servatory of music. They need to ac quire not only great technical skill but also a thorough knowledge of music, and they must learn how to interpret music. Before a young per son can qualify for advanced study in a music conservatory or in a college or university school of music, it is frequently necessary to have an audi tion. Many of the teachers in these schools are accomplished artists who will train only promising young musicians. Many conservatories of music and college and university schools of music offer 4-year programs leading to a bachelor’s degree in music edu cation. Students who complete these programs can qualify for the State certificate required for elementary and secondary school positions. Con servatories and collegiate music schools also frequently award the de gree of bachelor of music to students who major in instrumental or vocal music. The 4-year program leading to either of these degrees provides not only training as a performer but also a broad background in musical his tory and theory, together with some liberal arts courses. Advanced degrees are usually required for college teach ing positions, but exceptions may be made for especially well-qualified artists. Musicians who play jazz and other popular music must have an under standing of and feeling for that style of music, but skill and training in classical styles may expand their em ployment opportunities. As a rule, when young, they take lessons with private teachers and then seize all opportunities, beginning while they are still in high school, to play in ama teur or professional performances. Some groups of young people form their own small dance bands. As they gain experience and become known, the players may have opportunities to audition for other local bands, and, still later, for the better known bands and orchestras. Employment Outlook As a field of employment, music performance has been overcrowded for many years, and it is expected to remain so through the 1970’s. Oppor tunities for concerts and recitals are not numerous enough to provide ade quate employment for all the pianists, violinists, and other instrumentalists qualified as concert artists. Competi tion is usually keen for positions which afford some stability of employment— for example, jobs with major or chestras and teaching positions in conservatories and colleges and uni versities. Because of the ease with which a musician can enter private music teaching, the number of music teachers has been and will probably continue to be more than sufficient to give instruction to all the young people seeking lessons. Although many opportunities for single and short-term engagements playing pop ular music in night clubs, theaters, and other places can be expected, the supply of qualified musicians seeking such jobs is likely to remain greater than the demand. On the other hand, a shortage of highly qualified church organists may persist in many com munities during the next few years; first-class, experienced accompanists and well trained, outstanding players of stringed instruments are likely to remain relatively scarce; and public school systems will probably continue to need more fully qualified music teachers and supervisors. 159 Employment opportunities for per formers are expected to increase slightly over the long run. Although the number of civic orchestras in smaller communities has been grow ing steadily, many of these orchestras provide only part-time employment for musicians who work chiefly as teachers or in other occupations. Moreover, the openings created by the establishment of these orchestras have been more than offset by the decline in opportunities in the theater, radio, motion pictures, and other places, which has resulted, in part, from the greatly increased use of re corded music. The employment outlook in music education for people who are quali fied as teachers as well as musicians is considerably better than for just performers. A great increase in the numbers of young people of high school and college age will take place through the 1970’s. Moreover, the number of schools with music pro grams is growing steadily, and interest in music as an avocation is also rising, as evidenced by the increasing sales of musical instruments. Thus, over the long run, an increase can be ex pected in the employment of elemen tary and secondary school music teachers and also in the teaching staffs of college and university music schools and conservatories of music. Earnings and Working Conditions The amount received for a per formance by either classical or popu lar musicians depends to a large extent on their professional reputa tions. Musicians who were members of 1 of the 26 major symphony or chestras in the United States in 1967 had an average annual salary of $6,900, according to the American Symphony Orchestras League, Inc. The average season was 37 weeks in 1967 although the New York and Boston symphonies had 52- and 50week seasons, respectively. Instrumen talists who were members of small ensembles reportedly received as much as $200 a concert. Those who 160 played in dance bands were paid from $60 to $300 a week in 1967, according to the limited information available. The salaries of public school music teachers are determined by the salary schedule adopted for all teachers. (See statements on Elementary and Secondary School Teachers.) How ever, they frequently supplement their earnings by giving private music les sons and taking church positions. Earnings from private teaching are very uncertain and vary according to the musician’s reputation, the number of teachers in the locality, the num ber of students desiring lessons, and the economic status of the community. Musicians who are performers cus tomarily work at night and on week ends. They must also spend consider able time in regular daily practice and in rehearsing new scores. Performers may have relatively long periods of unemployment be tween jobs and, thus, the overall level of their earnings is generally lower than that of many other occupations. Moreover, they do not usually work steadily for one employer. Consesequently, some performers cannot qualify for unemployment compensa tion, and few have either sick leave or vacations with pay. Most musicians who play profes sionally belong to the American Fed eration of Musicians (AFL-CIO). Concert soloists also belong to the American Guild of Musical Artists, Inc. (AFL-CIO). OCCUPATIONAL OUTLOOK HANDBOOK Since most singers of both classical and popular music have only parttime or irregular employment as singers, they often have full-time jobs of other types and sing only in the evenings or on weekends. Some give American Guild of Organists, private voice lessons. A sizable num 630 Fifth Ave., New York, N.Y. 10020. ber of singers are employed in ele A list of accredited schools of music mentary and secondary schools, where they are qualified to teach general is available from: music courses and lead choruses. National Association of Schools of Others give voice training or direct Music, choral groups in churches, music con 1501 New Hampshire Ave. NW., Washington, D.C. 20036. servatories, or in colleges and universi Further information about music ties with schools or departments of teaching in elementary and secondary music. schools is available from: Information about employment op portunities for church musicians, as well as the requirements for certifica tion of organists and choir masters, may be secured from: Music Educators National Confer ence, The National Education Association of the United States, 1201 16th St. NW., Washington, D.C. 20036. SINGERS AND SINGING TEACHERS (D.O.T. 152.048 and .028; 090.168; 091.168; and 092.228) Nature of Work Professional singing is an art which usually requires not only a fine voice, but also a highly developed technique and, generally, a broad knowledge of music. A small number of singing stars make recordings or go on concert tours in the United States and abroad. Somewhat larger numbers of singers obtain leading or supporting roles in operas and popular music shows, or secure engagements as soloists in ora torios and other types of perform Where To Go for More Informotion ances. The majority of all professional singers of classical music are soloists Information about wages, hours of in churches or synagogues. Some work, and working conditions for singers also become members of opera professional musicians is available and musical comedy choruses or other from: professional choral groups. Popular music singers perform in musical American Federation of Musicians shows of all kinds—in the movies, on (AFL-CIO), the stage, on radio and television, and 641 Lexington Ave., New York, N.Y. 10022. in nightclubs and other entertainment places. The best known popular American Guild of Musical Artists, music singers make and sell many 1841 Broadway, New York, N.Y. 10023. recordings. Where Employed In 1967, almost 59,000 people were employed as professional singers or singing teachers. Opportunities for singing engagements are mainly in New York City, Los Angeles, and Chicago—the Nation’s chief enter tainment centers. Nashville, Tenn., also is a major place of employment for singers in both “live” perform ances and recordings, and for those who specialize in folk and country music. Persons trained as singers who teach music in elementary and sec ondary schools, colleges, universities, and conservatories of music are em ployed throughout the country. Many singers are employed part-time chiefly as church singers and choir masters. Training and Other Qualifications Young people who want to per form professionally as singers should acquire a broad background in music, including its theory and history. The ability to dance is also helpful, since singers are sometimes required to dance as well as to sing. In addition, boys and girls interested in a singing career should start piano lessons at an early age. As a rule, voice training should not begin until after the in dividual has matured physically, al though young boys who sing in church choirs receive some training before 161 PERFORMING ARTS their voices change. Moreover, be cause of the work and expense in volved in voice training—which often continues for years after the singer’s professional career has started—it is important that a prospective singer show great determination and audi tion before a competent voice teacher to decide whether professional train ing is warranted. Young people can prepare for careers as singers of classical music by enrolling in a music conservatory, a school or department of music con nected with a college or university, or by taking private voice lessons. These schools provide not only voice train ing, but other training necessary for understanding and interpreting music, including music-related train ing in foreign languages and some times dramatic training. After com pleting a 4-year course of study, a graduate may be awarded either the degree of bachelor of music, bachelor of science or arts (in music), or bach elor of fine arts. Young singers who plan to teach music in public elementary or sec ondary schools need at least a bach elor’s degree with a major in music education and must meet the State certification requirements for teach ers. Such training is available in over 500 colleges and universities through out the country. College teachers are usually required to have a master’s degree and sometimes a doctor’s de gree, but exceptions may be made for especially well-qualified artists. Although voice training is an asset for singers of popular music, many with untrained voices have had suc cessful careers. The typical popular song does not demand that the voice be developed to cover as wide a range on the musical scale as does classical music, and the lack of voice projec tion may be overcome by using a microphone. Young singers of popular songs may become known by participating in amateur and paid performances in their communities. These engage ments may lead to employment with local dance bands and possibly later withfor better known ones. Digitized FRASER Popular music singers reach a wider audience through recordings. 162 In addition to musical ability, it often takes perseverance, an out standing personality, an attractive ap pearance, good contacts, and luck to achieve a singing career. Further more, a singing career is sometimes relatively short, since it depends on a good voice and public acceptance of the artist, both of which may be af fected by age. OCCUPATIONAL OUTLOOK HANDBOOK and television advertising. The out look for singers who can meet State certification requirements for posi tions as music teachers, or who can qualify for college teaching, will be considerably better than for per formers. As school enrollments in crease, the demand for music teach ers in the Nation’s elementary and secondary schools is expected to grow, and some increased employment of music teachers can be expected in col leges and universities. In addition, Employment Outlook music teachers will be needed to re The employment situation for sing place those who will transfer to other ers will probably remain highly com fields of work, retire, or die. petitive through the 1970’s. Competi tion among popular singers will con tinue to be especially keen. A great Earnings and Working Conditions number of short-term jobs are likely to occur in the entertainment field— Some singers employed by dance the opera and concert stage, movies, bands and the motion picture indus theater, nightclubs, radio and tele try earn as much as $200 a week, and vision, dance bands, and other a few well-known concert soloists, places—but not enough to provide opera stars, and top recording artists steady employment for all qualified of popular music may command singers. The demand for church sing more than $1,000 for a performance. ers is expected to expand because of However, the majority of professional the continued growth in number of singers experience difficulty in ob religious congregations, but most of taining regular employment and these openings will probably be filled have to supplement their singing in either by part-time singers who have comes by doing other types of work. steady employment in other fields or The salaries of public school music by volunteers. teachers are determined by the salary Little growth in overall employ schedule adopted for all teachers in ment opportunities for singers is their school system. Private music likely over the long run. The use of teachers charge fees which vary recorded music has practically re greatly, depending on the teacher’s placed the “live” singer on radio; reputation, the economic status of the also, the number of television perfor families in the community, and other mances given by singers is limited, al factors. Singers generally work at night and though it may increase in future years. However, there is a growing de on weekends. School teachers have mand for singers to record popular regular working hours, and private music and commercials for both radio voice teachers can usually give lessons at their own convenience. Work in the entertainment field is seasonal, and few performers have steady jobs. Singers who perform professionally on the concert stage or in opera belong to the American Guild of Musical Artists, Inc.; those who sing on radio or television or who make phonograph recordings are members of the American Federation of Tele vision and Radio Artists; singers in the variety and night club field belong to the American Guild of Variety Artists; those who sing in musical comedy and operettas belong to the Actors’ Equity Association; and those who sing in the movies belong to the Screen Actors Guild, Inc. All of these unions are branches of the Associated Actors and Artists of America (AFLCIO). Where To Go for More Information Information about accredited schools and departments of music may be obtained from: National Association of Schools of Music, 1501 New Hampshire Ave. NW., Washington, D.C. 20036. Further information about music teaching in elementary and second ary schools is available from: Music Educators National Confer ence, The National Education Association of the United States, 1201 16th St. NW., Washington, D.C. 20036. Information concerning salary and working conditions is available from: American Guild of Musical Artists, 1841 Broadway, New York, N.Y. 10023. OTHER ART RELATED OCCUPATIONS COMMERCIAL ARTISTS (D.O.T. 141.031 and .081, 970.281 and .381, and 979.381) and mechanical men, who cut and paste together the basic parts of the advertisement or other artwork, using a ruling pen and other drafting tools. Some workers, called general boardmen, spend nearly all their time at the drawing board performing many of these specializations. Often sup porting the general boardmen or other specialists are apprentices who engage primarily in mechanical, rou tine, and noncreative functions such as separating colors, ruling pen work, washing paintbrushes, cutting mats, running errands, and so forth. In a small office, the art director may perform the layout and boardwork himself, with the aid of appren tices. In a large office he may be re sponsible mainly for developing ideas with the layout man; setting stand ards; dealing with clients; and pur chasing needed photographs, illustra tions, lettering, and other art work from freelancers or art services. Much of the advertising artists’ work is in creating the concept and artwork for a wide variety of promo tional items or “collateral material” (including direct mail advertising, booklets, folders, brochures, catalogs, counter displays, etc.) used to supple ment newspaper and magazine ads or television commercials. They also may prepare slides, film strips, and other visual aids. Nature of Work The artwork appearing in news paper and magazine advertisements, on billboard posters, brochures, cata logs, and television commercials often is created by a team of commercial artists. The art director supervises a group of artists of varying levels of skill and diverse specializations. He may develop the art aspects of an ad vertising plan which he turns over to a layout man for further refinement. The layout artist works up the con struction or arrangement of the ele ments of the advertisement, planning the selection and layout of illustra tions, photographs, and typography and determining color and other ele ments of design. Then he prepares a “rough visual” or sketch. After con sulting with the director, he may make changes in the visual and com plete a more comprehensive layout for the customer’s consideration. Working with the layout man in turning out the finished product are a variety of specialists such as Tender ers, who make rough pastel or wash drawings; letterers, who execute ap propriate lettering either freehand or with mechanical aids; illustrators, who make sketches and drawings in more finished form; and paste-up 2 6 2 -0 5 7 0 — 68- •12 163 164 Commercial artists also create the formats of magazines and other pub lications, designing or laying out the editorial pages and features and pro ducing or purchasing the necessary illustrations or artwork. Some com mercial artists specialize in fashion illustrations, greeting cards, book il lustrations, or in technical drawings for industry. Where Employed An estimated 50,000 commercial artists were employed in early 1967; about one-fourth were women. Most commercial artists are employed in big cities, such as New York, Chi cago, Philadelphia, Los Angeles, and Detroit, where the largest users of commercial art are to be found. Some, however, are employed in nearly every city. Most commercial artists are em ployed as staff artists on a regular salaried basis by advertising agencies, commercial art studios, advertising departments of large companies, printing and publishing firms, textile companies, television and motion picture studios, department stores, sign shops, mail-order houses, greet ing card companies, and a variety of other business organizations. Many work as freelance artists, selling their artwork to any available customers— chiefly to the same kinds of organiza tions that employ salaried artists. Some salaried commercial artists also do freelance work in their spare time. A number of commercial artists work for Federal Government agencies, principally in the Defense Depart ment. A few teach in art schools on a regular or part-time basis. Training, Other Qualifications, and Advancement Artistic ability and good taste are the most important qualifications for success in the field of commercial art, but it is essential that these qualities be developed by specialized training in the techniques of commercial and OCCUPATIONAL OUTLOOK HANDBOOK applied art. In addition, extensive education in the fine arts—painting, sculpture, or architecture—and in academic studies provides a good foundation for obtaining employment in commercial art and is essential for promotion to higher level jobs. The most widely accepted training for commercial art is the instruction given in art schools or institutes that specialize in commercial and applied art. To enter art school, a high school education usually, but not always, is required. Some schools admit only those applicants who demonstrate talent by submitting acceptable work samples. The course of study, which may include some academic work, generally takes 2 or 3 years, and a certificate is awarded on graduation. A growing number of art schools, par ticularly those in or connected with universities, require 4 or more years of study and confer a bachelor’s de gree—commonly the bachelor of fine arts (B.F.A.). In these schools, com mercial art instruction is supple mented by liberal arts courses such as English and history. Limited train ing in commercial art also may be obtained through public vocational high schools, private home-study schools, and practical experience on the job, but supplemental training usually is needed for advancement. The first year in art school may be devoted primarily to the study Of fundamentals—perspective, design, color harmony, composition—and to the use of pencil, crayon, pen and ink, and other art media. Subsequent study, generally more specialized, in cludes drawing from life, advertising design, graphic design, lettering, ty pography, illustrations, and other courses in the student’s particular field of interest. Accomplished draftsmanship, imag ination, and artistic judgment con cerning the harmony of color and line are basic requirements for a suc cessful career in commercial art. The various specialties, however, differ in some of the specific abilities required. For example, letterers and retouchers must be able to do precise and de tailed work requiring excellent co ordination, whereas illustrators and designers need imagination, a distinc tive art style, and, in most cases, the ability to draw well. Some experience with photography is useful to those interested in art direction or design. For commercial artists engaged in freelance work, the ability to sell both ideas and finished work to clients is very important. Also, a business sense and responsibility in meeting dead lines are assets. Art directors need a strong educational background not only in art and business practices, but also in the liberal arts. Advertising art directors require a special kind of cre ativity—the ability to conceive ideas that will stimulate the sale of the clients’ products or services. Beginning commercial artists usu ally need some on-the-job training before they can qualify for other than strictly routine work. Advancement is based largely on the individual’s ar tistic talent, creative ability, and edu cation. After considerable experience, many commercial artists leave sal aried employment for freelance work. Most commercial artists assemble their best artwork into a folder, or “portfolio,” to use in displaying their work. A good portfolio is essential in obtaining initial employment and freelance assignments as well as in changing jobs. Employment Outlook Employment and advancement op portunities for talented and welltrained commercial artists in most kinds of work are expected to be good through the 1970’s. Young people with only average ability and little specialized training, however, will en counter competition for beginning jobs and will have limited opportun ity for advancement. The demand for commercial artists will continue to vary with the kind of specialization: For example, op portunities for illustrators, except those who are well established and have a unique style, are expected to continue to decline, largely because of OTHER ART REFLATED OCOUPATIONiS increasing use of photography in ad vertising and editorial features. De mand for paste-up and mechanical artists is expected to increase but jobs for designers, art directors, and layout men are few, much sought after, and open only to experienced, highly tal ented, and creative artists. Among the factors underlying an expected slow increase in employment of commercial artists through the 1970’s is the upward trend in business expenditures for all kinds of visual advertising. Demand for television graphics, packaging design, poster and window displays, and greeting cards will create some increase in the employment of commercial artists. In addition, the growing field of indus trial design is expected to require the services of more artists who are quali fied to perform three dimensional work with engineering concepts. (See statement on Industrial Designers.) Women with exceptional artistic talent will continue to find employ ment in all aspects of commercial art work, but particularly in the textile industry and as fashion illustrators in department stores. Earnings and Working Conditions In early 1967, beginning commer cial artists with no training beyond vocational high school typically earned $60 a week; graduates of 2year professional schools generally re ceived $70 a week, and graduates of 4-year post-high school programs typ ically received $75 to $85 a week, ac cording to the limited data available. Talented artists with strong educa tional backgrounds and a good port folio, however, sometimes started at higher salaries. After a few years of experience, qualified artists may ex pect to earn $100 to $150 a week or more. Art directors, designers, execu tives, well-known freelance illustra tors, and others in top positions gen erally have much higher earnings, many beyond $15,000 a year. The earnings of freelance artists have an especially wide range, since they are affected by such factors as the amount of artwork sold, the price that the individual artist receives for his work, and the nature of the work he performs. In 1967, a freelancer received from $25 for a single black and white fashion sketch to $750 for a figure in full color with a back ground; from $1,000 to $2,000 for a color cover for a national magazine; or from $75 to $250 for a book jacket. Sometimes freelance artists are paid for their services by the hour; paste up and mechanical artists may be paid $4 to $8 an hour or more. Salaried commercial artists gen erally work 35 to 40 hours a week, but sometimes they must work addi tional hours and under a considerable amount of pressure in order to meet deadlines. Freelance artists usually have irregular working hours. INDUSTRIAL DESIGNERS (D.O.T. 142.081) Nature of Work Industrial designers combine tech nical knowledge of materials, ma chines, and methods of production with artistic talent to improve the ap pearance and functional design of machine-made products. Since the public has a wide choice of styles in products such as radios, television sets, automobiles, refrigerators, and furni ture, a primary objective of the indus trial designer is to design his employ er’s product to compete favorably with similar goods. As a first step, the industrial de signer spends time doing historical re search on the product or related prod ucts. He studies competition in the market and the ways in which the product may be used. Then, he sketches a variety of possible designs, which are examined from many points of view. For example, the de signer consults engineers, production supervisors, and the sales and market research staff for their opinions on the 165 practicability of producing a newly designed product, or changing the design of an old product, and the sales potential of the proposed designs. After the most suitable design is se lected by company officials, a model may be made by the designer. The first model of a new design is often made of clay so that it can be altered easily to reflect modifications. The 'final or working model is usually made of the material to be used in the finished product. If the model is approved in this form, it is put into production. Industrial designers also may be called upon to do related types of work. For example, they may design containers and packages, prepare small exhibits for display purposes, or design the entire layout for indus trial fairs. Some also design the in terior layout of special purpose com mercial buildings, such as gasoline stations and supermarkets. Industrial designers employed by a manufacturing company usually find their work limited to the one or few products made by their employer; many senior designers, however, are now given a free hand to engage in long-range planning for new or di versified products.. Designers who work as consultants to more than one industrial firm, either as freelance designers or as members of consult ing firms, may plan and design a great variety of nroduc.ts. 166 OCCUPATIONAL OUTLOOK HANDBOOK Where Employed Most of the estimated 10,000 in dustrial designers in early 1967 were employed by large manufacturing companies and by design consulting firms. Of the remainder, the greatest number did freelance work or com bined salaried employment with it. Some also worked for architects, and a few were on the staffs of firms of interior designers. Industrial designers employed by consulting firms are located mainly in large cities. For example, the New York and Chicago areas have the largest number of design consulting organizations. Those employed by in dustrial firms are found most often in the manufacturing plants of their companies. Training, Other Qualifications, and Advancement The completion of a course of study in industrial design—in an art school, an art department of a uni versity, or a technical college—is the usual requirement for entering this field of work. People from other areas, however, notably engineering and architecture, m ay qualify as in dustrial designers if they have ap propriate experience and artistic talent. Formal education in industrial de sign at the college or university level usually takes at least 4 years to com plete, and a few schools require 5 years of study. These schools award the bachelor’s degree in industrial design or fine arts; about half of these schools also award the master’s degree for advanced study in the field. Some schools, usually private art schools or those associated with large art museums, offer a 3-year course of study in industrial design which leads to a diploma. In the past few years, however, some art and museum schools have moved toward accreditation or affiliation with a uni versity. If accredited or affiliated, they usually offer a 4-year program and the bachelor’s degree. Entrance to the course of study in industrial design is limited, with rare exceptions, to qualified high school graduates; in addition, some schools may require students to present sketches and other examples of their artistic ability. Some schools also re quire students to complete their freshman or sophomore years before they select an industrial design major. Industrial design curriculums dif fer considerably among schools. Some schools stress the engineering and technical aspects of the field, and others give students a strong cultural background in art. Nevertheless, most industrial design curriculums include at least one course in two-dimen sional design (color theory, spatial organization, etc.) and one in gen eral three-dimensional design (ab stract sculpture and art structures), including a substantial amount of studio practice in the actual design of three-dimensional products. In the studio course, students learn to make working drawings and models with clay, wood, plaster, and other easily worked materials. In schools that have the necessary machinery, stu dents gain experience in making models of their designs while learning to use metalworking and woodwork ing machinery. Some schools require the completion of courses in basic engineering and in the composition of materials. All schools which offer 4or 5-year courses leading to a bach elor’s degree also include academic subjects, such as English, history, psy chology, economics, and science, in their curriculums. Creative ability, skill in drawing, and the ability to anticipate con sumer needs are the most important personal qualifications needed by young people aspiring to work in this field. A mechanical interest is also desirable for some types of work. Applicants for jobs will find it helpful to have previously assembled a “port folio” which demonstrates their skill in designing and their creative talent. Since industrial designers are fre quently required to work coopera tively with engineers and other staff members, ability to work and com municate well with others is im portant. Young people who plan to practice industrial designing on a consulting basis should have a knowl edge of business practices, and possess sales ability. New graduates of industrial de sign courses frequently start as as sistants to other designers. They are usually given relatively simple as signments which do not involve mak ing structural changes in the product. As they gain experience, designers may be assigned to supervisory posi tions with major responsibility for the design of a product or a group of products. Those who have an estab lished reputation in the field, as well as the necessary funds, may open their own consulting firms. Employment Outlook Employment in this relatively small occupation is expected to expand moderately through the 1970’s. Em ployers will be actively seeking appli cants with a college degree and out standing talent. Some employment opportunities will also arise each year from the need to replace designers who retire or leave the field for other reasons. Although these vacated posi tions are likely to be filled by promot ing designers’ assistants, such pro motions result in openings at the entry level. A number of factors will affect em ployment of industrial designers. Rapid obsolescence of household and commercial equipment and the rising population will increase the demand for newly designed products. As in the past, manufacturers will strive to hold or increase their share of these markets through the creation of new products, improvements in the design of existing ones, and change in package designs and other modern izations in the appearance and use of their products. Small companies prob ably will make increasing use of serv ices offered by industrial design consulting firms in order to compete more effectively with larger firms. All OTHER ART RELATED OCCUPATIONS of these factors, in addition to rising per capita income, will contribute to long-term growth in the employment of industrial designers. However, as in the past, new entrants trained specifically in industrial designing are likely to encounter keen competition for beginning jobs from persons with engineering, architectural, and re lated educational backgrounds who have artistic and creative talent as well. Also, since personnel needs in this profession are very closely related to general business conditions, any downturn in the economy would tend to affect adversely the employment outlook. National Association of Schools of Art, 50 Astor PL, New York, N.Y. 10003. INTERIOR DESIGNERS AND DECORATORS (D.O.T. 142.051) Nature of Work The creative work of interior de signers and decorators enhances the attractiveness of our homes and other buildings. Designers and decorators plan the functional arrangement of interior space and coordinate the se lection (including colors) of furni Earnings ture, draperies and other fabrics, floor coverings, and interior acces Starting salaries of inexperienced industrial designers employed by manufacturing firms ranged from $125 to $150 a week in 1966, accord ing to the limited information avail able. Beginning salaries of those em ployed by consulting firms were usually lower. Salaries of experienced industrial designers vary greatly, de pending on individual ability, size and type of firm in which employed, and other factors. According to scat tered reports, those with several years of experience earned salaries ranging from $8,000 to $14,000 an nually. Some large manufacturing firms paid $25,000 or more to ex perienced and talented designers. Earnings of industrial designers who own their consulting firms, alone or as members of a partnership, may fluctuate markedly from year to year. In recent years, earnings of most consultants ranged beween $12,000 and $20,000, a few outstanding in dustrial designers earned as much as $200,000. 167 sories. They may work on the interiors of residential or commercial struc tures, as well as ships and aircraft. Some design stage sets used for mo tion pictures and television. Interior designers are more concerned than decorators with space planning and other interior design; they often work for clients on large design projects such as the interior of an entire office building. Generally, their plans in clude the complete layout of the rooms within the space allowed by the exterior walls and other frame work. Sometimes they redesign the interiors of old structures. When their plans have been completed, the architect checks them against his blueprints to assure compliance with building requirements and to solve structural problems. Some interior Where To Go for More Information Industrial Designers Society of America, 60 West 55th St., New York, N.Y. 10019. Interior designer discusses fabric selection with client. 108 designers also design the furniture and accessories to be use in interiors and then arrange for their manufacture. Many professionals in this field have their own establishments, either alone or as a member of a firm with other designers and decorators; they may sell some or all of the merchan dise with which they work. Some work independently, or with one as sistant; others have large staffs, some times including salespeople. Many of the larger department and furniture stores have separate depart ments of interior decorating or in terior design, or both, to advise customers on decorating and design plans. The main function of these de partments is to help sell the store’s merchandise, although materials from outside sources may be used when they are essential to the plans developed for the customer. Depart ment store decorators and designers frequently advise the stores’ buyers and executives concerning style and color trends in interior furnishings. Interior designers and decorators usually work directly with clients to determine preferences and needs in furnishings. They may do “boardwork,” particularly on large assign ments, which includes work on floor plans and elevations and creation of sketches, or other perspective draw ings in such media as watercolor, pastels, or tempera, so clients can vis ualize their plans. They also provide cost estimates. After the client ap proves both the plans and cost esti mates, arrangements are made for the purchase of the furnishings; for the supervision of the work of paint ers, floor finishers, cabinetmakers, carpetlayers, and other craftsmen; and for the installation and arrange ment of furnishings. Where Employed More than 15,000 people were en gaged full time in interior design and decoration in early 1967. About half of them were women. Men, Digitized forhowever, FRASER predominate in interior de OCCUPATIONAL OUTLOOK HANDBOOK sign. Many in design and decorating work on a part-time basis. The majority of all workers in this field are located in large cities. In re cent years, large department and fur niture stores have become increasingly important sources of employment for professional interior designers and decorators. Some designers and deco rators have permanent jobs with hotel and restaurant chains. Others are employed by architects, antique dealers, office furniture stores, indus trial designers, furniture and textile manufacturers, or other manufac turers in the interior furnishing field, or by periodicals that feature articles on homefumishings. Some large in dustrial corporations employ interior designers on a permanent basis. Training, Other Qualifications, and Advancement Formal training in interior design and decoration is becoming increas ingly important for entrance into this field of work, although many present members of the profession achieved success without such training. Most department stores, well-established design and decorating firms and other major employers will accept only pro fessionally trained people for begin ning jobs. Usually, the minimum educational requirement is comple tion of either a 2- or 3-year course at a recognized art school or institute specializing in interior decorating and design, or a 4-year college course leading to a bachelor’s degree with a major in interior design and decora tion. The course of study in interior design and decoration usually in cludes the principles of design, history of art, freehand and mechanical drawing, painting, the study of the essentials of architecture as they relate to interiors, design of furniture and exhibitions, and study of various ma terials, such as woods, metals, plastics, and fabrics. A knowledge of furnish ings, art pieces, and antiques is important. In addition, courses in salesmanship, business arithmetic, and other business subjects are of great value. Membership in either the Ameri can Institute of Interior Designers (AID) or the National Society of Interior Designers (NSID), both pro fessional societies, is a recognized mark of achievement in this profes sion. Such membership usually re quires the completion of 4 years or more of post-high school education, the major emphasis having been on training in design, and several years of practical experience in the field, including responsibility for super vision of all aspects of decorating contracts. New graduates with training in in terior design and decorating usually serve a training period, either with decorating firms, in department stores, or in the firm of an established designer. They may act as a reception ist, as a shopper with the task of matching materials or finding accesso ries, or as a stockroom assistant, assist ant decorator, or junior designer. In most instances, from 1 to 3 years of on-the-job training is required before a trainee is considered eligible for ad vancement to the job of decorator. Beginners who do not obtain trainee jobs often work as salespeople for fabric, lamp, or other interior furnish ings concerns, to gain experience both in dealing with customers and to be come familiar with the merchandise. This experience often makes it easier to obtain trainee jobs with a decorat ing firm or department; it may also lead to a career in merchandising. After considerable experience, dec orators and designers with ability may advance to head of decorating or design departments, interior fur nishings coordinator, or to other supervisory positions in department stores, or in large decorating or de sign firms; if they have the necessary funds, they may open their own establishments. Talented workers usu ally advance rapidly. Artistic talent, imagination, good business judgment, and the ability to deal with people are important assets for success in this field. OTHER ART RELATED OCCUPATIONS Employment Outlook Talented art school or college graduates who majored in interior design and decoration will find good opportunities for employment through the 1970’s. Applicants who can design and plan the functional arrangement of interior space will be in strong demand. Young people without formal training will find it increasingly difficult to enter the field. A slow but steady increase in em ployment of interior designers and decorators is anticipated through the 1970’s. Population growth, larger ex penditures for home and office fur nishings, the increasing availability of well-designed furnishings at moderate prices, a growing recognition among middle-income families of the value of decorators’ services, and increasing use of design services for commercial establishments should contribute to a greater demand for these workers. In addition to newly created jobs, some openings will arise each year from the need to replace designers and deco rators who die, retire, or leave the field for other reasons. Department and furniture stores are expected to employ an increasing number of trained decorators and de signers. These stores are also expected to share in the growing volume of design and decorating work for com mercial establishments and public buildings, formerly handled almost entirely by independent decorators. This development will result in in creased opportunities in salaried em ployment. Interior design firms are also expected to continue to expand. However, employment of interior decorators and designers is sensitive to changes in general economic con ditions because people often defer these kinds of expenditures when the economy slows down. Earnings and Working Conditions 160 selves have an especially wide range of earnings; their profits are related to factors such as the volume of busi ness, their prestige as a decorator, economic level of their clients, their own business competence, and the percentage of wholesale prices they receive from sale of furnishings. Decorators and designers in the em ployment of others also have variable earnings. Some are paid straight sal aries ; some receive salaries plus com missions which usually range from 5 to 10 percent of the value of their sales; others receive commissions only, which may be as much as onethird of the value of their sales. Hours of work for decorators are sometimes long and irregular. They usually adjust their workday to suit the needs of their clients, meeting with them during the evenings or on weekends, when necessary. Designers’ schedules follow a more regular workday pattern. Beginning salaries ranged generally from $70 to $90 a week in early 1967 for art school or college graduates with formal training in interior de sign and decoration; some graduates of 4-year design schools received salaries of $100 or more a week, ac cording to limited data available. Many interior decorators with only average skill in this field earn only moderate incomes—from $5,000 to Where To Go for More Information $7,500 a year, even after some years of experience. Talented decorators Information about employment who are well known in their localities and scholarship opportunities may be may earn up to $12,000 or more. obtained from: Designers and decorators whose abili National Society of Interior Design ties are nationally recognized may ers, Inc. earn well beyond $25,000 yearly. Suite 700, 157 West 57th St., New Decorators in business for them York, N.Y. 10019. SOCIAL SCIENCES The social sciences are concerned with all aspects of human society from the origins of man to the latest election returns. Social scientists, however, generally specialize in one major field of human relationships. Anthropologists study primitive tribes, reconstruct civilizations of the past, and analyze the cultures and languages of all peoples past and present. Economists study how man allocates resources of land, labor, and capital. Geographers study the dis tribution throughout the world of people, types of land and water masses, and natural resources. His torians describe and interpret the people and events of the past and present. Political scientists study the theories, objectives, and organiza tions of all types of government. So ciologists analyze the behavior and relationships of groups—such as the family, the community, and minor ities—to the individual or to society. Besides these basic social science fields, there are a number of closely related fields, some of which are cov ered in separate statements elsewhere in this Handbook. (See statements on Statisticians, Psychologists, and Social Workers.) About 50,000 people were em ployed professionally in the basic social sciences in 1966. About 1 of every 10 was a woman. Overlapping among the basic social science fields and the sometimes hazy distinction between these and such related fields as business administration, foreign 170 service work, and high school teach ing, make it difficult to determine the exact size of each profession. Econ omists, however, are the largest so cial science group, and anthropolo gists the smallest. The majority of social scientists are employed by colleges and universities. The Federal Government is the sec ond largest employer. Except for economists, private industry employs comparatively few persons in social science professions; however, there is a trend in some industries toward hiring increasing numbers of college graduates who have majored in the social sciences as trainees for admin istrative and executive positions. Re search councils and other nonprofit organizations provide an important source of employment for economists, political scientists, and sociologists. Employment in the social sciences has been increasing and is expected to grow rapidly through the 1970’s, mainly because of the anticipated rise in college teaching positions. The rea sons for this expected increase are discussed in the statement on College and University Teachers. A moderate rise in employment in government also is expected. Employment in gov ernment agencies is often greatly af fected by changes in public policy. For example, more social scientists will be needed to handle research and administrative functions resulting from the new programs established by Congress to relieve unemployment and remove poverty. The Vocational Education Act of 1963, the Eco nomic Opportunity Act of 1964, and the Appalachian Regional Develop ment Act of 1965 are recent pro grams that will increase the demand for social science personnel. A mod erate rise in employment in private industry and nonprofit organizations also is expected. In addition, hun dreds of social scientists will be needed each year to replace those who leave the field because of retire ment, death, or other reasons. Social scientists with doctor’s de grees will find excellent employment opportunities through the 1970’s, in both teaching and nonteaching posi tions. For those with less training, the employment situation will differ con siderably among the several social science fields. These differences are discussed in the occupational state ments that follow. ANTHROPOLOGISTS (D.O.T. 055.088) Nature of Work Anthropologists study primitive and civilized man—his origins, phys ical characteristics, customs, lan guages, traditions, material posses sions, and social and religious beliefs and practices. Most anthropologists specialize in cultural anthropology— usually archeology or ethnology. Archeologists excavate the places where earlier civilizations are buried in order to reconstruct the history and customs of the people who once lived there, by studying the remains of homes, tools, clothing, ornaments, and other evidences of human life and activity. For example, archeologists are digging in the Pacific Coast area between northern Mexico and Ec uador to find evidences of trade and migration in the pre-Christian Era. Some archeologists are excavating ancient Mayan cities in Mexico and restoring temples. Others are working in the Missouri river valley to salvage remnants of Indian villages and sites of early military forts and trading posts. Ethnologists may spend long periods living among primitive tribes or in other communities, to learn about their ways of life. The ethnol ogist takes detailed and comprehen sive notes describing the social cus toms, beliefs, and material possessions of the people, usually learning their language in the process. He also may make comparative studies of the cul tures and societies of various groups. Some cultural anthropologists special ize in linguistics, the scientific study of the sounds and structures of lan guages and of the historical relation ships among languages. 171 SOCIAL SCIENCES A few hundred people specialize as physical anthropologists. These an thropologists apply intensive training in human anatomy and biology to the study of human evolution, and to the scientific measurement of the physical differences among the races and groups of mankind. Because of their knowledge of body structure, physical anthropologists are occasionally em ployed as consultants on such projects as the design of more comfortable space suits and cockpits for astronauts. Most anthropologists teach in col leges and universities and often com bine research with their teaching. Some anthropologists specialize in museum work, which generally com bines management and administra tive duties with fieldwork and re search on anthropological collections. A few are engaged primarily in con sulting, nontechnical writing, or other activities. Philippine Hanunoo tribesman shows anthropologist how folklore is inscribed in bamboo. Where Employed About 2,700 people were employed as anthropologists in 1967. About a fifth of them were women. The great majority were employed in colleges and universities. The Federal Gov ernment employed a considerable number, chiefly in museums, national parks, and in technical aid programs. The Government agencies which employed the largest number of anthropologists were the Smithso nian Institution and the National Park Service. Many other Govern ment agencies, including the Depart ments of Defense and of Health, Edu cation, and Welfare, employed some members of the profession, mainly as consultants. State and local govern ment agencies also employed some anthropologists, usually for museum work or health research. A few were employed in private industry and nonprofit organizations. Training, Other Qualifications, and Advancement Young people who are interested in careers in anthropology should ob- tain Ph. D. degrees. College graduates with bachelor’s degrees can ob tain temporary positions and assistantships in the graduate departments where they are working for advanced degrees. A master’s degree, plus field experience, is sufficient for many be ginning professional positions, but promotion to top positions is gener ally reserved for individuals holding the Ph. D. degree. In many colleges, and most universities, only anthro pologists holding the Ph. D. degree can obtain permanent teaching ap pointments. Some training in physical anthro pology, archeology, and ethnology is necessary for all anthropologists. Courses in linguistics also are valu able and are required for certain areas of work. A knowledge of mathemat ics is increasingly important since sta tistical methods and high speed com puter technology are becoming more widely used for research in this field. Undergraduate students may begin their field training in archeology by arranging, through their university department, to accompany expedi tions as laborers. They may advance to supervisory positions in charge of the digging or collection of material and may finally take charge of a por tion of the work of the expedition. Ethnologists and linguists usually do their fieldwork alone, without direct supervision. Most anthropologists base their doctoral dissertations on data collected through field research; they are, therefore, experienced fieldworkers by the tim e they obtain the Ph. D. degree. The choice of a graduate school is very important. Students interested in museum work should select a school that can provide experience in an associated museum having anthropo logical collections. Similarly, those in terested in archeology should choose a university which offers opportuni ties for summer experience in archeo logical fieldwork or should plan to attend an archeological field school elsewhere during their summer vaca tions. Employment Outlook The number of anthropologists is expected to increase very rapidly 172 throughout the 1970’s. The largest increase in employment will be in the college teaching field. Some addi tional positions will be found in mu seums, archeological research pro grams, mental and public health programs, and in community survey work. Opportunities in other fields are likely to be limited largely to the replacement of personnel who retire, die, or leave their positions for other reasons. Anthropologists holding the doc torate are expected to have excellent employment opportunities through out the 1970’s. Employment oppor tunities also should be favorable for those who have fulfilled all require ments for the Ph. D. degree except the dissertation. Graduates with only the master’s degree, however, are likely to face persistent competition for professional positions in anthro pology and may enter related fields of work. A few who meet certification requirements may secure high school teaching positions. Others may find jobs in public administration and in nonprofit organizations and civic groups, which prefer personnel with social science training as a general background. Earnings Average (median) salaries of anthropologists employed by colleges and universities were $12,500 for the calendar year in 1966; assistant pro fessors, $9,300; associate professors, $13,200; and professors, $16,000 ac cording to the National Science Foun dation’s National Register of Scien tific and Technical Personnel. In the Federal Government, the starting salary for anthropologists completing all the requirements for the Ph. D. degree was $9,221 in early 1967. In general, anthropologists holding the Ph. D. degree earn substantially higher salaries than those with the master’s degree. Many anthropolo gists supplement their regular salaries with earnings from other sources. Summer teaching and research grants OCCUPATIONAL OUTLOOK HANDBOOK are the principal sources of income. Anthropologists employed in colleges and universities are the most likely to have additional earnings. Where To Go for More Information Additional information concerning employment opportunities and schools offering graduate training in anthro pology may be obtained from the fol lowing sources: A n th ro p o lo g y A s A C a reer, nian Institution, Washington, D.C. 20560. Smithso The American Anthropological As sociation, 3700 Massachusetts Ave. NW., Wash ington, D.C. 20016. ECONOMISTS (D.O.T. 050.088) Nature of Work Economists study man’s activities devoted to satisfying human wants. They are concerned with the prob lems which arise in utilizing limited resources of land, raw materials, man power, and manufactured products so as to meet, as well as possible, people’s many unsatisfied wants. In this connection, they may analyze the relation between the supply of and demand for goods and services, and the ways in which goods are ex changed, produced, distributed, and consumed. Some economists are con cerned with such practical problems as the control of inflation, the pre vention of depression, and the devel opment of farm, wage, tax, and tariff policies. Others develop theories to explain the causes of employment and unemployment or the ways in which international trade influences world economic conditions. Still others are engaged in the collection and inter pretation of data on a wide variety of economic problems. Economists are employed as teach ers in colleges and universities, and as researchers in government agen cies, private industry, and nonprofit research organizations. As teachers, they guide students in learning the principles and methods of economics, and frequently engage in writing, lecturing, or consulting activities. They also do research in economic theory and formulate many of the new ideas that directly or indirectly influence government and industry planning. Most economists in the Federal Government are in the fields of agri culture, business, or labor economics, or in international trade and develop ment. They may plan and carry out studies involving the collection of basic data in these fields, use these and other data to analyze the need for changes in government policy, assess the economic condition of the Nation, write reports on their findings, and present these reports before policy making bodies. Economists employed by business firms provide management with in formation to be used in making de cisions on such matters as the markets for and prices of company products, recommendations regarding govern ment policies affecting business Or international trade, the advisability of adding new lines of merchandise, opening new branch operations, or otherwise expanding the company’s business. Where Employed Economics is the largest of the basic social science fields. About 20,000 people were employed as economists in 1967. Roughly one-third were em ployed by colleges and universities and another third worked for govern ment agencies—chiefly Federal. Most of the remainder were employed by private industry or worked for private research agencies and community or ganizations. A few were self-em ployed, acting as consultants. Economists are found in all large cities and in university towns. The largest group is in the Washington, D.C., area, where most of those in the 173 -SOCIAL SCIENCES Federal Government are located. A substantial number of economists are employed in foreign countries, mainly by the U.S. Department of State, in cluding the Agency for International Development. Most economists in private industry are employed in the home office of large corporations, particularly in New York City and Chicago. Training and Other Qualifications All economists must have a thor ough grounding in economic theory, economic history, and methods of economic analysis. An increasing number of universities also emphasize the value of mathematical methods of economic analysis. Since many be ginning jobs for economists in gov ernment and business involve the collection and compilation of data, a thorough knowledge of basic statis tical procedures is usually required. A bachelor’s degree with a major in economics is sufficient for many beginning research jobs in govern ment and private industry, although persons employed in such entry jobs are not always regarded as profes sional economists. In the Federal Government, candidates for entrance positions must have a minimum of 21 semester hours of economics and 3 hours of statistics, accounting, or calculus. Graduate training is very important for young people planning to become economists. Students interested in re search should select schools that em phasize training in research methods and statistics and provide good re search facilities. Those who wish to work in agricultural economics will find good opportunities to gain ex perience in part-time research work at State universities having agricul tural experiment stations. The master’s degree is generally required for appointment as a college instructor, although in large schools graduate assistantships often are awarded to superior students work ing toward their master’s degree. In many large colleges and universities, completion of all the requirements for the Ph. D. degree, except the dis sertation, is necessary for appoint ment as instructor. In government or private industry, economists holding the master’s degree can usually qual ify for more responsible research positions than are open to those hav ing only the bachelor’s degree. The Ph. D. degree is required for a professorship in a high-ranking col lege Or university and is an asset in competing for other responsible po sitions in government, business, or private research organizations. Economists interested in overseas assignments will find training in other social sciences, as well as advanced training in economics, very helpful. For some positions with the U.S. De partment of State, considerable ex perience is also required. Employment Outlook Employment of economists will in crease very rapidly through the 1970’s. Colleges and universities will need hundreds of new instructors an nually to handle rapidly increasing enrollments and to replace econo mists who retire, die, or transfer to other fields of work. Private industry is expected to employ many more economists, as businessmen become more accustomed to relying on scien tific methods of analyzing business trends, forecasting sales, and plan ning purchasing and production op erations. Employment of economists at the Federal, State, and local levels also will increase rapidly in order to meet the need for more extensive data collection and analysis, and to pro vide the staff for programs aimed at reducing unemployment and poverty. Economists analyze statistical data. 174 OCCUPATIONAL OUTLOOK HANDBOOK Economists with the doctorate are related fields is given in the following graphic boundaries on subnational, national, and international scales and expected to have excellent oppor publications: the relationship of geographic con tunities for employment. The demand C areers in the F oreign S ervice, U.S. ditions to political situations. Urban for these economists is expected to be Department of State, Publication 7924, Washington, D.C. 20520. geography, a growing field for ge considerably greater than the supply Free. ographers, is concerned with the study through the 1970’s. As a result, em ployment opportunities for econo O verseas A ssign m en ts, Agency for Inter of cities, and with community plan mists with a master’s degree will be national Development, Washington, ning. (See statement on Urban Plan favorable, especially for those with ners.) Specialists in physical geog D.C. 20523. Free. raphy study the earth’s physical good training in statistics and mathe characteristics. Regional geography matics. Opportunities for persons pertains to all the physical, economic, holding a bachelor’s degree will con GEOGRAPHERS political, and cultural characteristics tinue to be good in government agen (D.O.T. 059.088) of a particular region or area, which cies. Young people having bachelors’ degrees in economics will also find may range in size from a river basin or an island, to a State, a country, or employment as management trainees Nature of Work in industry and business firms. even a continent. Geographers in the of cartography design and con Geographers study the physical field struct maps, as well as compile data characteristics of the earth, such as its for them. Earnings terrain, minerals, soils, water, vege Many professional workers in the According to the National Science tation, and climate. They relate these field have job titles which describe Foundation’s National Register of characteristics to the patterns of hu their specialization, such as cartog Scientific and Technical Personnel, man settlements on the earth— rapher, map cataloger, or regional the average (median) salary of where people live, why they are lo analyst, rather than the title geogra economists employed by colleges and cated there, and how they earn a pher. Others have titles relating to universities was $11,750 in 1966. living. matter of their study, such The majority of geographers are asthe subject Economists employed by business and photo-intelligence specialist or by nonprofit organizations averaged engaged in college and university climatological analyst. Still others $15,300 and $16,200, respectively. teaching and may combine teaching have titles such as community plan Salaries of economists engaged in the and research. Their research may in ner, market or business analyst, or management or administration of re clude the study and analysis of the intelligence specialist. Most of those search programs averaged $17,500 distribution of land forms, climate, who teach in colleges and universi soils, vegetation, and mineral and ties are called geographers. annually. In the Federal Government, the water resources, sometimes utilizing entrance salary for beginning econo surveying and meteorological instru mists with a bachelor’s degree was ments. They also analyze the distribu Where Employed $5,331; however, those with superior tion and structure of political organi academic records could begin at zations, transportation systems, and An estimated 3,500 geographers $6,451 in early 1967. Those with 2 marketing systems. Many geographers were employed in the United States full years of graduate training or ex spend considerable time in field in 1967; about 10 percent were perience can qualify for positions at study, and in analyzing maps, aerial women. an annual salary of $7,696. The ma photographs, and observational data Approximately two-thirds of all jority of experienced economists in collected in the field. There is an in geographers are employed by colleges the Federal Government earned from creasing use of photographs and and universities. Those teaching in $9,200 to $17,000 a year; some having other data from remote sensors in institutions which do not have sepa greater administrative responsibilities satellites. Other geographers con rate departments of geography usually struct maps, graphs, and diagrams. are associated with departments of earned considerably more. Most geographers specialize in one geology, economics, or other physical main branch of geography or more. or social sciences. Those working in economic geogra The Federal Government employs Where To Go for More Information phy deal with the geographic dis a large number of geographers. American Economic Association, tribution of economic activities—in Among the major agencies employ Northwestern University, 629 Noyes cluding manufacturing, mining, ing these workers are the Army Map St., Evanston, 111. 60201. farming, trade, and communications. Service; the Central Intelligence Additional information on employ Political geography is the study of the Agency; the Defense Intelligence ment opportunities in economics and way political processes affect geo Agency; the Office of Geography of 175 SOCIAL SCIENCES the Department of the Interior; and the Environmental Sciences Services Administration. State and local gov ernments also employ a number of geographers, mostly on city and State planning and development commis sions. Most of the relatively small but growing number of geographers em ployed by private industry work for marketing research organizations, map companies, textbook publishers, travel agencies, manufacturing firms, or chain stores. A few geographers work for scientific foundations and other nonprofit organizations and re search institutes. Training, Other Qualifications, and Advancement The minimum educational require ment for beginning positions in geog raphy usually is a bachelor’s degree with a major in the field. For most positions in research and teaching, and for advancement in many other types of work, graduate training is required. Training leading to the bachelor’s degree in geography was offered by about 200 colleges and universities in 1967. Undergraduate study usually provides a general introduction to geographic knowledge and research methods and often includes some field studies. Typical courses offered are physiography, weather and climate, economic geography, political geog raphy, urban geography, and regional courses, such as geography of North America, Western Europe, th e U.S.S.R., and Asia. Courses in car tography and in the interpretation of maps and aerial photographs are of fered also. Advanced degrees in geography are offered by a relatively small num ber of schools. In 1967, master’s de grees were awarded by about 90 in stitutions and Ph. D. degrees by about 40. For admittance to a grad uate program in geography, a bachelor’s degree with a major in ge ography is the usual requirement. However, most universities admit Geographer transfers regional information to map. students with bachelor’s degrees in such fields as economics, geology, or history, if they have a good back ground in geography. Requirements for advanced degrees include field and laboratory work, as well as class room studies and thesis preparation. N ew graduates w ith only the bach elor’s degree in geography usually find positions connected with making, in terpreting, or analyzing maps, or in research, either working for the gov ernment or private industry. Others enter beginning positions in the plan ning field. Some obtain employment as research or teaching assistants in educational institutions while study ing for advanced degrees. New gradu ates with the master’s degree can qualify for some teaching and re search positions in colleges and for many research positions in govern ment and private industry. The Ph. D. degree is usually required for high-level posts in college teaching and research and may be necessary for advancement to top-level posi tions in other activities. Employment Outlook The employment outlook for geog raphers is likely to be favorable through the 1970’s. The demand will be especially strong for geographers having graduate degrees to fill re search and teaching positions in col leges and universities and research jobs in industry and government. Geographers with advanced training in such fields as economics or business administration will also be in strong demand. Colleges and universities are ex pected to offer the greatest number of employment opportunities as col lege enrollments increase sharply in the early 1970’s. Rising interest in foreign countries, and growing aware ness of the value of geography train ing in several other fields of work such as the foreign service, should also result in increased enrollments in geography and in a need for addi tional teachers at the college level. A growing demand for geography 176 teachers in secondary schools is also anticipated. Employment of geographers in gov ernment is also likely to increase. The Federal Government will need addi tional personnel in positions related to regional development; urban plan ning; resource management; plan ning, construction, and interpretation of maps; and in intelligence work. State and local government employ ment of geographers will expand also, particularly in such areas as conserva tion, highway planning, and city, community, and regional planning and development. The number of geographers em ployed in private industry is also ex pected to rise. Market research and location analysis should continue to grow rapidly. Opportunities should also increase in private area planning and development work. Since geography is a relatively small field, job openings are not ex pected to be numerous in any one year. However, unless the number of persons receiving degrees in the field should grow far beyond current ex pectations, qualified geographers, par ticularly those with advanced degrees, should find employment readily through the 1970’s. Employment prospects for women geographers will be best in teaching, especially in junior colleges, women’s colleges and in the larger co educational institutions. Government agencies should also offer good op portunities for women in mapping and planning work. Earnings and Working Conditions In the Federal Government in early 1967, geographers having the bache lor’s degree and no experience could start at $5,331 or $6,451 a year, de pending on their college record. Inex perienced geographers with 1 or 2 years of graduate teaching could start at $6,451 or $7,696; and those having the Ph. D. degree, at $9,221. In colleges and universities, salaries of geographers depend on their teaching rank. (For further informa OCCUPATIONAL OUTLOOK HANDBOOK tion, see statement on College and University Teachers.) Geographers in educational institutions usually have an opportunity to earn income from other sources, such as consulting work, special research projects, and publication of books and articles. Working conditions of most geog raphers are similar to those of other teachers and office workers. Geo graphic research frequently requires extensive travel, in foreign countries as well as in the United States. specialize in identifying, preserving, and making available documentary materials of historical value. Others edit historical materials, prepare ex hibits, write pamphlets and hand books, and give talks for museums, special libraries, and historical soci eties. A few serve as consultants to editors, publishers, and producers of materials for radio, television, and motion pictures. Historians employed in government mainly do research and administrative work in connec tion with research projects; they also prepare studies, articles, and books. Where To Go for More Information Association of American Geographers, 1146 16th St. NW., Washington, D.C. 20036. HISTORIANS (D.O.T. 052.088) Nature of Work Historians study the records of the past and write books and articles de scribing and analyzing past events, institutions, ideas, and people. They may use their knowledge of the past to explain current events. They may specialize in the history of a specific country or region, or in a particular period of time—ancient, medieval, or modern—or in economic, cultural, military, or other phases of history. More historians specialize in either United States or modem European history than in any other field : how ever, a growing number are now specializing in African and Latin American history. Some are experts in such fields as the history of the labor movement, art, architecture, or other fields of historical interest. The number of specialties is constantly growing. The history of business and the relation between technological changes and other aspects of histori cal development are among the new est fields. Most historians are college teachers who also do some research, writing, and lecturing. Some, called archivists, Where Employed About 10,000 persons were esti mated to be employed as historians in 1967. Approximately 85 percent of all historians were employed in colleges and universities. About 10 percent were employed in Federal Govern ment agencies, principally the Na tional Archives and the Departments of Defense, Interior, and State. Small but growing numbers were employed by other government organizations (State, local, and international), non profit foundations, research councils, special libraries, State historical societies, museums, and by large corporations. Since history is taught in all insti tutions of higher education, historians are found in all college communities. About half the historians in the Fed eral Government, including threefourths of those working as archivists, are employed in Washington, D.C. Historians in other types of employ ment usually work in localities which have museums or libraries with collections adequate for historical research. Training and Other Qualifications Graduate education is usually nec essary for qualification as a historian. A master’s degree in history is the minimum requirement for appoint ment to the position of college in structor, but in many colleges and SOCIAL SCIENCES universities, a Ph. D. degree is neces sary for appointment. The latter is essential for attaining high-level col lege teaching, research, and admin istrative positions in the field of history. Most historians in the Fed eral Government and in nonprofit organizations have a Ph. D. degree or the equivalent in training and experience. Although a bachelor’s degree with a major in history is sufficient training for some beginning jobs in Federal, State, and local govern ments, persons in such jobs may not be regarded as professional historians. These beginning jobs are likely to be concerned with the collection of and preservation of historical data, so that a knowledge of archival work is helpful. An undergraduate major in history is considered helpful for jobs in international relations and journalism. as professional historians. On the other hand, history majors who meet certification requirements will find openings in high school teaching. Some will also be able to qualify as trainees in administrative and man agement positions in government agencies, nonprofit foundations, civic organizations and, more rarely, in pri vate industry. Earnings The average (median) salary of historians employed by colleges and 177 universities was $12,600 in 1966; as sistant professors averaged $10,500; associate professors, $13,000; and pro fessors, $16,000. Salaries tended to be lower for those persons employed in junior colleges and teacher’s colleges. In the Federal Government, the starting salary for persons with a bachelor’s degree was $5,331 in early 1967. Those with a superior academic record or with a year of graduate training were eligible for positions at an annual salary of $6,451. Most of the experienced historians in the Fed eral Government earned from $7,500 to $15,000 a year in early 1967. Employment Outlook Employment in this relatively small occupation is expected to continue to increase rapidly through the 1970’s. Hundreds of new history teachers will probably be needed annually to teach new classes made necessary by ex panding college enrollments, and to replace those faculty members who retire, die, or leave for other types of work. The number of positions for historians in archival work is also expected to rise, although more slowly than the number in college teaching. Only a slight rise is foreseen in the number of historians in other types of work. Historians with doctorates are ex pected to have very good employment opportunities through the 1970’s. His torians who have completed all re quirements for the Ph. D. except the dissertation are also expected to have favorable opportunities. However, those with no work beyond the mas ter’s degree will probably encounter considerable competition for profes sional positions. College graduates with only the bachelor’s degree will find it difficult to obtain employment Archivist searches historical documents. 178 Some historians, particularly those in college teaching, supplement their income by summer teaching or writ ing books or articles. A few earn ad ditional income from lectures. OCCUPATIONAL OUTLOOK HANDBOOK and constitutional. Others may an alyze the operations of government agencies or specialize in foreign af fairs research, either for government or nongovernment organizations. Still others are engaged in administrative or managerial duties. Some work in Where To Go for More Information budget analysis, personnel, and urban planning or as legislative aids to con Additional information on employ gressmen, and as staff members of ment opportunities for historians may congressional committees. be obtained from: American Historical Association, 400 A St. SE., Washington, D.C. 20003. POLITICAL SCIENTISTS (D.O.T. 051.088) Nature of Work Political science is the study of gov ernment—what it is, what it does, and how and why. Political scientists are [interested in government at every llevel—local, county, State, regional, national, and international. Many political scientists specialize in public administration, in American Govern ment, or in international relations. Smaller numbers specialize in such fields as public law, history of political ideas, political parties, public opinion, and area studies. Political scientists are most fre quently employed as college and uni versity teachers, sometimes teaching other social sciences as well. They may combine research, consultation, or administrative duties with their teach ing. Some teach in foreign universities where they prepare students for careers in public administration and assist in the development of training programs for government personnel. Many political scientists are engaged mainly in research. They may make surveys of public opinion on political questions for private research orga nizations. They may study proposed legislation for State or municipal legislative reference bureaus or con gressional committees to determine the legislation is well drafted Digitizedwhether for FRASER Where Employed Approximately 9,000 people were employed as political scientists in 1966, largely in colleges and univer sities or in government agencies. Fewer than 10 percent worked for other types of employers such as municipal and other research bu reaus, civic and taxpayers associa tions, and large business firms. Political scientists are employed in nearly every college in the United States, since courses in political sci ence or government are widely taught. Most other political scientists are lo cated in Washington, D.C., and in other large cities, or in State capitals. Some are employed in overseas jobs, mainly by the U.S. Department of State, particularly for positions with the Agency for International De velopment, and the U.S. Informa tion Agency. Training and Other Qualifications Graduate training generally is re quired for employment as a political scientist. College graduates holding a master’s degree in public administra tion can qualify for various adminis trative and research positions in gov ernment and in nonprofit research and civic organizations. More than 80 colleges and universities offer graduate degrees in public adminis tration. The college programs cover a wide range of subjects—for ex ample, international administration, city planning, municipal administra tion, criminal investigation, and so cial security administration. A ma jority of the schools provide field training, and many offer internships which enable the student to obtain experience in government work. Many universities award graduate degrees in international relations, for eign service, and area studies, as well as political science in general. A mas ter’s degree in any of these fields is very helpful in obtaining a position in a Federal Government agency con cerned with foreign affairs. However, for some Government jobs, such as those with the Agency for Interna tional Development, only persons who have had substantial experience (preferably in public administration) are hired. Completion of all requirements for the Ph. D. degree, except the doctoral dissertation, is the usual prerequisite for appointment as a college instruc tor. The Ph. D. degree is generally required for advancement to the posi tion of professor. Some young people holding only a bachelor’s degree in political science may qualify as trainees in public rela tions or research work, or in jobs such as budget analyst, personnel assistant, or investigators in government or industry. Many students holding the bachelor’s degree in political science go on to study law; others obtain graduate training in public adminis tration, international relations, or other specialized branches of political science. Employment Outlook Employment of political scientists will probably increase rapidly throughout the 1970’s. The greatest increase will be in colleges and uni versities. The number of political scientists in administrative jobs in government agencies will probably rise also because of a growing recog nition of the value of specialized training in developing and planning new programs. Government agencies concerned with foreign affairs will continue to employ many political SOCIAL SCIENCES scientists. A slow growth is anticipated in employment of political scientists in private industry. In addition to those required to staff new positions, many political scientists will be needed to fill positions vacated because of retirements, deaths, or transfers to other fields of work. The number of political scientists having a doctoral degree is expected to rise less rapidly than demand. As a result, new Ph. D. graduates will find very good opportunities in col lege teaching and good chances for employment in other fields as well. Those who have completed all the re quirements for the doctorate except the dissertation are also likely to find favorable opportunities in college teaching. Employment opportunities for those having the master’s degree will be more limited, but openings will be available to them in Federal, State, and municipal government agencies; research bureaus; political organizations; and civic and welfare agencies. For new graduates with only the bachelor’s degree, opportunities for employment in the political sci ence field will probably continue to be very limited. However, those plan ning to continue their studies in law, foreign affairs, journalism, and other related fields will find their political science background very helpful. Some who meet State certification re quirements will be able to enter high school teaching. Earnings The average (median) salary for political scientists, employed by col leges and universities was $12,600 a year in 1966; assistant professors averaged $10,500; associate pro fessors, $13,000; and professors, $16,000. Salaries tended to be lower for those persons employed in junior colleges and teachers colleges. Gen erally, those persons holding the doctorate had the higher salaries. In the Federal Government, the starting salary for political scientists having a bachelor’s degree was 2 6 2 -0 5 7 0 — 68---------- 13 $5,331 a year in early 1967. Those having a superior academic record or a year of graduate training were eligible for positions at an annual salary of $6,451. Most of the experi enced political scientists in the Fed eral Government earned consider ably more. Some political scientists, particu larly those in college teaching, sup plement their income by doing summer teaching or consulting work. Where To Go for More Information Additional information on employ ment opportunities in political sci ence and public administration may be obtained from the following organizations: American Political Science Associa tion, 1527 New Hampshire Ave. NW., Washington, D.C. 20036. American Society for Public Ad ministration, 1329 18th St. NW., Washington, D.C. 20036. SOCIOLOGISTS (D.O.T. 054.088) Nature of Work Sociologists study the many groups which man forms—families, tribes, communities, and States, and a great variety of social, religious, political, business, and other organizations which have arisen out of living to gether. They study the behavior and interaction of these groups, trace their origin and growth, and analyze the influence of group activities on indi vidual members. Some sociologists are primarily concerned with the charac teristics of social groups and institu tions; others are more interested in the ways in which individuals are af fected by groups to which they belong. Many work in the field of social or ganization, social psychology, or rural sociology. Others specialize in inter 170 group relations, family problems, social effects of urban living, popula tion studies, or analyses of public opinion. Some concentrate on re search methodology or the conduct of surveys. Growing numbers are con cerned with the application of socio logical knowledge and methods in the areas of penology and correction, edu cation, public relations in industry, and regional and community plan ning. A few specialize in medical sociology—studying the social factors which affect the fields of mental and public health. Most sociologists are college teach ers, but, as a rule, these teachers also conduct research. Sociological re search often involves the collection of data, preparation of case studies, test ing, and the conduct of statistical sur veys and laboratory experiments. Sociologists may study individuals, families, or communities in an at tempt to discover the causes of social problems—such as crime, juvenile delinquency, or poverty; the normal pattern of family relations; or the dif ferent patterns of living in communi ties of varying types and sizes. They may collect and analyze data from official government sources to illus trate population trends, including changes in age, sex, race, and other population characteristics; and also the extent of population movement among rural, suburban, and urban areas and among different geographic areas. Sociologists may conduct sur veys, either those which add to basic sociological knowledge or those which may be applied in such fields as public opinion research, marketing, and ad vertising research. Others are special ists in the use of mass communication facilities, including radio, television, newspapers, magazines, and circulars. Sociologists are sometimes admin istrators—supervising research proj ects or the operation of social agencies, including family and mar riage clinics. Other sociologists act as consultants, advising on such diverse problems as the management of hos pitals for the mentally ill, the rehabili tation of juvenile delinquents, or the OCCUPATIONAL OUTLOOK HANDBOOK 180 Employment Outlook development of effective advertising for attaining a professorship in most programs to promote public interest colleges or universities, and is com Employment opportunities for so monly required for directors of major in particular products. research projects, important admin ciologists are expected to increase substantially through the 1970’s. Be istrative positions, or consultants. Where Employed Sociologists with master’s degrees cause of expanding enrollments, the may qualify for many administrative majority of new positions will be in It is estimated that between 4,500 and research positions, provided they college teaching. However, some and 5,500 persons were employed as are trained in research methods and openings will result from the grow sociologists in 1967. Numerous other statistics. They may perform work ing trend to include sociology courses persons were employed in positions re requiring responsibility for specific in the curriculums of other profes quiring some training in this field, portions of a survey or for the prep sions, such as medicine, law, and edu including many in social, recreation, aration of analyses and reports under cation. An estimated 300 teachers and public health work. general supervision. As they gain ex may be needed each year, on the Approximately seven-tenths of all perience, they may advance to super average, to fill new positions and to sociologists are employed in colleges visory positions in both public and college faculty members who and universities. Almost one-tenth are private agencies. Sociologists with the replace leave the A substantial in Federal, State, local, or interna master’s degree may qualify for some rise in the profession. number of sociologists in tional government agencies; the re college instructorships. Most colleges, nonteaching fields is anticipated to mainder work in private industry, in however, appoint as instructors only cope with social and welfare prob welfare or other nonprofit organiza people with training beyond the mas tions, or are self-employed. ter’s level—frequently the comple lems and to implement educational Since sociology is taught in most tion of all requirements for the Ph. D. and social legislation designed to de institutions of higher learning, sociol degree except the doctoral disserta velop human resources. ogists may be found in nearly all col tion. Outstanding graduate students Sociologists well trained in re lege communities. They are most can often get teaching or research search methods and advanced sta heavily concentrated, however, in assistantships which will provide tistics will have the widest choice of large colleges and universities which both financial aid and valuable ex jobs. Employment opportunities are offer graduate training in sociology perience. also expected to be very good for and opportunities for employment in Young people with only a bache research workers in rural sociology, research. Medical sociologists are lor’s degree in sociology are not usu development, population most often employed on the teaching ally recognized by the profession as community analysis, public research, and or research staffs of medical colleges sociologists, although they may be able various branchesopinion of medical sociology. and their graduate departments of to secure other jobs in this or related Employment opportunities will also public health and preventive medi fields. They may get jobs as interview cine. They also find employment on ers or as research assistants working increase in other applied fields, such hospital staffs and in State and mu under close supervision. Many are as the study of juvenile delinquency nicipal health departments. Rural so employed as caseworkers, counselors, and education. Some openings are ciologists most frequently work at recreation workers, or administrative anticipated in a relatively new area, State universities where they are likely assistants in public and private wel the sociology of law. to have opportunities for research at fare agencies. Sociology majors with The number of sociologists holding the State agricultural experiment sta sufficient training in statistics may ob the doctor’s degree is expected to rise tions attached to these universities. tain positions as beginning statisti less rapidly than the number of po Some specialists in rural sociology and cians. Those who meet State certifica sitions through the 1970’s. As a re community development are em tion requirements may enter high sult, employment opportunities for ployed in foreign countries by U.S. school teaching. both Ph. D.’s, and those who have The choice of a graduate school is completed all requirements for the Government agencies and private very important for people planning to foundations. except the dissertation, will become sociologists. Students inter doctorate probably be very good during this ested in research should select schools period. Inexperienced graduates with Training, Other Qualifications, and which emphasize training in research only the master’s degree—with the methods and statistics, and provide Advancement opportunities to gain practical experi exception of those specifically trained A master’s degree with a major ence in research work. Professors and in research methods—will prob in sociology is usually the minimum chairmen of sociology departments ably continue to face considerable required for employment as a soci frequently aid in the placement of competition for positions as profes sional sociologists. ologist. The Ph. D. degree is essential graduates. SOCIAL SCIENCES Earnings Sociologists in teaching—where most are employed—averaged $11,300 annually in 1966. In comparison, those working for nonprofit organi zations or in industry averaged $14,000 and $15,000, respectively; in the Federal Government, those with ex perience averaged $14,700. In the Federal Government, the be ginning salary in early 1967 for so ciology majors with a bachelor’s degree was $5,331. Those with a su perior academic record or a year of graduate training were eligible for positions at an annual salary of $6,451. Starting salaries were higher for candidates with additional graduate training. 181 In general, sociologists with the Ph. D. degree earn substantially high er salaries than those with the master’s degree. Many sociologists supplement their regular salaries with earnings from other sources. Summer teaching and consulting work are the principal sources of income. Sociologists em ployed by colleges and universities are the most likely to have additional earnings. TEACHING the high school and college popula tion and continued increases in high school and college attendance rates are expected to produce a rise in high school enrollments and an impressive rate of increase in college enrollments. On the other hand, enrollments at the elementary school level are not expected to increase further as a re sult of recent declines in the birth rate; however, these enrollments will remain high. Total enrollments in all schools and colleges combined, ac cording to U.S. Office of Education estimates, may increase to about 63 million by 1975. To staff the new classrooms that must be provided for the rising num bers of students, and to allow for a continuing improvement in the stu dent-teacher ratio below the college level, the Nation’s full-time teaching staff in 1975 will need to be about a fifth or about 435,000 larger than in 1966. In addition, a much greater number of teachers—perhaps as many as 1.7 million—will be required to replace those who leave the profes sion. Many new teachers will be needed in elementary and secondary schools if the ratios between pupils and teachers are to be reduced sig nificantly beyond current expecta tions. Moreover, additional teachers will be required to replace those who do not meet the minimum standards for certification. The outlook for teachers at each educational level—in elementary and secondary schools, and also in col leges and universities—is discussed in the following statements. Teaching is the largest of the pro fessions. About 2.3 million men and women were full-time teachers in the Nation’s elementary schools, second ary schools, and colleges and univer sities in the 1966-67 school year. In addition, thousands of others taught part time. Among these were many scientists, physicians, accountants, members of other professions, and graduate students. Similarly, large numbers of craftsmen taught part time in vocational schools. Many other people instructed students in adult education and recreation programs. No other profession offers so many employment opportunities for women. Almost 1y2 million women are teach ers, more than twice the number em ployed in nursing, the second largest field of professional employment for women. Women teachers far outnum ber men in kindergarten and elemen tary schools and hold slightly less than half the teaching positions in secondary (junior and senior high) schools, but only about one-fourth of KINDERGARTEN AND all college and university teaching ELEMENTARY SCHOOL TEACHERS positions. The number of teachers needed by (D.O.T. 092.228) the Nation’s schools depends chiefly on the number of students enrolled. At the beginning of the 1966-67 Nature of Work school year, 56 million people—more Elementary school teaching is the than one-fourth of the country’s total population—were enrolled in the Na largest field of professional employ tion’s schools and colleges. Through ment for women and is also a growing the mid-1970’s, continued growth of field for men. In the 1966-67 school 182 year, about 1.2 million kindergarten and elementary teachers were em ployed. In addition, an estimated 60,000 principals and supervisors were employed in public and private elementary schools. Kindergarten teachers conduct a program of education for young chil dren. Most frequently, they divide the schoolday between two groups, teach ing two different classes a day. Some, however, may work with one group all day. They expose children to ex periences in play, music, artwork, stories, and poetry; and introduce them to science, numbers, language, and social studies. In a variety of ways, kindergarten teachers help to develop children’s curiosity and zeal for learning as well as to stimulate their ability to think. After school hours, kindergarten teachers may plan the next day’s work, study and prepare the children’s school records, confer with parents or professional personnel concerning individual chil dren, participate in teachers’ in-serv ice activities, and locate and become familiar with teaching resources. Programed instruction, including teaching machines and “talking typewriters,” and the increasing use of teacher aids are new developments that are freeing many teachers from routine duties and allowing them to give more individual attention to their students. Elementary school teachers usually work with one group of pupils during the entire schoolday, teaching several subjects and supervising various ac tivities, such as lunch and play peri ods. In some school systems, however, teachers in the upper elementary grades may teach several groups of children in one or two subjects. Many school systems also employ special teachers to give instruction and to assist classroom teachers in certain subjects, such as art, music, physical education, industrial arts, foreign languages, and homemaking. Teach ers in schools which have only a few students, largely in rural areas, may be required to teach all subjects in several grades. 183 TEACHING Where Employed Elementary school teachers are employed in all cities, towns, villages, and in rural areas. As a result of re organization of school districts, many teachers are employed in consolidated schools in small towns. Only about 10,000 teach in one-room schools. Kindergarten teachers are employed primarily in the large urban areas. Total Teaching Staff W ill Expand By One-Fourth To O v e r 2.7 M illion During The 1 9 6 5 -7 5 Period IN M ILLIONS SOURCE: U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, O FFICE OF EDUCATION Training, Other Qualifications, and Advancement All States require every teacher in the public schools to have a certifi cate. Several States have this same requirement for teachers in parochial and other private elementary schools. In 1966, 46 States and the District of Columbia issued regular teaching certificates only to persons with at least 4 years of approved college prep aration. Most States also require that teachers have a number of profes sional education courses. Eighteen States require at least 5 years of prep aration for certification. Ten States specify the number of years within which the higher degree is to be at tained. Some school systems have higher educational requirements than those for State certification. In nearly all States, certificates are issued by State departments of educa tion on the basis of transcripts of credits and recommendations from approved colleges and universities. Certificates may be issued to teachers from other States if the prescribed programs have been completed at accredited colleges or if the teachers meet the academic and personal re quirements of the State to which they are applying. Under certain condi tions, usually related to a shortage of qualified teachers, most States will College Enrollments W ill Show The Fastest G row th Rate Betw een 1965 And 1 9 7 5 , Rising To O v e r 8 Million IN M ILLIONS SOURCE: U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION issue emergency or temporary certifi cates to partially prepared teachers. However, these teachers must have their certificates renewed every year until all requirements for regular certificates have been met. All States have certain additional requirements for public school teach ing. For example, they may require a health certificate, evidence of citi zenship, or an oath of allegiance. The prospective teacher should find out about the specific requirements of the area in which he plans to work by writing to the State department of education or to the superintendent of the local school system. Most institutions of higher educa tion offer teacher preparation. In a 4-year teacher-preparation curricu lum, prospective elementary school teachers spend about one-fourth of the time in professional courses— learning about children, the place of the school in the community, and ma terials and methods of instruction— including student teaching in an ac tual school situation; the remainder of their time is devoted to studying liber al arts subjects. Some study of the process of learning and human be havior is usually included. After gaining experience, teachers will find opportunities for advance ment through annual salary increases in the same school system; by trans ferring to a system with a higher salary schedule which recognizes ex perience gained in another school sys tem ; by appointment to a supervisory, administrative, or specialized position in the school system; or by transfer ring to higher levels of teaching for which their training and experience may qualify them. Among the most important per sonal qualifications for elementary school teaching are an enjoyment and understanding of children. Teachers must be patient and self-disciplined, and have high standards of personal conduct. A broad knowledge and ap preciation of the arts, sciences, his tory, and literature also are valuable. Civic, social, and recreational activi ties of teachers may be influenced, and sometimes are restricted, by the cus toms and attitudes of their com munity. Employment Outlook Young people preparing to teach in elementary schools will find a large number of teaching positions avail able—an estimated 925,000 between 1967 and 1975. About 825,000 will be needed to replace those who re tire, die, or leave the profession for other reasons. An estimated 100,000 will be required to improve the pupilteacher ratio. In addition, about 56,500 teachers will be needed to replace persons not meeting certification re quirements. The leveling of enrollments in ele mentary schools that is expected over the next few years may be accom panied by an increase in the number of college graduates qualified to teach. If present teacher training trends continue, the supply of newly trained teachers available for ele mentary teaching will increase sig nificantly by the mid-1970’s. Since the relative number of teachers is ex pected to be greater than that of previous decades, young people seek ing their first teaching assignment are likely to find the schools placing greater emphasis on quality of ap plicants’ training and academic ac complishment. Nevertheless, even if supply expands as the trends suggest, the demand may exceed the supply in certain geographic areas, where teaching salaries are low and better paying opportunities are available in other fields in the community. The Elementary and Secondary Educa tion Act of 1965, and the Higher Edu cation Act of 1965, as amended, place special emphasis on aid to pre schoolers, children in low-income areas, the mentally retarded, and other groups requiring special atten tion. Thus, additional kindergarten and elementary teachers may be needed, adding considerable pressure to the demand for teachers. For ex- 185 TEACHING ample, the National Teacher Corps (federally recruited teachers and teacher-interns for low-income areas) is expected to enroll many teachers in the next few years, as are the ris ing number of kindergarten programs. ing number of teachers are being rep resented by unions that bargain col lectively for them on wages, hours, and other conditions of employment. National Commission on Teacher Education and Professional Stand ards, National Education Association, 1201 16 th St. NW., Washington, D.C. 20036. Where To Go for More Information SECONDARY SCHOOL TEACHERS Earnings and Working Conditions The average salary for classroom teachers in public elementary schools, according to National Education As sociation (NEA) estimates, was $6,609 in 1966-67. In the three highest paying States (California, New York, and Hawaii) teachers’ salaries aver aged $7,600 or more; in the seven States with lowest salaries (Alabama, Arkansas, Kentucky, Mississippi, North Dakota, South Dakota, and South Carolina), they were less than $5,300. An increasing number of States (31 in the 1966-67 academic year) are establishing minimum salary levels. Although the time spent in the classroom (fewer than 6 hours) is usually less than the average workday in most other occupations, the ele mentary school teacher must spend additional time each day giving indi vidual help, planning work, prepar ing instructional materials, develop ing tests, checking papers, making out reports, and keeping records. Conferences with parents, meetings with school supervisors, and other professional activities also frequently occur after classroom hours. Since most schools are in session fewer than 12 months a year, teach ers often work at other jobs or take courses for professional growth dur ing the summer. Some school systems, however, are extending the teachers’ working year to 12 months, includ ing a 1-month vacation in the sum mer. Employment in teaching is steady and usually is not affected by changes in business conditions. Tenure provi sions protect teachers from arbitrary dismissal. Pension and sick leave plans are common, and a growing number of school systems grant other types of leave with pay. An increas Information on schools and cer (D.O.T. 091.118 through .228) tification requirements is available from the State department of educa tion at each State capital. Nature of Work Information on the National Teacher Corps, internships, graduate Secondary school teachers—those fellowships, and other information on employed in junior and senior high teaching may be obtained from: schools—usually specialize in a par ticular subject. They teach several U.S. Department of Health, Educa tion, and Welfare, classes every day, either in their main Office of Education, Washington, subject, in related subjects, or both. D.C. 20202. The most frequent combinations are Other sources of general informa English and history or other social science subjects; mathematics and tion are: general science; and chemistry and American Federation of Teachers, biology or general science. Teachers 716 North Rush St., Chicago, 111. in some fields, such as home econom60611. 186 ics, agriculture, commercial subjects, driver education, music, art, and in dustrial arts, less frequently conduct classes in other subjects. The choice of teaching method usually is left to the teacher. Depending on the sub ject and students’ needs and apti tudes, it may vary from formal lec turing to free discussions. Besides giving classroom instruc tion, secondary school teachers de velop and plan teaching materials, develop and correct tests, keep rec ords, make out reports, consult with parents, supervise study halls, and perform other duties. The growing use of teaching machines, programed instruction, and teacher aides relieves the teacher of many routine tasks. Many supervise student activities, such as clubs and social affairs— sometimes after regular school hours. Maintaining good relations with par ents, the community, and fellow teachers is an important aspect of their jobs. About 850,000 teachers were em ployed in the Nation’s public and private secondary schools in 1966-67. Slightly more than half the classroom teachers in public secondary schools were men. Men far outnumber women in supervisory and adminis trative positions in both public and private schools. Where Employed The number of grades in secondary schools depends on how the local school system is organized. Many sec ondary school teachers are employed in 6-year combined junior-senior high schools (grade 7-12) ; many teachers are in separate junior high schools of either two or three grades (7-8 or 7-9) ; and the remainder teach in 4-year high schools (grades 9-12) and in senior high schools (grades 10- 12) . Training, Other Qualifications, and Advancement In every State, a certificate is re quired for public secondary school OCCUPATIONAL OUTLOOK HANDBOOK teaching. To qualify for this certifi cate, the prospective teacher must have at least the equivalent of one-half year of education courses, including practice teaching, plus pro fessional courses in one or more sub jects commonly taught in secondary schools. Ten States require a fifth year of study or qualification for a master’s degree within a specified period fol lowing the teacher’s beginning em ployment. Many school systems, especially in large cities, have require ments beyond those needed for State certification. Some systems require ad ditional educational preparation, suc cessful teaching experience, or special personal qualifications. College students preparing for sec ondary school teaching usually devote about one-third of the 4-year course to their major, which may be in a single subject or a group of related subjects. About one-sixth of the time is spent in education courses—learn ing about children, the place of the school in the community, and mate rials and methods of instruction—in cluding student teaching in an actual school situation. The remain ing time is devoted to general or lib eral arts courses. Accepted teacherpreparation curriculums are offered by universities with schools of edu cation, by colleges with strong edu cation departments and adequate practice-teaching facilities, and by teachers’ colleges. Although certification requirements vary among the States, die person who is well prepared for secondary school teaching in one State usually has little trouble meeting require ments in another State. A well-quali fied teacher can ordinarily obtain temporary certification in a State while preparing to meet its additional requirements. Qualified secondary school teachers may advance to department heads, supervisors, assistant principals, prin cipals, superintendents, or other ad ministrative officers as openings occur. At least 1 year of professional educa tion beyond the bachelor’s degree and several years of successful classroom teaching are required for most super visory and administrative positions. Often, a doctorate is required for ap pointment as superintendent. A few experienced teachers are assigned as part- or full-time guidance counselors, to teach in the pupils’ homes or to instruct handicapped or other special groups. Usually, additional prepara tion and sometimes special certificates are required for these assignments. Probably the most important per sonal qualifications for secondary school teaching are an appreciation and understanding of adolescent chil dren. Patience and self-discipline are desirable traits, as are high standards of personal conduct. In addition to an enthusiasm for the subjects they teach, a broad knowledge and appre ciation of the arts, sciences, history, and literature also are desirable. Civic, social, and recreational ac tivities of teachers may be influ enced, and sometimes restricted, by the customs and attitudes of their community. Employment Outlook About 900,000 new secondary school teachers will be needed between 1967 and 1975 to take care of enrollment increases, to reflect some improvement in the pupilteacher ratio, and to replace teachers who retire, marry, or leave the field for other reasons. An additional 34,000 will be needed to replace per sons who do not meet certifica tion requirements. Although some job openings for secondary school teachers will be created by rising en rollments, most of the job openings— over 70 percent of the total require ments—will come from the need to replace teachers who for various rea sons may leave the field. A slowing down in the rate of en rollment growth in secondary schools may be accompanied by a simultane ous increase in the number of college graduates trained for teaching. If the total number of degrees awarded in creases as projected by the U.S. Of fice of Education, and if the propor 187 TEACHING tion of graduates prepared to teach in secondary schools continues to be about the same as in the past through the mid-1970’s, the total number of new graduates available for secondary school teaching positions will increase significantly. In addition to newly trained teachers, many reentries in the profession also will be available to fill teacher vacancies. Thus, it is likely that new graduates may face increasing competition for entry posi tions in secondary teaching. Young people planning to teach, therefore, are likely to find school boards placing much greater emphasis on the nature of applicants’ professional training and academic performance. Even with an improvement in the supply situation, however, opportunities will be very favorable in some geographic areas and in some subject fields, such as physical and biological sciences and mathematics, for which the de mand in private industry and govern ment is also great. Further specialized training may qualify many teachers who are trained for secondary school teaching for positions in vocational and technical schools, and junior col leges, where demand for teachers is expected to be especially great in the years to come. Also, considerable ad ditional demand for teachers may be generated by Federal legislation that provides for supplem entary educa tional centers and services and a Teacher Corps. These extensive addi tions to present teaching services will be available to both public and private school children. Earnings and W orking Conditions The average annual salary for all classroom teachers in public second ary schools was about $7,095 in 196667 according to estimates by the Na tional Education Association. In Cali fornia and New York, average sal aries exceeded $8,000; the average was less than $5,700 in three States, Arkansas, Mississippi, and South Da kota. At the beginning of the 1966-67 academic year, 31 States had mini mum teacher salary laws. Junior high school teachers fre quently receive lower salaries than high school teachers in the same school system. Teachers of vocational education, physical education, and other special subjects often receive higher salaries than do other teachers in the same school. Under salary schedules in effect in most school systems, teachers in all subject fields get regular salary increases as they gain experience and additional edu cation. Teachers’ salaries are usually lower in towns and small cities than in larger cities or suburbs, but higher educational and experience require ments are likely to prevail in large city school systems. On the average, salaries of principals in the largest cities, where administrative respon sibilities are great, are much higher than in towns and small cities. Sal aries of superintendents are $30,000 or more in many large school systems. Teachers often add to their in comes by teaching in summer school,^ working as camp and recreational counselors, or doing other work. Some teachers supplement their in comes during the regular school year. They may teach in adult or evening classes, work part-time in business or industry, or write for publication. Some form of retirement is pro vided for most teachers. Nearly all school systems have some provision for sick leave, and an increasing num ber grant other types of leave with pay. According to a recent survey, the average workweek of secondary school teachers is about 46 hours a week, of which 23^2 hours are spent in classroom instruction and the re mainder in out-of-class instruction and other duties. An increasing num ber of teachers is being represented by unions that bargain collectively for them on wages, hours, and other conditions of employment. W here To G o for More Inform ation Information on schools and cer tification requirements is available from the State department of educa tion at the State capital. Information on the National Teacher Corps, internships, graduate fellowships, and other information on teaching may be obtained from: U.S. Department of Health, Educa tion, and Welfare, Office of Education, Washington, D.G. 20202. Other sources of information are: American Federation of Teachers, 716 North Rush St., Chicago, 111. 60611. National Commission on Teacher E d u c a t i o n and Professional Standards, National Education Association, 1201 16th St. NW., Washington, D.C. 20036. C O LLEG E AND U N IVERSITY TEACH ERS (D.O.T. 090.168 and .228) Nature of W ork About 400,000 college teachers were employed in the Nation’s 2,300 colleges and universities in the 1966—67 academic year. About 265,000 were teaching full time. Another 130,000 were teaching part time in medicine, law, business administra tion, and other professional fields. Other faculty members were em ployed in administration, full-time research, or other educational activ ities. Men predominated in most college teaching fields and held at least 95 percent of the positions in engineering, the physical sciences, agriculture, and law. Only about onefourth of all college and university teachers were women; however, the majority of teachers in nursing, home economics, and library science were women. College and university teachers in struct students in specific subjects. More than half teach courses in the 188 social sciences, fine arts, English and journalism, the physical sciences, biological sciences, education and related fields, or engineering. In many 4-year institutions, the usual teaching load is from 12 to 15 hours a week. Associate professors and full professors—who also serve as ad visors to graduate students and who are actively engaged in research— may spend only 6 or 8 hours a week in actual classroom work. In the uni versities, graduate students often teach freshmen classes under the di rection of a regular faculty member. Many introductory courses also use educational television which relies upon well-qualified teachers who specialize in a particular subject. Be sides teaching classes, college teachers prepare tests and other materials for classroom use, check and grade stu dents’ work, advise students, and keep up to date with developments in their specialties. The increasing use of computers relieves college teach ers to some extent of many routine tasks, such as scoring and grading objective tests. Therefore, they are able to devote more time preparing for lectures, providing individual as sistance, and performing research ac tivities. M any carry on research projects, write for publication, or aid in college administration. Some pro fessors act as consultants to business, industrial, scientific, or government organizations. W here Em ployed About three-fourths of all full-time college teachers were employed by public and nonpublic colleges and universities in the 1963-64 school year. An estimated 7 percent were employed by professional schools and 9 percent by less than 4-year institutions. Some States have many more col leges and universities than others, partly reflecting differences in popu lation size. About half of all college and university teachers are employed in eight States, each with college en rollments exceeding 200,000: New OCCUPATIONAL OUTLOOK HANDBOOK York, California, Pennsylvania, Illi institutions grant tenure (full status nois, Massachusetts, Texas, Ohio, and as a member of the staff on a continu ing basis) or give advancement to Michigan. instructors with less than 3 years of service. Advancement to assistant and Training, O ther Q u alifications, and associate professorship is restricted A d van cem ent generally to candidates who have ex graduate training or teaching To qualify for most beginning posi tensive experience. doctor’s degree and tions, applicants must have at least many years ofA teaching the master’s degree, and for many, from 10 to 20 years—areexperience— usually re they must have completed all require quired to become a full professor. ments for the doctorate except the U.S. Office of Education survey indiA dissertation. The doctor’s degree is cates that about one-quarter of the often required for promotion or ap teaching faculty are professors, an pointment to positions above the rank other quarter associate professors, 30 of instructor. It is particularly im percent are assistant professors, and portant for teaching positions in the 18 percent are instructors. Out biological sciences, physical sciences, about standing achievement, generally psychology, social sciences, philoso through research or publications, phy, and religion; it is least likely to hastens advancement. Because de be a requirement in business and com mand is particularly strong, teachers merce, engineering, fine arts, health of some subjects, such as engineering, and physical education, and home law, mathematics, medicine, and nat economics. A number of States that ural sciences, are sometimes appointed maintain public junior colleges re at higher ranks and at higher begin quire State certification for teaching ning salaries than other teachers who in these 2-year schools. To obtain have comparable experience and edu such a certificate, a teacher must have cation. received the master’s degree and have taken certain courses in education. To enter college teaching, speciali Em ploym ent Outlook zation in some subject field is neces sary. In addition, undergraduate College teaching opportunities are courses in the humanities, social sci likely to be excellent for those who ences, natural sciences, and the mas have doctoral degrees, and for those tery of at least one foreign language who have completed all requirements are important. Intensive instruction for the doctorate, except the disserta in the selected field of specialization tion. There also will be many em is given in graduate school. During ployment opportunities for new en their graduate work, outstanding stu trants who have the master’s degree, dents may be employed as part-time particularly in junior colleges. teaching or research assistants; such A great increase in college enroll work affords valuable experience. ment is in prospect. The number of Some colleges offer other means, such young people in the 18- to 21-year as informal seminars or meetings, by age group is expected to rise by nearly which the graduate students can de 3.4 million between 1966 and 1975. velop teaching competence. A good At the same time, larger proportions many beginning college teachers—es of young people of college age will pecially those in education depart attend college—owing to rising fam ments and junior colleges—have had ily income, new Federal legislation to some experience in high school or help needy college students, greater demand for college-trained person other types of teaching. Most 4-year colleges and universi nel, and the increasing number and ties recognize four academic ranks: proportion of the population who Instructor, assistant professor, associ finish high school. The anticipated in ate professor, and full professor. Few crease in the number of community TEACHING colleges and schools offering evening classes will permit more young people and adults to attend college. If the proportion of young people attending college continues to increase and fa cilities are available, college enroll ments will increase from about 6 million at present to almost 9 million by 1975, according to U.S. Office of Education projections. Taking all these factors into ac count, the U.S. Office of Education estimates that the full-time college teaching staff will increase from its present size of 265,000 to 360,000 by 1975, an increase of 36 percent. In addition to the teachers needed to take care of the enrollment growth, an annual average of about 19,000 teachers may be needed by 1975 to replace those who retire, die, or leave the profession for other reasons. The supply of new college teachers, which consists largely of students re ceiving graduate degrees, is also ex pected to grow. The U.S. Office of Education estimates that the number of doctorates conferred through 1975 will average about 27,000 a year, and the number of master’s degrees about 180.000 annually. It is difficult, how ever, to say how many of these will enter teaching. According to the Na tional Education Association in 1963-64 and 1964-65, fewer than half of the new teachers were grad uate students the preceding year. In 1966-67, when the demand called for 37.000 new teachers, about 152,000 persons received graduate degrees; nevertheless, shortages of qualified teaching personnel were reported in several fields, particularly in the phys ical sciences, engineering, mathe matics, and in some social science fields. Many of these new degree re cipients were already employed when they received their degrees, and bet ter paying opportunities may have attracted others to industry, govern ment, and nonprofit organizations where demand for these graduates is very high. The supply and quality of college teachers may be improved in the years ahead by recent Federal legis lation that makes fellowships avail able to qualified graduate students, and junior members of the faculty who are interested in teaching in col leges and universities. Nevertheless, the number of well-qualified persons available for teaching positions will continue to be insufficient to meet the demand in many subject fields through the 1970’s. Earnings and Working Conditions According to the American Associ ation of University Professors (AAUP) average salaries of full-time instructional staff in colleges and uni versities were $10,387 in 1966-67. The AAUP reported 1966-67 average salaries (9-10 months’ basis) for full-time instructional personnel as follows: R ank A verage salary (19 66-6 7 ) P rofessor........................................$14, 402 Associate professor 10,829 Assistant professor . . . . 8,941 Instructor .................................. 7, 122 The National Education Associa tion reported that median annual salaries for 9-10 months’ work in 1965-66 were $8,360 in public junior colleges and were $6,407 in nonpub lic iunior colleges. Faculty members who teach year round usually receive higher salaries than those employed for the academic year only. Teachers in professional schools (medicine, dentistry, etc.) and graduate schools generally re ceive higher salaries than teachers in other colleges. Some faculty members supplement their regular salaries with earnings from a variety of sources. The chief source is additional teaching (often in summer sessions). Consulting work may be a major source of extra in come, particularly for teachers of engineering and physical sciences; research grants are now common, especially in many large, well-known universities; fees for lecturing and royalties on publications are other possible sources of income. Opportu nities for additional income usually increase as the faculty member gains 189 recognition. For the majority of col lege teachers, additional income is small. Retirement plans differ consider ably among institutions, but an in creasing number are participating in the Government social security pro gram, often as an accompaniment to plans of their own. The greatest num ber of institutions have set 65 years as the normal retirement age, al though most of these extend the age limit if desired. Many colleges and universities pro vide benefits such as: Sabbatical leaves of absence—typically, 1 year’s leave with half salary or a half-year’s leave at full salary after 6 or 7 years of employment; other types of leave for advanced study; life, sickness, and accident insurance; reduced tuition charges or cash-tuition grants for children of faculty members; housing allowances; travel funds for attend ing professional meetings; and other benefits. Where To Go for More Information Information on college teaching as a career is available from: U.S. Department of Health, Educa tion, and Welfare, Office of Education, Washington, D.C. 20202. Am erican Association of U niversity Professors, 1785 Massachusetts Ave. NW., Washington, D.C. 20036. American Council on Education, 1785 Massachusetts Ave. NW., Washington, D.C. 20036. American Federation of Teachers, 716 No. Rush Street, Chicago, 111. 60611. National Education Association, 1201 16th St. NW., Washington, D.C. 20036. Professional societies in the various subject fields will generally provide information on teaching require ments and employment opportunities in their particular fields. Names and addresses of societies are given in the statements on specific professions elsewhere in the Handbook. TECHNICIAN OCCUPATIONS Technician occupations are grow ing rapidly and, in recent years, the employment of technicians has been increasing faster than that of the en gineers and scientists they assist. This growth stems from the needs of an expanding and increasingly tech nical economy and the growing recogn i t i o n of the importance of technicians—factors which h a v e greatly intensified the demand for technical workers. This chapter is concerned with the technicians who work with engineers and scientists, and with draftsmen, also usually con sidered technicians. Information on surveyors, often classified as tech nicians, and on technical occupations in the health field—including dental laboratory technicians, medical X-ray technicians, and dental hygienists— is presented elsewhere in the Hand book. ENGINEERING AND SCIENCE TECHNICIANS (D.O.T. .002 through .029.) Nature of Work The term “technician,” as used here, refers to technical workers whose jobs require both knowledge and use of scientific and mathemati cal theory; specialized education or training in some aspect of technology 190 or science; and who, as a rule, work directly with scientists and engineers. There is no generally accepted defini tion of the term “technician”. For ex ample, it is used by employers to refer to workers in a great variety of jobs, requiring a wide range of education and training. The term is applied to employees doing relatively routine work, to persons performing work re quiring skills within a limited sphere, and to persons doing highly technical work, among them assistants to engi neers and scientists. The workers’ job titles may be de scriptive of their technical level (for example, junior engineer, biological aid, or engineering technician) or their work activity (for example, quality-control technician, produc tion analyst, tool designer, materials tester, or time-study analyst). Some employers use the word “technician,” preceded by adjectives, such as me chanical, electrical, electronics, or chemical, which describes areas of technology in which their personnel are employed. The jobs of engineering and science technicians are more limited than those of the professional engineer or scientist, and have a greater practical orientation. Many technician jobs re quire the ability to analyze and solve engineering and science problems and to prepare formal reports on experi ments, tests, or other projects. Some of these jobs require considerable aptitude in mathematics; others, the ability to visualize objects and to make sketches and drawings. Design jobs often require creative ability. Many technician jobs require some familiar ity with one or more of the skilled trades, although not the ability to per form as a craftsman. Others demand extensive knowledge of industrial ma chinery, tools, equipment, and proc esses. Some jobs held by these tech nicians are supervisory and require both technical knowledge and the ability to supervise people. In carrying out their assignments, engineering and science technicians frequently use complex electronic and mechanical instruments, experimental laboratory apparatus, and drafting in struments. Almost all of the techni cians whose jobs are described in this statement must be able tq use engi neering handbooks and computing devices, such as the slide rule or cal culating machine. Technicans engage in virtually every aspect of engineering and scien tific work. In research, development, and design work, one of the largest areas of employment, they conduct experiments or tests; set up, calibrate, and operate instruments; and make calculations. They also assist scientists and engineers in developing experi mental equipment and models by making drawings and sketches and, under the engineer’s direction, fre quently do some design work. Technicians also work in jobs re lated to production, usually following a course laid out by the engineer or scientist, but often without close su pervision. They may aid in the var ious phases of production operations, such as working out specifications for materials and methods of manufac ture, devising tests to insure quality control of products, or making timeand-motion studies (timing and ana lyzing the worker’s movements) de signed to improve the efficiency of a particular operation. They may also perform liaison work between engi neering and production or other de partments. Technicians often do work that might otherwise have to be done by engineers. They may serve as techni cal sales or field representatives of manufacturers; advise on installation and maintenance problems; or write specifications and technical manuals. (See statement on Technical Writ ers.) The following sections describe a number of technological fields in which engineering and science tech nicians are trained and employed. Aeronautical Technology. Tech nicians specializing in this area of technology work with engineers and scientists in many phases of the design and production of aircraft, heli copters, rockets, guided missiles, and 191 TECHNICIAN OCCUPATION'S spacecraft. Many aid engineers in preparing layouts of structures, con trol systems, or equipment installa tions by collecting information, mak ing calculations, and performing many other tasks. They work on projects involving stress analysis, aerodynamics, structural design, flight test evaluation, or weight con trol. For example, under the direction of an engineer, a technician might estimate weight factors, centers of gravity, and other items affecting load capacity of an airplane or mis sile. Other technicians working on engineering projects prepare or check drawings for technical accuracy, practicability, and economy. Technicians sometimes help to estimate the cost of the materials and labor needed to manufacture aircraft and missiles. They may also be respon sible for liaison between the engineers who do the planning and develop ment work, and the craftsmen who convert the engineers’ ideas into finished products. For example, as an aircraft or missile is built, the liaison technician checks it for conformance to specifications, keeps the engineer informed as to progress, and investi gates any production engineering problems that arise. He sometimes recommends minor changes in the design, the materials, or the method of fabrication. Other aeronautical technicians are employed as manufacturers’ field service representatives, serving as the link between their company and the military, commercial airlines, and other customers. Technicians often prepare instruction manuals, bul letins, catalogs, and other technical materials. (See statements on Aero space Engineers and Airplane Me chanics, and chapter on Occupations in Aircraft, Missile, and Spacecraft Manufacturing.) Air-Conditioning, Heating, and Refrigeration Technology. Air-con ditioning technology involves the control of air including its heating, cooling, humidity, cleanliness, and movement. Technicians in this field often become specialists in one area of work, such as refrigeration, and Engineering technician examines ionosphere probe. sometimes in a particular type of activity, such as research and de velopment, or design of layouts for heating, cooling, or refrigeration sys tems. In the manufacture of air-condi tioning, heating, and refrigeration equipment, technicians work in re search and engineering departments, usually as aids to engineers and scientists. They may be assigned to such jobs as devising methods for testing equipment or analyzing pro duction methods. Technically trained personnel also assist in designing the air-conditioning, heating, or refrig eration systems for a particular office, store, or other location and prepare instructions for their installation. In designing the layout for an air-con ditioning or heating system, they must determine the cooling or heat ing requirements, decide what kind of equipment is most suitable, and estimate costs. Technicians employed as salesmen by equipment manu facturers must be able to supply con tractors who design and install sys tems with information on such tech nical subjects as installation, main tenance, operating costs, and ex pected performance of equipment. (See also statement on Refrigeration and Air-Conditioning Mechanics.) Chemical Technology. Techni cians specializing in this area work mainly with chemists and chemical engineers in the development, pro duction, sale, and utilization of chemical and related products and equipment. The field of chemistry is so broad that chemical technicians often become specialists in the prob lems of a particular industry, such as food processing, or in a particular activity, such as quality control. Most chemical technicians work in research and development, testing, or other laboratory work. They conduct experiments and tabulate and analyze the results. In testing work, technicians make chemical tests of 192 Chemical OCCUPATIONAL OUTLOOK HANDBOOK laboratory technician routine test. conducts materials to determine whether the materials meet specifications or whether particular substances are present and, if so, in what quantities. They may, for example, analyze steel for carbon, phosphorous, and sulfur content, or water for the amount of silica, iron, and calcium present. They also perform experiments to determine the characteristics of sub stances such as the specific gravity and ash content of oil. Technicians em ployed in research or testing labora tories often assemble and use such apparatus and instruments as dilatometers (which measure the dilation or expansion of a substance), analyti cal balances, and centrifuges. Outside the laboratory, chemical technicians are sometimes employed to supervise various operations in the production of chemical products and as technical salesman of chemicals and chemical equipment. (See also statements on Chemists and Chemical Engineers, and chapter on Occupa tions in the Industrial Chemical In dustry. ) Civil Engineering Technology. Technicians trained in this area as sist civil engineers in performing many of the tasks necessary in the planning and construction of high ways, railroads, bridges, viaducts, dams, and other structures. During the planning stage, technicians may help to estimate costs, to prepare specifications for materials, or par ticipate in surveying, drafting, detail ing, or designing work. Once the ac tual construction work has begun, they may assist the contractor or su perintendent in scheduling construc tion activities or inspecting the work to assure conformance to blueprints and specifications. (See also state ments on Civil Engineers, Draftsmen, and Surveyors.) Electronics Technology. This field includes radio, radar, sonar, teleme tering, television, telephony, and other forms of communication; industrial and medical measuring, recording, indicating, and controlling devices; navigational equipment; missile and spacecraft guidance and control in struments ; electronic computers; and many other types of equipment using vacuum tubes, transistors, semicon ductors, and printed circuits. Because the field is so broad, technicians gen erally become specialists in one area— for example, induction or dielectric heating, servomechanisms, automa tion controls, or ultrasonics. Technicians working with engi neers and scientists in the field of elec tronics do complx technical work that is more difficult than routine operat ing and repair work. (For additional information on broadcast technicians see chapter on Occupations in Radio and Television Broadcasting.) Industrial Technology. Techni cians trained in this area are some times called industrial technicians or production technicians. They assist industrial engineers on problems in volving the efficient use of personnel materials, and machines in the pro duction of goods or services. Their work includes preparing layouts of machinery and equipment, planning the flow of work, and making statis tical studies and analyses of produc tion costs. The industrial technician may also conduct time-and-motion studies. In the course of their duties, many industrial technicians acquire experi ence which enables them to qualify for other jobs. For example, those ex pert in machinery and production methods may move into the field of industrial safety. Others who special ize in job analyses may become in volved in the setting of job standards and in the interviewing, testing, hir ing, and training of personnel. Still others may move into production su pervision. (See statements on Person nel Workers and Industrial Engi neers. ) Mechanical Technology. Mechani cal technology is a broad term usually used to cover a large number of spe cialized fields, including automotive technology, diesel technology, tool design, machine design, and pro duction technology. Technicians in the above areas of ‘m echanical technology often assist engineers in design and development work by making freehand sketches and rough layouts of proposed ma chinery and other equipment and parts. They help to determine wheth er a proposed design change in a product is practical and how much the product will cost to produce. They may also be required to solve design problems such as those involving tolerances, stress, strain, friction, and vibration. The planning and testing of ex perimental machines and equipment for performance, durability, and ef ficiency provide a large area of work for technicians. In the testing procedure, they record data, make computations, plot graphs, analyze results, and write reports. They some times make recommendations for de sign changes to improve performance. Their jobs often require skill in the use of instruments, test equipment and gages, such as dynamometers, as well as the ability to prepare and in terpret drawings. Some mechanical technicians are employed in manufacturing depart ments to help develop plans for test ing and inspecting machines and equipment, or to work with engineers in eliminating production problems. Some obtain jobs as technical sales men. (See statements on Mechanical TECHNICIAN OCCUPATIONS Engineers, Automobile Mechanics, Manufacturers’ Salesmen, and Diesel Mechanics.) One of the better known specialties which may be grouped under me chanical engineering technology is that of tool designer. The tool de signer designs tools and devices for the mass production of manufactured articles. He originates and prepares sketches of the designs for cutting tools, jigs, dies, special fixtures, and other attachments used in machine operations. He may also make de tailed drawings of these tools and fix tures or supervise others in making them. Besides developing new tools, designers frequently redesign tools to improve their efficiency. Machine drafting, with some de signing, is another major area of work often grouped under mechanical technology. The work of technicians who are draftsmen is described else where in this chapter. Other Areas of Technology. Many fields of work besides those described above offer opportunities for engi neering and science technicians. Those in the field of metallurgical technology, for example, work with metallurgists and metallurgical engi neers in processing metals, minerals, and ceramics, and converting these substances into finished products. Their jobs may include testing metals and alloys to determine their physical properties or developing new ways of treating and using metals and alloys. Technicians in the field of mathe matics assist mathematicians, engi neers, and scientists by doing compu tations involving the use of algebra, logarithms, trigonometric functions, and higher mathematics. Those work ing in the field of biology assist bio logical scientists in conducting tests and experiments to gain knowledge about living organisms and in apply ing this knowledge to the solution of practical problems, such as the devel opment of new drugs and vaccines or new varieties of plants. In agricultural technology, technicians work with agricultural scientists in improving farm products, the quality of foods, and soil conditions. Still other fields of work for technicians include car tography (mapmaking), electrical technology (power), gas turbine tech nology, optical technology, and petro leum technology. As industry becomes increasingly mechanized, new technical occupa tions continue to emerge. For ex ample, instrumentation technology has evolved from the introduction of automatic controls and precision measuring devices in manufacturing operations. In industrial plants and laboratories, instruments are used to record data, to control and regulate the operation of machinery, and to measure time, weight, temperature, speeds of moving parts, mixtures, volume, flow, strain, and pressure. Technicians in this field work with the engineers and scientists who de velop and design these highly com plex devices, as well as with those who use them for research and de velopment work. (See also statement on Instrument Makers.) Another new area of work for tech nicians, which has resulted from rec ognition of the need for a more sci entific approach toward the reduc tion of industrial hazards, is safety technology. In the rapidly growing atomic energy field, in particular, technicians work with scientists and engineers on problems of radiation safety, inspection, and decontamina tion. (See chapter on Occupations in the Atomic Energy Field.) Where Employed An estimated 675,000 engineering and science technicians, not including draftsmen and surveyors, were em ployed in early 1967—about 11 per cent were women. Nearly 500,000 of these technicians (almost threefourths of the total) were employed by private industry. The manufactur ing industries employing the largest numbers of engineering and science technicians were electrical equipment, machinery, chemicals, and aerospace. In the nonmanufacturing sector, large numbers of technicians were em ployed in the communications indus 193 try and by engineering and architec tural firms: In early 1967, the Federal Govern ment employed approximately 75,000 engineering and science technicians; chiefly as engineering aids and tech nicians, electronic technicians, equip ment specialists, cartographic aids, meteorological technicians, and phys ical science technicians. Of these engineering and science technicians, the largest number worked for the Department of Defense. Most of the others were employed by the Depart ments of Agriculture, Commerce, and the Interior. State Government agencies em ployed over 50,000 engineering and science technicians in early 1967 and local governments almost 20,000. The remainder were employed by colleges and universities, mostly in universityoperated research institutes, and by nonprofit organizations. Training, Other Qualifications, and Advancement Young men and women who wish to prepare for careers as engineering or science technicians can obtain the necessary training from a great vari ety of educational institutions or can qualify for their work right on the job. Most employers, however, seek workers who have had some form of specialized training for more respon sible technician jobs. Specialized formal training programs are offered in post-secondary schools—technical institutes, junior and community col leges, area vocational technical schools, and extension divisions of colleges and universities—as well as in technical and technical-vocational high schools. Other ways in which persons can become qualified for tech nician jobs are by completing an onthe-job training program, through work experience and formal courses taken on a part-time basis in post secondary or correspondence schools, or through training and experience obtained while serving in the Armed Forces. In addition, many engineering and science students who have not 194 completed all the requirements for a bachelor’s degree, as well as some other persons with college education in mathematics and science, are able to qualify for technician jobs after they obtain some additional technical training and experience. In general, post-secondary school technical train ing is required for a growing number of engineering and science technician jobs. Engineering and science techni cians usually begin work as trainees or in the more routine positions under the direct supervision of an experi enced technician, scientist, or engi neer. As they gain experience, they are given more responsibility, often carrying out a particular assignment under only general supervision. Tech nicians may move into supervisory positions. Those with exceptional ability sometimes obtain additional formal training and are promoted to professional engineering positions. For admittance to most schools offering post-secondary technician training, a high school diploma is usu ally required. Some schools, however, admit students without a high school diploma if they are able to pass spe cial examinations and otherwise dem onstrate their ability to perform work above the high school level. All en gineering and science occupations re quire basic training in mathematics and science, thus students should ob tain a sound background in these sub jects while in high school. Many post-secondary schools have arrange ments for helping students make up deficiencies in these subjects. Programs offered by schools spe cializing in post-high school techni cal training require 1, 2, or 3 years of full-time study. The majority are 2-year programs, leading to either an associate of arts or science degree. Evening as well as day sessions are generally available. The courses of fered in science, mathematics, and engineering are usually at the college level. They include instruction in lab oratory techniques and the use of in struments, and emphasize the practi cal problems met on the job. Students are also instructed in the use of ma OCCUPATIONAL OUTLOOK HANDBOOK chinery and tools, but more to give them a familiarity with such equip ment than to develop skills. Because of the variety of educa tional institutions offering training and the differences in the kind and level of training, persons seeking a technical education should use more than ordinary care in selecting a school. Information should be secured about the fields of technology in which training is offered, accreditation, the length of time the school has been in operation, instructional facilities, fac ulty qualifications, acceptability of credits toward the bachelor’s degree, and the type of work obtained by the school’s graduates. Briefly discussed here are some of the types of post-secondary educa tional institutions and other sources where young people can obtain train ing as technicians. Technical Institutes. Technical in stitutes offer training designed to qualify the graduate for a specific job or cluster of jobs immediately upon graduation, and with a mini mum of on-the-job training. In gen eral, the student receives intensive technical training but less theoretical and general education than is pro vided in curriculums leading to a bachelor’s degree in engineering and liberal arts colleges. A few technical institutes and community colleges of fer cooperative programs in which a student spends part of his time in school and part in paid employment related to the occupation for which he is preparing himself. Some technical institutes are operated as regular or extension divi sions of colleges and universities. Others are separate institutions operated by States or municipalities, privately endowed institutions, and proprietary schools. Junior Colleges and Community Colleges. Many junior and com munity colleges offer the necessary training to prepare students for tech nician occupations. Some of these schools offer curriculums that are equivalent to those given in the fresh man and sophomore years of 4-year colleges. Graduates can transfer to the junior year in a 4-year college or qualify for technician jobs. Most large community colleges offer 2-year technical programs, and many em ployers express a preference for grad uates with this more specialized training. Generally, these students can transfer to the sophomore year in a 4-year college. Junior college courses in technical fields are often planned around the employment needs of the industries in their locality. Area Vocational-Technical Schools. Area vocational-technical schools are post-secondary public institutions that are established in central locations to serve students from several surround ing areas. In general, the admission requirements of vocational-technical schools are as rigid as those of other schools offering post-secondary tech nician training. Area school cur riculums are usually designed to train the types of technicians most needed in the area. Other Training. Some large cor porations conduct training programs to meet their need for technically trained personnel. This type of train ing is primarily technical and rarely includes any general studies. Training for some occupations in the technician category—tool de signer and electronic technician, for example—may be obtained through a formal apprenticeship. Correspondence schools provide technician training for those who wish to learn more about their jobs. Technician training is offered by all branches of the Armed Forces. Many of the technicians trained by the military utilize their training in civil ian employment, especially in the field of electronics, after they leave the Armed Forces. Employment Outlook Employment opportunities for en gineering and science technicians are expected to be very good through the 1970’s. In general, the demand will be strongest for graduates of post secondary school training programs TECHNICIAN OCCUPATIONS to fill the more responsible engineer ing and science technician jobs. Among the factors underlying the increase in demand for technicians are the anticipated expansion of in dustry and the increasing complexity of modem technology. As products and the methods by which they are manufactured become more complex, increasing numbers of technicians will probably be required to assist engineers in such activities as pro duction planning, maintaining liaison between production and engineering departments, and technical sales work. Furthermore, as the employ ment of scientists and engineers con tinues to grow, increasing numbers of technicians will be needed to assist them. The trend toward automation of industrial processes and the growth of new areas of work, such as that related to space exploration or atomic energy, will probably also add to the demand for technical personnel. In addition to the technicians needed to fill new positions, an average of about 35,000 will be needed each year through the 1970’s to replace those who retire, die, or transfer to other occupations. Another factor supporting the ex pected increase in demand for en gineering and science technicians is the growth anticipated in research and development expenditures. Such expenditures have increased rapidly in recent years and are expected to continue to rise through the 1970’s although somewhat more slowly than in the past. Expenditures for the de fense and space programs also affect the demand for technical personnel because a large number are engaged in activities related to the defense and space programs. The above outlook for technicians is based on the as sumption that defense and space ac tivities in the late 1970’s will not be significantly different from the levels of the early and mid-1960’s, prior to the Vietnam buildup. Well-qualified women technicians should continue to find favorable em ployment opportunities, chiefly in de signing jobs, in chemical and other laboratory work, and in computation Digitized for 2 6 2FRASER -0 5 7 0 — 68---------- 14 195 and other work requiring the appli cation of mathematics. Over the longrun, it is likely that more women will be trained and will find employ ment in these and other technician occupations. Earnings In general, a technician’s earnings depend upon his education and tech nical specialty, as well as his ability and work experience. Other impor tant factors which influence his earn ings are the type of firm for which he works, his specific duties, and the geographic location of his job. Annual starting salaries for gradu ates of post-secondary technical schools averaged about $6,000 in pri vate industry in 1966. Young persons entering engineering and science technician jobs with less formal train ing generally earned somewhat less. In Federal Government agencies in early 1967, beginning engineering and science technicians were offered $4,269, $4,776 or $5,331, depending upon the type of job vacancy and the applicant’s education and other qual ifications. Some Federal Government agencies hire high school graduates and train them for technician jobs. Beginning salaries for these jobs are $3,925 a year. Most technicians can look forward to an increase in earnings as they move to higher positions. In 1966, annual salaries of workers in respon sible technician positions in private industry averaged almost $9,000, and approximately one-fourth of the workers had annual salaries above $9,600 according to a Bureau of Labor Statistics survey. Engineers’ Council for Professional Development, 345 East 47th St., New York, N.Y. 10017. National Council of Technical Schools, 1507 M St. NW., Washington, D.C. 20005. Information on training opportuni ties may also be obtained from the Engineers’ Council for Professional Development, a nationally recognized accrediting agency for engineering technology programs; the National Council of Technical Schools; and the U.S. Department of Health, Edu cation, and Welfare, Office of Educa tion, Division of Higher Education and/or Division of Vocational and Technical Education, Washington, D.C. 20202. State departments of education at each State capital also have informa tion about approved technical insti tutes, junior colleges, and other edu cational institutions within the State offering post-high school training for specific technical occupations. Other sources include: American Association of Junior Colleges, 1315 16th St. NW., Washington, D.C. 20036. National Home Study Council, 1601 18th St. NW., Washington, D.C. 20009. DRAFTSMEN (D.O.T. 001. through 019.) Nature of Work In making a space capsule or an electric iron, a nuclear submarine or a television set, a bridge or a type Where To Go for More Information writer, detailed plans are needed that give the exact dimensions and speci General information on careers for fications for the entire object and engineering and science technicians each of its parts. The workers who may be obtained from: draw these plans are draftsmen. American Society for Engineering Draftsmen translate the ideas, Education, rough sketches, specifications, and Technical Institute Council, Dupont calculations of engineers, architects, Circle Building, and designers into working plans 1346 Connecticut Ave. NW., Wash which are used in making a product. ington, D.C. 20036. OCCUPATIONAL OUTLOOK HANDBOOK 196 10—are employed in private industry. The manufacturing industries that employ large numbers of draftsmen are the machinery, electrical equip ment, fabricated metal products, and transportation equipment industries. Nonmanufacturing industries em ploying large numbers of draftsmen are engineering and architectural consulting firms, construction com panies, and public utilities. About 29,000 draftsmen worked for Federal, State, and local govern ments in early 1967. Of those em ployed by the Federal Government, the large majority work for the De partments of the Army, Navy, and Air Force. Draftsmen employed by State and local governments work chiefly for highway and public works departments. A few thousand drafts men are employed by colleges and universities and by nonprofit organizations. Training, Other Qualifications, and Advancement Draftsman prepares detailed drawing. Draftsmen may calculate the strength, reliability, and cost of materials. In their drawings and specifications, they describe exactly what materials and processes workers are to use on a par ticular job. To prepare their draw ings, draftsmen use such instruments as compasses, dividers, protractors, and triangles, as well as machines that combine the functions of several de vices. They may also use engineering handbooks and tables to assist in solv ing technical problems. Draftsmen are often classified ac cording to the type of work they do or their level of responsibility. Senior draftsmen use the preliminary infor mation provided by engineers and architects to prepare design “layouts” (drawings made to scale of the ob ject to be built). Detailers make draw ings of each part shown on the lay Digitizedout, for FRASER giving dimensions, material, and any other information necessary to make the detailed drawing clear and complete. Checkers carefully examine drawings for errors in computing or in recording dimensions and specifica tions. Under the supervision of drafts men, tracers make minor corrections and prepare drawings for reproduc tion by tracing them on transparent cloth, paper, or plastic film. Draftsmen may also specialize in a particular field of work, such as me chanical, electrical, electronic, aero nautical, structural, and architectural drafting. Where Employed An estimated 270,000 draftsmen were employed in early 1967; almost 4 percent were women. The large majority of draftsmen about 9 out of Young persons interested in be coming draftsmen can acquire the necessary training from a number of sources, including technical institutes, junior and community colleges, ex tension divisions of universities, voca tional and technical high schools, and correspondence schools. Other per sons may qualify for draftsmen jobs through on-the-job training programs combined with part-time schooling or through 3- or 4-year apprentice ship programs. The prospective draftsman’s train ing, whether obtained in high school or post-high school drafting pro grams, should include courses in mathematics and physical sciences, as well as in mechanical drawing and drafting. The study of shop practices and the learning of some shop skills are also helpful, since many higher level drafting jobs require knowledge of manufacturing or construction methods. Many technical schools offer courses in structural design, strength of materials, and physical metallurgy. TECHNICIAN OCCUPATION'S Young people with only high school drafting training usually start out as tracers. Those with some for mal post-high school technical train ing can often qualify as junior drafts men. As draftsmen gain skill and experience, they may advance to higher level positions as checkers, detailers, senior draftsmen, or super visors of other draftsmen. Some may become independent designers. Fur thermore, some draftsmen who take courses in engineering and mathe matics are able to transfer to engi neering positions. Qualifications for success as a draftsman include the ability to vis ualize objects in three dimensions and to do freehand drawing. Al though artistic ability is not generally required, it may be very helpful in some specialized fields. Employment Outlook Employment opportunities for draftsmen are expected to be favor able through the 1970’s. Prospects will be best for those with post-high school drafting training. Well-quali fied high school graduates who have had only high school drafting, how m ever, will also be in demand for some types of jobs. Employment of draftsmen is ex pected to rise rapidly as a result of the increasingly complex design prob lems of modern products and proccesses. In addition, as growth of en gineering and scientific occupations continues, more draftsmen will be needed as supporting personnel. On the other hand, photoreproduction of drawings and expanding use of electronic drafting equipment are eliminating some routine tasks done by draftsmen and will probably bring about a reduction in the need for some less skilled draftsmen. In addition to draftsmen needed to fill new positions, many will be re quired each year to replace those who retire, die, or move into other fields of work. The number needed to fill such vacancies, estimated to be about 10,000 in 1966, will probably rise slowly through the 1970’s. Earnings experience, draftsmen may move up to higher level positions with a sub stantial increase in earnings. For ex ample, the earnings of senior drafts men averaged about $580 a month in early 1966. In the Federal Civil Service in early 1967, the entrance salary for high school graduates without work experience who were employed in trainee-draftsman positions was about $325 a month. For those with posthigh school education or with some experience in drafting, entrance sala ries were higher. The majority of ex perienced draftsmen working for the Federal Government earned between $490 and $580 in early 1967. Where To Go for More Information American Institute for Design and Drafting, 770 South Adams Road, Suite 110, Birmingham, Mich. 48011. American Federation of Technical Engineers, 900 F St. NW., Washington, D.C. 20004. In private industry, persons in be See also section on Where To Go ginning drafting positions earned an average of about $370 a month in for More Information in the state early 1966, according to a Bureau of ment on Engineering and Science Labor Statistics survey. As they gain Technicians. WRITING OCCUPATIONS NEWSPAPER REPORTERS (D.O.T. 132.268) Nature of Work Newspaper reporters gather infor mation on current events and write stories on many subjects for publica tion in daily or weekly newspapers. In covering these events, they may interview people, review public rec ords, attend news happenings, and do research. As a rule, reporters take brief notes while collecting the facts, and write their stories upon return to the office. Sometimes, to meet deadlines, they telephone their stories to “dicta tionists” or give the informa tion by phone to other staff members known as “rewrite men,” who write the stories for them. Large dailies frequently assign some reporters to “beats,” such as police stations or the courts, to cover news originating in these places, whereas other local news is handled by general assignment reporters. Spe cialized reporters, who are wellversed in a subject matter field as well as in writing, are increasingly inter preting and analyzing the news in fields such as medicine, politics, sci ence, education, business, labor, and religion. Reporters on small newspa pers get broad experience; they not only cover all aspects of local news, but may also take photographs, write headlines, lay out inside pages, and even write editorials. On the smallest weeklies, they may also solicit adver198 tisements, sell subscriptions, and per porters, an increasing number of form general office work. newspapers will consider only appli cants with a college education; grad uate work is also becoming increas Where Employed ingly important. Some editors prefer with a degree in journalism; An estimated 35,000 newspaper re those others consider a degree in liberal arts porters were employed in the United as equally desirable. States in 1967. The majority worked Professional training leading to a for daily newspapers; most of the bachelor’s degree in journalism can others worked for weekly papers. In be obtained in more than 175 col addition, some reporters were em leges; about 100 of these have sepa ployed by press services and newspa rate departments or schools of jour per syndicates. nalism. The typical undergraduate Reporters work in cities and towns curriculum is offered dur of all sizes throughout the country. journalism ing the junior and senior years of col Of the more than 1,800 daily and lege, and is divided equally 8,900 weekly newspapers, the great between cultural andabout professional majority are in medium-size towns. subjects. Students preparing to be Large numbers of reporters, however, come newspaper reporters take pro are in cities, since big city dailies em fessional subjects such as reporting, ploy many reporters, whereas a small copyreading, editing, feature writing, town paper generally employs only a and the history of journalism. Al few. though a number of schools award the master’s degree in journalism, at present only a few offer programs Training, Other Qualifications, and leading to the doctor’s degree in this Advancement field. Although talented writers with lit Young people who wish to prepare tle or no academic training beyond for newspaper work through a liberal high school sometimes become re arts curriculum should take English WRITING OCCUPATIONS courses that include writing, as well as such subjects as sociology, political science, economics, history, and psy chology. Reading and conversational ability in a foreign language and some familiarity with mathematics also are desirable qualifications. Those who look forward to becoming technical writers, or to reporting in a special field such as science, should concen trate on course work in their subject matter areas to the maximum extent possible. (See statement on Technical Writers.) Those without college training usually qualify by gaining experience on rural, small-town, or suburban papers. Personal characteristics of impor tance are a “nose for news,” curiosity, persistence, initiative, resourcefulness, an accurate memory, and the phys ical stamina necessary for an active and often fast-paced life. Skill in typ ing is useful since reporters often type their own news stories. On small papers, a knowledge of news photog raphy is also valuable. Many beginners start on weekly or small daily newspapers. Some out standing college graduates are hired directly for reporting positions by papers that prefer to train them on the job. Others, also usually college graduates, start on large city papers as copy boys, acting as messengers or office boys. They may be promoted to reporting jobs as they gain experi ence and as openings arise. Oppor tunities are increasing for college students to learn the rudiments of reporting through summer intern ships with newspapers. These in ternships—well over 1,000 in 1966— usually lead to regular employment upon graduation. In competing for regular positions, it is helpful to have had experience as a “stringer”—one who covers the news in a particular area of the com munity for a newspaper and is paid on the basis of the stories printed. Ex perience on a high school or college newspaper may also be helpful in obtaining employment. Beginning reporters are first as signed to such work as summarizing speeches, covering civic and club meetings, writing obituaries, inter viewing visitors to the community, and covering police court proceedings and minor news events. As they gain experience, they may advance to cov ering more important developments, to an assigned “beat,” or to specializ ing in a particular field of knowledge. Reporters with extensive experience may become rewrite men or copy edi tors. Newspapermen also progress to reporting jobs with larger papers or with press services and newspaper syndicates. Some experienced report ers advance to positions such as col umnist, correspondent, or editor; to top executive positions; or become publishers; but these positions repre sent the top of the field and competi tion for them is keen. Other report ers transfer to related fields such as magazines, radio and television news, advertising, or public relations. Employment Outlook Well-qualified beginners with ex ceptional writing talent will find good employment opportunities through the 1970’s. In early 1967 editors of large newspapers were actively seek ing young reporters with exceptional talent. Other beginners, however, were facing keen competition for jobs, especially on large city dailies, and will probably continue to do so. In addition to seeking young report ers with exceptional talent, editors were also looking for reporters who were qualified to handle news about highly specialized or technical subjects. Weekly or daily newspapers lo cated in small towns and suburban areas will continue to offer the most opportunities for beginners entering newspaper reporting. Openings arise on these papers as young people gain experience and transfer to reporting jobs on larger newspapers or to other types of work. Moreover, the number of newspapers in suburban areas is increasing, and many of the existing ones are expanding their staffs to sat isfy the need for more detailed com 199 munity news. Preference in employ ment on small papers is likely to be given to beginning reporters who are able to help with photography and other specialized aspects of newspaper work and who are acquainted with the community. Large city dailies will provide some openings for the inexperienced with good educational backgrounds and a flair for writing to enter as reporter trainees; some opportunities may con tinue to be available for young people to enter as copy boys and advance to reporting jobs. In addition to jobs in newspaper reporting, new college graduates with journalism training may enter related fields, such as advertising, public re lations, trade and technical publish ing, radio, and television. The broad field of mass communication, which has grown rapidly in recent years, will continue to expand in the future. Fac tors pointing toward this continuing expansion include rising levels of edu cation and income; increasing expen ditures for newspaper, radio, and television advertising; and a growing number of trade and technical jour nals and various types of company publications. As newspapers share in this growth, employment of reporters is expected to increase moderately. The greatest number of job openings, more than a thousand each year, will continue to arise from the need to replace reporters who are promoted to editorial or other positions, trans fer to other fields of work, retire, or leave the profession for other reasons. Earnings and Working Conditions Many daily newspapers have nego tiated, with the American Newspaper Guild, contracts which set minimum wages based on experience and pro vide for annual salary increases. In late 1966, the minimum starting sal aries on most daily newspapers with Guild contracts ranged between $80 and $120 a week for reporters with no previous experience. On a few small dailies, the Guild minimum starting salaries were less than $70 a OCCUPATIONAL OUTLOOK HANDBOOK 200 week; on a few large dailies, Guild minimum rates for beginning report ers exceeded $130 a week. Young people working as copy boys earn less than new reporters; minimum Guild rates for copy boys with some experi ence ranged from about $50 to slightly more than $90 a week. On most dailies, minimum Guild rates for reporters with some experi ence (usually for those with 4 to 6 years) ranged from about $140 to $180 a week in late 1966. Contract minimums for experienced reporters on a few small dailies were less than $130 a week; on a few large dailies they were about $200 a week. Papers under Guild contracts often pay sal aries higher than the minimum rates called for in their contracts. Particu larly successful, experienced reporters on city dailies may earn over $300 a week. Newspaper reporters on big city papers frequently work 7 to l/% hours a day, 5 days a week; most other re porters generally work an 8-hour day, 40-hour week. Many of those em ployed by morning papers start work in the afternoon and finish about midnight. City papers pay overtime rates for work performed after the regularly scheduled workday, or for more than 40 hours of work a week; they often provide various employee benefits such as paid vacations, group insurance, and pension plans. Where To Go for More Information Information about opportunities with daily newspapers may be ob tained from: American Newspaper Publishers As sociation, 750 Third Ave., New York, N.Y., 10017. Information on opportunities in the newspaper field as well as a list of scholarships, fellowships, assistantships, and loans available at colleges and universities, may be obtained from: The Newspaper Fund, Inc., Box 300, Princeton, N.J. 08540. Sigma Delta Chi, 35 East Wacker Dr., Chicago, 111. 60601. Information on union wage rates is available from: American Newspaper Guild, Re search Department, 1126 16th St. NW., Washington, D.C. 20036. General information on journalism opportunities may be obtained from: American Council on Education for Journalism, Ernie Pyle Hall, Bloomington, Ind. 47405. Names and locations of daily news papers and a list of departments and schools of journalism are published in the Editor and Publisher Interna tional Yearbook, available in most large newspaper offices and public libraries. TECHNICAL WRITERS (D.O.T. 139.288) Nature of Work The many technical and scientific developments of recent years have created a growing dem and for writers skilled in interpreting these develop ments. The technical writer organizes, writes, and edits material about sci ence and technology so that it is in a form most useful to those who need to use it—be it a technician or re pairman, a scientist or engineer, an executive, or a housewife. When writing for the nonspecialist he must present his material in a simple, clear, and factual manner; for the specialist he must include technological detail, using a highly specialized vocabulary. Regardless of what kind of writing he does, the technical writer serves to establish easy communication be tween scientists, engineers, and other technical specialists, and the users of their information. The technical writer’s product takes many forms, such as a publicity release on a company’s scientific or technical achievement or a manu facturer’s contract proposal to the Federal Government. It may be a manual that explains how to operate, assemble, disassemble, maintain, or overhaul components of a missile sys tem or a home appliance. Technical writers also write for scientific and engineering periodicals, and for popu lar magazines. Technical writers as defined in this statement include only those people primarily employed to inter pret, write about, or edit technical or scientific subject m atter. It ex cludes those primarily employed as scientists, engineers, or other techni cal specialists who also do a consider able amount of writing. Before starting a writing assign ment, a technical writer must usually research his subject. This process involves studying reports, reading technical journals, and consulting with the engineers, scientists, and other technical personnel who have worked on the project. Then, he pre pares a rough draft that may be re vised several times before it is in final form. Technical writers usually ar range for the preparation of tables, charts, illustrations, and other art work, and in so doing may work with technical illustrators, draftsmen, or photographers. Where Employed About 30,000 technical writers and editors were employed in early 1967. Most technical writers are employed in the electronics and aerospace indus tries. Many work for research and de velopment firms or for the Federal Government—mainly in the Depart ments of Defense and Agriculture, the Atomic Energy Commission, and the National Aeronautics and Space Ad ministration. Some work in the more than 300 job shops that specialize in technical writing. Others are in busi ness for themselves as freelance technical writers. Technical writers are employed primarily in the Northeastern States, Texas, and California. They are con centrated in the Washington, D.C., WRITING OCCUPATIONS 201 Los Angeles, Houston, Fort WorthDallas, Chicago, New York, Boston, and Philadelphia metropolitan areas. Training, Other Qualifications, and Advancement The bachelor’s degree is the desir able minimum entrance requirement for work in this field, although tal ented and experienced writers having less academic training can qualify. Employers do not agree on the most appropriate kind of college training needed by technical writers, but graduates usually must have a com bination of courses in writing and scientific and technical subjects. Some employers prefer applicants with degrees in engineering or science who have had courses in writing. Others seek graduates with majors in English or journalism who have taken some courses in scientific and technical subjects. Regardless of the college training they prefer, all em ployers place great emphasis on writ ing skills. Few schools offer formal under graduate programs leading to a bachelor’s degree in technical writing or technical journalism. However, about 170 colleges and universities provide professional education lead ing to a bachelor’s degree in jour nalism; and most of these offer at least one course in technical writing or technical journalism as part of the regular curriculum. Liberal arts col leges and some engineering schools offer English and other courses that sharpen writing skills. Many colleges and universities conduct short-term summer workshops and seminars for technical writers. Young people who plan to become technical writers should, while still in high school, supplement the re quired science and mathematics courses with as many elective courses in grammar and composition as pos sible. They also can gain helpful ex perience by working as editors or writers for their school papers. In addition to the ability to write well, technical writers must have the Technical writer confers with engineer on product specifications. ability to think logically. They should have a great interest in scientific and technological developments and be able to work and communicate well with others. Beginners often assist experienced technical writers by doing library re search, by editing, and by preparing drafts of portions of reports. Experi enced writers in organizations with large technical writing staffs may become technical editors or progress to supervisory and administrative positions. After gaining experience and contacts, a few may open their own job shops. It also is possible to advance by becoming a specialist in a particular scientific or technical subject. These writers sometimes prepare syndicated newspaper columns or articles for popular magazines. Employment Outlook Well-qualified and experienced technical writers are expected to find excellent employment opportunities through the 1970’s. Beginners who have good writing ability and appro priate education also should find OCCUPATIONAL OUTLOOK HANDBOOK 202 many opportunities; those with mini mum qualifications will find stiff com petition for jobs. The greatest de mand probably will be for technical writers with backgrounds in elec tronics and communications, partic ularly in research and development, to work in the aerospace and related industries. The employment of technical writers is expected to increase mod erately throughout the late 1960’s and during the 1970’s because of the need to put the increasing volume of scientific and technical information into language that can be understood by management for decisionmaking and by technicians for operating and maintaining complicated industrial equipment. Also, since many products will continue to be assembled from components manufactured by differ ent companies, technical writers will be in demand to describe, in simple terms, the interrelationships of these components. The growth in this oc cupation will be accelerated also by the need for improved and simplified operating and maintenance instruc tions for new consumer products. The demand for technical writers will continue to be related to research and developm ent expenditures. These expenditures are expected to remain at high levels in the aerospace in dustry and to increase somewhat in medical and other fields. Technical writers with training in journalism also will find opportunities in other fields that employ writers, such as advertising, public relations, trade publishing, radio, and tele vision. Earnings and Working Conditions In 1967, inexperienced technical writers with bachelor’s degrees were hired in private industry at starting salaries ranging from $5,000 to $7,000 a year; those with moderate experi ence earned from $7,000 to $10,000 a year; highly experienced writers earned from $11,000 to $15,000, and those in supervisory and management positions up to $20,000. Differences in the earnings of experienced writers depended not only on their ability and prior experience, but also on fac tors such as the type, size, and location of their employing firms. Earnings of freelance technical writers vary greatly and are related to the writer’s reputation in the field. In the Federal Government in early 1967, inexperienced technical writers with a bachelor’s degree and credit for about five science courses could start at either $5,331 or $6,451 a year, depending on their college records. Those with 2 years’ experi ence could begin at $7,696. With 3 years’ experience, they could start at $9,221 or $10,927 a year, depending on the caliber of the experience. Technical writers usually work the standard 40-hour week. They may work under considerable pressure, frequently working overtime when a deadline has to be met on a publica tion or report. Where To Go for More Information Additional information on this oc cupation, including a list of schools offering accepted courses,of study and specific training programs in ac credited colleges and universities, may be obtained from: Executive Secretary, Society of Technical Writers and Publishers, Inc., Suite 421, 1010 Vermont Ave., Wash ington, D.C. 20005. OTHER PROFESSIONAL AND RELATED OCCUPATIONS The architect makes preliminary drawings of the structure and meets with the client to develop a final de sign. This design includes floor plans as well as details of the interior and exterior of the building. The final design is then translated into working drawings, which show the exact di mensions of every part of the struc ture and the location of the plumbing, heating, electrical, air-conditioning, and other equipment. Consulting en gineers usually prepare detailed draw ings of the structural, plumbing, heating, and electrical work. Engi neers’ drawings are coordinated with the architect’s working drawings, and specifications are prepared listing the construction materials to be used, the equipment, and, in some cases, the furnishings. . The architect then assists his client in selecting a building contractor and in drawing up the contract between client and contractor, and he acts as the client’s advisor and representative in dealings with the contractor. As construction proceeds, the architect makes periodic visits to the construc tion site to make certain that the de sign is being followed and that the materials specified in the contract are used. The architect’s work is not completed until the project is fin- ARCHITECTS (D.O.T. 001.081) Nature of Work Architects plan and design build ings and other structures. Their goal is to design structures which are safe, useful, and pleasing in appearance. Architects also work with other pro fessionals, such as engineers, urban planners, and landscape architects in the designing of cities and towns and in the planning and improvement of an overall physical environment. When an architect receives a com mission for a building, he meets with the client to discuss the purpose, re quirements, and cost limitations of the structure as well as the client’s preferences as to style and plan. Sub sequently, the architect must make hundreds of decisions taking into account not only the requirements of the building, but also local and State building codes, zoning laws, fire regu lations, and other ordinances. For ex ample, in planning a school, the architect must decide, among other things, the amount of corridor and staircase space required to enable stu dents to move easily from one class to another; the type and arrangement of storage space; and the location, size, and interior arrangements of the classrooms, laboratories, lunchroom, gymnasium, and administrative of fices. Architects examine scale model of new project. 203 204 ished, all required tests are made, and guarantees are received from the con tractor. Most self-employed architects plan and design a wide variety of struc tures, ranging from homes to churches, hospitals, office buildings, and airports. Architects also plan and design multibuilding complexes for urban renewal projects, college cam puses, industrial parks, and new towns. Some architects, however, spe cialize in one particular type of structure or project. When working on large-scale projects or for large architectural firms, architects fre quently specialize in one phase of the work, such as design, drafting, speci fication writing, or construction con tract administration (insuring that a structure is built in accordance with plans and specifications). Where Employed An estimated 32,000 registered (licensed) architects were employed in the United States in early 1967. In addition, many other architectural school graduates who are unlicensed were working in positions requiring a knowledge of architecture. Less than 3 percent of all architects are women. Approximately two-fifths of all architects are self-employed, either practicing individually or as part ners. Most of the others work for architectural firms. Some architects work for engineers, builders, real estate firms, and for other businesses with large construction programs. Others are employed by government agencies, often in fields such as city and community planning and urban redevelopment. A few are full-time teachers in schools of architecture. Architects are employed in all parts of the country. However, they are concentrated in those States with large metropolitan areas. Nearly half of the total are employed in six States—California, New York, Illi nois, Texas, Pennsylvania, and Ohio. OCCUPATIONAL OUTLOOK HANDBOOK Training, Other Qualifications, and Advancement A license for the practice of archi tecture is required by law in all States and the District of Columbia, mainly to insure that architectural work which may affect the safety of life, health, or property is done by qualified architects. Requirements for admission to the licensing examina tion are set by the individual States. These generally include graduation from an accredited professional school followed by 3 years of prac tical experience in an architect’s office. As a substitute for formal training, most States accept longer periods of practical experience (usu ally 10 to 12 years) for admission to the licensing examination. In 1966, professional training in architecture was offered by 78 col leges and universities in the United States, 61 of which were accredited by the National Architectural Ac crediting Board. The great majority of these schools offered a 5-year cur riculum leading to the bachelor of architecture degree. Many architec tural schools also offered graduate education leading to the master’s degree, and a few schools offer the Ph. D. degree. Although graduate training is not essential for the prac tice of architecture, it is often desir able for research and teaching posi tions. Most schools of architecture admit qualified high school graduates who meet the entrance requirements of the college or university with which the school of architecture is asso ciated. Some schools require 1 or 2 years of college education before admitting the student to a 3- or 4year architectural training program. In general, architectural schools pre fer that students’ preparation include mathematics, science, social studies, language, and art. A typical curricu lum includes not only architectural courses but also other subjects—usu ally English, mathematics, physics, chemistry, sociology, economics, and a foreign language. Among the personal qualifications needed by persons planning a career in architecture are a capacity to mas ter technical problems, a gift for ar tistic creation, and a flair for business and for human relations. Students are frequently encouraged to work for architects or for building con tractors during summer vacations to gain some knowledge of practical problems. New graduates usually begin as junior draftsmen in architectural firms where they make drawings and models of building projects or draft details in the working drawings. As they gain experience, they are given more complex work. After several years, they may progress to chief or senior draftsman, with responsibility for all the major details of a set of working drawings and for the super vision of other draftsmen. Other architects may work as designers, con struction contract administrators, or specification writers. An employee who is particularly valued by his firm may be designated an associate and may receive, in addition to his salary, a share of the profits. Usually, how ever, the architect’s goal is to estab lish his own practice. Employment Outlook The outlook is for continued rapid growth of the profession through the 1970’s. Employment opportunities are expected to be good both for ex perienced architects and for new architecture graduates. A major factor contributing to this favorable outlook is the expected growth in the volume of nonresidential construction—the major area of work for architects. Moreover, the in creasing size and complexity of mod ern nonresidential buildings, as well as homeowners’ growing awareness of the value of architects’ services, are likely to bring about a greater demand for architectural services. Urban redevelopment and city and community planning projects, other growing areas of employment for architects, are also expected to in 205 OTHER PROFESSIONAL AND RELATE© OCCUPATIONS crease considerably in the years ahead. (See statement on Urban Planners.) In addition, expanding college enrollments will create a need for additional architects to teach architectural courses. Besides those needed to fill new positions due to growth, additional numbers of architects will be required each year to replace those who trans fer to other fields of work, retire, or die. The number needed to fill such vacancies, estimated to be about 700 in 1966, will probably rise slowly in the future. Along with the anticipated rise in demand for architects, an increase is expected in the number of architec tural graduates. If graduations in this field follow the trend expected in all college graduations, the number of architectural degrees awarded each year during the late 1960’s and the 1970’s should be considerably greater than the 2,300 degrees awarded in 1965. However, many architectural graduates utilize their training in fields such as sales and administration in the building industry and do not enter the profession. Thus, those who choose to enter the field should have good employment opportunities through the 1970’s. The outlook for women architects, although less favorable than for men, is nonetheless expected to be good. However, few women establish them selves in private practice. paid salaried employees of architec tural firms. The range in their in comes is very wide, however. Some architects with many years of experi ence and good reputations earn well over $25,000 a year. Young architects starting their own practices may go through a period when their expenses are greater than their income. Most architects work in welllighted, well-equipped offices and spend long hours at the drawing board. However, their routine is often varied by interviewing clients or con tractors or discussing the design, con struction procedures, or building materials of a project with other architects or engineers. Architects in volved in construction contract ad ministration frequently work out of doors during inspections at construc tion sites. Where To Go for More Information The American Institute of Architects, 1735 New York Ave. N W , Washing ton, D.C. 20006. Society of American Registered Archi tects, 1821 Jefferson Place NW., Washing ton, D .C .20036. COLLEGE PLACEMENT OFFICERS (D .O .T . 166.268) Nature of Work Earnings and Working Conditions Starting salaries for architectural school graduates were generally be tween $100 and $150 a week in 1966, according to available information. Draftsmen with 3 years or more ex perience earned between $135 and $180 a week; job captains, specifica tion writers, and other senior em ployees usually earned from $150 to $250 a week. Senior employees often receive yearly bonuses in addition to their salaries. After architects have become well established in private practice, they generally earn much more than high College placement officers provide job placement services to students and graduates. They furnish information on full-time, part-time, and summer job openings; help students evaluate their special abilities and employment opportunities; and arrange for job interviews. College placement officers inter view students and analyze their edu cation and work records in order to match qualifications to job require ments. They also may administer or arrange for vocational and psycho logical tests. College placement officer and student discuss employment offers. College placement officers arrange for employer representatives to visit the campus to discuss their firms’ personnel needs and to interview qualified applicants. Placement offi cers may provide information about students to employer representatives and assist them in appraising the qualifications of students. They also may make new contacts with employ ers to develop additional employment opportunities. In addition, they may suggest improvements in employer recruitment literature and inform the college faculty of any change in job requirements that might warrant ad justment in curriculum. Many college placement officers assemble and maintain a library of career guidance information from public and private sources and com pany recruitment literature for the use of students and alumni. Such material includes information on the nature of various occupations, to gether with data on current oppor tunities, educational requirements, earnings, advancement, and the long term outlook. Placement officers may specialize in such areas as law, teaching, parttime and summer work, or other spe cific group placements. However, the OCCUPATIONAL OUTLOOK HANDBOOK 206 extent of specialization usually de In 1967, more than 100 colleges prospects will be best for new or re pends upon the size and type of the and universities offered programs cent college graduates seeking begin college, as well as the size of the place leading to a graduate degree in col ning positions, particularly at their ment staff. lege student personnel work. These own alma maters. Among the factors programs included such placement expected to contribute to the favor oriented subjects as vocational devel able outlook for college placement Where Employed opment theory, techniques of inter officers are the increasing number of viewing, career counseling, occupa college graduates, and the expansion Placement services are offered in tional and educational information, in the number of college students nearly all colleges and universities. Large colleges may employ several group dynamics, and college student from lower income families who will seek part-time jobs during their col placement officers working under a personnel administration. Many people enter college place lege years to help finance their educa director of placement activities; in ment after working in other areas. A tion. Demand for college placement many institutions, however, a com broad background of business or officers will be increased also as a bination of placement functions is performed by one officer and his industrial experience, teaching ex result of the trend among colleges clerical staff. In some colleges, espe perience, previous placement train and universities toward more em cially the smaller ones, the functions ing, experience in public or private phasis on the student personnel serv of placement officers may be per employment agencies, or knowledge ice aspect of higher education. This formed on a part-time basis by mem of personnel and guidance tech emphasis has already resulted in in bers of the faculty or administrative niques are all useful backgrounds for creased placement activity for grad staff. Universities frequently have college placement work. In some uate students and alumni, and for placement offices for each major instances, an alumnus who has dis undergraduates seeking summer and branch or campus. In some universi played a strong interest in his school, part-time employment. The increas ties, there is a central office which and exhibits ability in working effec ing number of junior colleges and coordinates the work of all placement tively with people, will be employed technical schools—the fastest grow officers; in others, each office works as as an assistant in the placement office ing segment of higher education— a separate unit. and may advance to more responsible also will increase the demand for placement personnel. An estimated 2,500 placement of positions as he gains experience. The recent trend toward increased ficers were employed in 4-year col A person who would like to enter leges and universities in 1967, most the college placement field should budget allocations for placement ac of them on a full-time basis. Of this have an interest in people, as well as tivities is expected to continue, thus total number, about one-third were the ability to gain the confidence of leading to a growing demand for col wom en. In addition, an increasing students, faculty, and employers. The lege placement officers in most number of placement officers were ability to develop a keen insight into parts of the country. In addition, re being employed full time or part time the employment problems of both gional college placement associations, in 2-year colleges. employers and students and to main through their coordinating organiza College placement officers are lo tain honest and confidential com tion, the College Placement Council, cated in all parts of the country, munications also is important in col are expanding their programs to im prove operations in existing place although they are concentrated in the lege placement work. metropolitan areas where many col Advancement for college place ment offices of member colleges and establish placement services where leges and universities are situated. ment officers usually is through pro to none presently exist. motion to placement director, direc Some openings also will occur each tor of student personnel services, or year as placement Training, Other Qualifications, and officers transfer to to some other higher level adminis other positions, retire, Advancement trative position. However, the extent field for other reasons. or leave the A bachelor’s degree generally is of such opportunity usually depends considered the minimum require upon the type of college or university ment for entry into the field. Impor and the size of the staff. Earnings and Working Conditions tant undergraduate courses for the prospective placement officer include In 1966, annual earnings of place psychology, sociology, education, ment office directors ranged from less Employment Outlook counseling, and personnel adminis than $4,000 to a high of over $20,000, The number of job opportunities with the average (median) salary tration or related business subjects. At present, however, no specific edu in the college placement field is ex about $9,700, according to a National pected to rise very rapidly through Education Association survey of 953 cational specialty exists for college placement officers. the 1970’s. In general, employment public and private colleges and uni OTHER PROFESSIONAL AND RELATED OCCUPATION'S versities. In general, the larger insti tutions paid the highest salaries. Earnings of placement officers and assistants averaged about two-thirds of the amount paid placement direc tors. College placement officers usually work a standard 35- to 40-hour week; however, irregular hours and over time usually are necessary during the “recruiting season.” Most placement personnel are employed on a 12month basis. They are paid for holi days and vacations, and receive the same benefits as other professional personnel employed by colleges and universities. Where To Go for More Information The College Placement Council, Inc., 35 East Elizabeth Ave., Bethlehem, Pa. 18018. HOME ECONOMISTS (D.O.T. 096.128) Nature of Work Improving products, services, and practices that affect the comfort and well-being of the family is the pri mary aim of home economists. These professional workers must have a broad knowledge of the field or be come specialists in a particular area such as food, clothing and textiles, housing, home equipment, child care, household management, or family economics. Teachers make up the largest single group of home economists. Secondary school teachers give courses in food, nutrition, clothing, textiles, child care, family relations, home furnishings and equipment, household economics, and home management. The nature of much of the work done by home economics teachers is similar to that described in the statement on Secondary School Teachers, elsewhere in this Hand book. In addition, they may sponsor chapters of Future Homemakers of Home economist gives food demonstration. America, and conduct many related activities. Teachers in adult educa tion programs help homemakers to increase their understanding of fam ily relations, and to improve their homemaking methods and skills. Col lege teachers may combine teaching and research, and often specialize in one particular area of home eco nomics. Private business firms and trade associations employ home economists to promote the development, use, and care of specific home products. They may do research and test products; prepare advertisements and booklets with instructional materials; plan, prepare, and present programs for radio and television; serve as con sultants ; give lectures and demonstra tions before the public; and conduct classes for workers, salesmen, and appliance servicemen. They may also study consumer needs and help manufacturers translate these needs into useful products. Home economists who work for food manufacturers do an important part of their work in test kitchens— improving present products or help ing to create new products; they may also publicize the nutritional value of specific foods. Those employed by 207 utility companies often give advice on household problems, in addition to describing the operation and benefits of products and services. Home econ omists employed by manufacturers of kitchen and laundry equipment may work with engineers on product development. Those engaged in com munications work for magazines, newspapers, radio and television sta tions, advertising and public rela tions agencies, trade associations, and other organizations. They usually prepare articles and advertisements to tell homemakers about home prod ucts and services. Their work may include product testing and analysis, work in research laboratories or test kitchens, and the study of consumer buying habits. Still other home econ omists work for dress-pattern com panies, department stores, interior design studios, and other business firms that design, manufacture, and sell products for the home. A small number of home economists are em ployed in financial institutions, giving customers advice on spending, saving, and budgeting. Some home economists are en gaged in research work for the Fed eral Government, State agricultural experiment stations, colleges, universi ties, and private organizations. The U.S. Department of Agriculture employs the largest group of these workers, some of whom study the buying and spending habits of farm families and then develop budget guides. A few in other Federal agen cies are engaged in research on space travel, working on such problems as food needs in outer space. Cooperative Extension Service home economists conduct adult edu cation programs for women and 4-H Club programs for girls in such areas as home management, consumer edu cation, family relations, and nutri tion. Home economists employed on social-welfare programs by State, county, city, and private welfare agencies may act as advisers and con sultants on household budgets and improved homemaking. They may 208 help handicapped homemakers and their families adjust to physical lim itations by changing the arrange ments in the home and revising methods of work. Other home econo mists in welfare agencies supervise or train workers who provide temporary or part-time help to households dis rupted by illness. Where Employed About 92,000 persons were em ployed in home economics occupa tions in 1966. This figure includes an estimated 30,000 dietitians and ap proximately 5,000 extension workers who are discussed in separate state ments on Dietitians and Agricultural Extension Workers in the Handbook. More than 50,000 home economists were teachers. Approximately 33,000 were primarily secondary school teachers. About 14,000 were adult education instructors; however, a good many of these teachers taught both secondary school and adult education classes. In addition, there were about 2,500 college and uni versity teachers. The remainder taught in elementary schools, kinder gartens, nursery schools, recreation centers, and other institutions. More than 5,000 home economists were in private business firms and associa tions. Several hundred were primarily research workers, and a smaller group were advisers, consultants, and train ing supervisors in social welfare pro grams. A few were self-employed. Although home economics is gen erally considered a woman’s field, a growing number of men are employed in home economics positions. Most men specialize in foods and institu tion management, though some are in the family relations and child devel opment field, applied arts, and other areas. OCCUPATIONAL OUTLOOK HANDBOOK a bachelor’s degree in home econom ics, which qualifies graduates for most entry positions in the field. A mas ter’s or doctor’s degree is required for college teaching, for certain research and supervisory positions, for work as an extension specialist or super visor, and for some jobs in the nutri tion field. The undergraduate curriculum in home economics gives students a strong background in science and liberal arts and also includes courses in each of the areas of home eco nomics. Students majoring in home economics may specialize in various subject-matter areas. Advanced courses in chemistry and nutrition are important for those wishing to spe cialize in-foods and nutrition; science and statistics for research work; and journalism for advertising, public relations work, and all other work in the communications field. To teach home economics in a high school, a student must complete the profes sional education courses and other requirements for a teacher’s certifi cate in the State in which one wishes to teach. Scholarships especially designated for undergraduates in the field are available, as well as scholarships, fel lowships, and assistantships for grad uate study. Although colleges and universities offer most of these finan cial grants, government agencies, research foundations, businesses, and the American Home Economics Association provide additional funds. Home economists must be able to work with people of various living standards and backgrounds and should have a capacity for leadership, with ability to inspire cooperation. Good grooming, poise, and an interest in people are also essential, particu larly when dealing with the public. Employment Outlook Home economists are expected to have very good employment oppor Approximately 450 colleges and tunities through the 1970’s. The universities offer training leading to greatest demand will stem from the http://fraser.stlouisfed.org/ Training, Other Qualifications, and Advancement Federal Reserve Bank of St. Louis need to fill teaching positions in sec ondary schools and in colleges and universities. Increased national focus on the needs of low-income families may also increase demand to work in welfare and extension service posi tions. In addition, the need for more home economists in research is expected to increase with the con tinued interest in improving home products and services. Many business establishments are also becoming in creasingly aware of the contributions that can be made by professionally trained home economists and prob ably will hire more of them to pro mote home products and to act as consultants to customers. Many home economists will be needed to replace those who die, retire, or leave the field because of family responsibilities or other rea sons through the 1970’s. Opportuni ties for those who leave the profes sion but who later wish to return will be good, especially as part-time teachers in adult education programs. Earnings and Working Conditions Home economics teachers in public schools generally receive the same salaries as other teachers, as most school districts have a single-salary schedule, based on education and experience. In school districts of 100.000 pupils or more, the average (median) salary of beginning teach ers who have a bachelor’s degree was $5,362 for the school year 1966-67, according to a National Education Association survey; in districts of 50.000 to 99,999 enrollment, starting salaries averaged $5,268 and in dis tricts of 25,000 to 49,999 enrollment, $5,222. The average (median) salary of home economics instructors teaching in colleges and universities was about $6,800 a year in 1965-66. In the cooperative extension service, sal aries of county extension home econ omists averaged about $7,900 per year and those of State specialists, $10,350 in late 1966. 209 OTHER PROFESSIONAL AND RELATED OCCUPATIONS The Federal Government paid in experienced workers who have a bachelor’s degree in home economics $5,331 or $6,451 in early 1967, de pending on their scholastic records. For those having additional educa tion and experience, salaries ranged from $7,696 to $15,106 a year, depending upon the type of position and level of responsibility. Many home economists work a regular 40-hour week or less. Those in teaching and extension positions, however, frequently work longer hours as they are expected to be avail able for evening lectures, demonstra tions, and other work falling outside the regularly scheduled hours. Most home economists receive fringe bene fits such as paid vacation, sick leave, retirement pay, and insurance bene fits. Where To Go for More Information A list of schools granting degrees in home economics is available from the Home Economic Unit, Bureau of Adult and Vocational Education, Office of Education, U.S. Department of Health, Education, and Welfare, Washington, D.C. 20202. Additional information a b o u t home economists and graduate schol arships may be obtained from: American Home Economics Associ ation, 1600 20th St. NW., Washington, D.C. 20009. LANDSCAPE ARCHITECTS (D.O.T. 019.081) Nature of Work Everyone enjoys walking through an attractively designed park or tak ing a drive along a scenic road. Landscape architects plan, design, and supervise the arrangement of such outdoor areas for people to use and enjoy. The attractiveness of parks, highways, housing projects, campuses, and country clubs reflects the skill of these architects in design Landscape architect discusses site plan with contractor. ing landscapes that are useful and pleasing. Their knowledge of site planning allows landscape architects to serve many types of clients, from a real estate firm embarking on a new suburban development to a city pre paring to build an airport. Landscape architects may plan the entire arrangement of a site and su pervise the grading, construction, and planting required to carry out the plan. Whether they perform all or only part of these services on a par ticular project, however, depends on the client’s wishes and the available funds. To plan a site, landscape architects first study the nature and purpose of the client’s project, and the various types of structures needed. Next, they study the site itself, observing and mapping such features as the slope of the land and the position of existing buildings and trees. They also con sider the parts of the site that will be sunny or shaded at different times of the day, the structure of the soil, existing utilities, and many other fac tors. Then, after consultation with the architect and engineer working on the project, they draw up prelimi nary plans for the development of the site. After the client approves the preliminary plans, working drawings are made which show all existing and proposed features, such as buildings, roads, walks, terraces, grading, and drainage structures in planted areas. Landscape architects outline in detail the methods of constructing such fea tures as walks and terraces and draw up lists of materials to be used. Land scape contractors are then invited to submit bids for the work. OCCUPATIONAL OUTLOOK HANDBOOK 210 Firms of landscape architects usu ally handle a wide variety of assign ments. Some, however, specialize in such projects as parks and play grounds, campuses, hotels and resorts, shopping centers, roads, or public housing. Where Employed An estimated 5,000 landscape architects were employed in early 1967. The majority were self-em ployed or worked for other landscape architects in private firms. About a third of all landscape architects were employed by government agencies concerned with public housing, city planning, urban renewal, highways, and parks and recreational areas. Some were on the staffs of architec tural or engineering firms; others were employed by landscape contrac tors and nurseries, and a few taught in colleges and universities. Landscape architects are found in every State and in many small towns as well as big cities. The largest num bers are in the most highly populated States. New York and California, with large populations and high per capita incomes, have more landscape architects than other States. Training, Other Qualifications, and Advancement A bachelor’s degree in landscape architecture is usually the minimum requirement for entering the profes sion. Such training is offered in at least 25 colleges and universities, of which 21 have been accredited by the American Society of Landscape Architects. The curriculum for the bachelor’s degree requires 4 to 5 years of study, depending on the institu tion. Fifteen universities also offer master’s degrees in landscape archi tecture. Entrance requirements for the landscape architecture course are usually the same as those for admis sion to the liberal arts college of the same university. Some schools also require completion of a high school course in mechanical or geometrical drawing, and most schools advise high school students to take courses in art and more mathematics than the minimum required for college entrance. Courses in design, including archi tecture and drawing as well as land scape design, constitute over half of the typical curriculum in landscape architecture. Other major fields of study are civil engineering and horti culture. In addition, courses in Eng lish, science, the social sciences, and mathematics are usually required. A bachelor’s degree in landscape archi tecture provides a good background for graduate work in city planning. Young people who plan to become landscape architects should be in terested in both art and nature, for the profession demands a talent for design and an understanding of plant life, as well as technical ability. Suc cessful practice as an independent landscape architect also requires a good business sense and the ability to deal with people. Working for landscape architects or landscape contractors during sum mer vacations will help the student to discover the phases of landscape architecture that interest him most and may better qualify him for em ployment upon graduation. New graduates usually begin as junior draftsmen, tracing drawings and doing other simple drafting work. As their skill increases, they progress to more responsible work. After 2 or 3 years, they can usually advance to senior draftsmen, qualified to carry a design through all stages, from pre liminary sketches to finished working drawings. Experienced draftsmen often handle other aspects of land scape architects’ work also, such as preparing specifications and detailing methods of construction. Employees who demonstrate ability for all phases of work may become associates of the firm; landscape architects who pro gress this far often open their own offices. A license is required for the inde pendent practice of landscape archi tecture in 10 States—California, New York, Michigan, Nebraska, Georgia, Oregon, Louisiana, Florida, Pennsyl vania, and Ohio. Candidates for the licensing examination are usually re quired to have 6 to 8 years’ experi ence, or a degree from an accredited school of landscape architecture plus 2 to 4 years’ experience. Employment Outlook Employment ' opportunities for graduates with professional training in landscape architecture are ex pected to be favorable throughout the 1970’s. The profession will prob ably continue to expand in the years ahead as a result of the continued growth of metropolitan areas with their needs for parks and recreational areas, the growing population’s re quirements for outdoor recreational facilities, the continued increase in public construction (including public housing), and the rising interest in city and regional planning. The ex pected increase in homeownership, coupled with rising per capita in comes and living standards, will also spur the demand for landscape architects. Women represent between 5 and 10 percent of all landscape architects. Well-trained and competent women landscape architects can look forward to interesting and worthwhile careers in the profession, particularly as specialists in garden and planting design. Earnings and Working Conditions In early 1967, starting salaries in private offices for new graduates in landscape architecture ranged from about $80 to $140 a week, with the average about $115. The relatively higher salaries generally were paid to graduates who had gained experience in summer jobs in landscape archi tecture firms. Experienced persons employed by private firms typically earned from about $8,000 to $11,000 a year, although it was not unusual OTHER PROFESSIONAL AND RELATED OCCUPATIONS for especially well-qualified people to receive annual salaries of $14,000 or more. Landscape architects in independ ent practice often earn more than salaried employees with considerable experience, but their earnings vary widely and may fluctuate from year to year. In recent years, earnings for this segment of the profession have ranged from about $7,500 to $15,000 a year, with some people of excep tional ability and established reputa tion earning $25,000 a year or more. In the Federal Civil Service in early 1967, newly graduated land scape architects were paid annual entrance salaries of either $6,387 or $7,729 depending on their qualifica tions. The salary schedule also pro vides for periodic increases above this amount. A large majority of expe rienced landscape architects in the Federal Government earn $9,221 a year or more; a few earn $15,000 or more. Salaried employees in both the government and in landscape archi tectural firms usually work regular hours. Self-employed persons often work long hours, especially during the planting season. Salaried employees in private firms may also work over time during seasonal rush periods. Where To Go for More Information Additional information on the pro fession and a list of colleges and uni versities offering accredited courses of study in landscape architecture may be obtained from: American Society of Landscape Architects, Inc., 2000 K St. NW., Washington, D.C. 20006. LAWYERS (D.O.T. 110.108 and .118 and 119.168) Nature of Work Most people, at some time in their lives, need legal advice and help. For 2 6 2 -0 5 7 O — 68---------15 this they turn to lawyers, who advise them of their legal rights and obli gations and, when necessary, repre sent them in courts of law. In addition, lawyers (also called attor neys) negotiate settlements out of court and represent clients before quasi-judicial and administrative agencies of the government. They may act as trustees, guardians, or executors. Government attorneys play a large part in developing and administering Federal and State laws and programs; they prepare drafts of proposed legislation, establish law enforcement procedures, and argue cases. A majority of lawyers are engaged in general practice, handling all kinds of legal work for clients. How ever, a significant number practice in a particular branch of the law, such as, corporation, criminal, labor, patent, real estate, tax, or interna tional law. Some attorneys devote themselves entirely to trying cases in 211 the courts. Others never appear in court but spend all their time draw ing up wills, trusts, contracts, mort gages, and other legal documents; conducting out-of-court negotiations; and doing the investigative and other legal work necessary to prepare for trials. Still others are primarily en gaged in teaching, research, writing, or administrative activities. Many people who have legal training are not employed as lawyers but are in other occupations where they can use their knowledge of law. They may, for example, be insurance adjusters, tax collectors, probation officers, credit investigators, or claims examiners. A legal background is also a valuable asset to people seeking or holding public office. Where Employed An estimated 265,000 lawyers were employed in early 1967, the great 212 majority working full time. Of the total number, approximately 3 out of 4 were in private practice. More than half of the private practitioners were in practice by themselves, about 45 percent were in partnerships or worked for other lawyers or law firms. Government agencies employ the greatest number of salaried attorneys. The Federal Government employed approximately 16,000 attorneys, chiefly in the Department of Justice, the Department of Defense, and the Veterans Administration. About 7,500 attorneys were employed by State governments, and 7,600 held positions with city or county govern ments. Other salaried lawyers are employed by private companies, in cluding large manufacturing firms, banks, insurance companies, real estate firms, and public utilities. Most of the remainder teach in law schools. Some lawyers in salaried legal posi tions also have an independent prac tice ; others do legal work on a part-time basis working primarily in another occupation. Although law yers practice in all parts of the coun try, most of them are in cities and in the States which have the greatest population. Training, Other Qualifications, and Advancement Before a person can practice law in the court of any State he must be admitted to the bar of that State. In all States, applicants for bar admis sion must pass a written examina tion ; however, a few States waive this requirement for graduates of their own in-State law schools. Other usual requirements are U.S. citizenship and good moral character. If a lawyer has been admitted to the bar in one State, he can usually be admitted to practice in another State without tak ing an examination, provided he meets the State’s standards of good moral character and has a specified amount of legal experience. Special rules of each court or agency control the right to practice before Federal courts and agencies. OCCUPATIONAL OUTLOOK HANDBOOK To qualify for the bar examina tions in the majority of States, an ap plicant must have completed a mini mum of 3 years of college work and, in addition, must be a graduate of a law school approved by the American Bar Association or the proper State authorities. Some States will accept study in a law office instead of, or in combination with, study in a law school—although this method of training is now rare. A few States will accept study of the law wholly in a law office; only two States will accept study of the law by correspondence. A number of States require registra tion and approval by the State Board of Examiners before students enter law school or during the early years of legal study. In a few States, candi dates must complete a period of clerk ship in a law office before they are admitted to the bar. As a rule, 7 years of full-time study after high school are necessary to com plete the required college and law school work. The most usual prepara tion for becoming a lawyer is 4 years of college study followed by 3 years in law school. However, many law schools admit students after 3 years of college work. A few schools, par ticularly if they have a 4-year, full time curriculum, may accept students after 2 years of college work. On the other hand, an increasing number of law schools are requiring applicants to have a college degree. Law schools seldom specify the college subjects which must be included in students’ prelegal education. However, English, history, economics, and other social sciences, logic, and public speaking are all important for prospective lawyers. In general, their college background should be broad enough to give them an understanding of society and its institutions. Students interested in a particular aspect of the law may find it helpful to take related courses; for example, engineering and science courses would be useful to the prospective patent attorney, and ac counting would be useful to the future tax lawyer. Of the 166 law schools in existence in 1967, 136 were approved by the American Bar Association and the others—chiefly night schools—were approved by State authorities only. A substantial number of full-time law schools have night divisions designed to meet the needs of part-time stu dents; some law schools have only night classes. Four years of part-time study are usually required to complete the night-school curriculum. In 1966, about one-quarter of all law students in ABA-approved schools were en rolled in evening classes. The first 2 years of law school are generally devoted to fundamental courses such as contracts, criminal law, and property. In the third year, students may elect courses in special ized fields such as tax, labor, or corpo ration law. Practical experience is often obtained by participating in legal aid activities sponsored by the school, in the school’s practice court where the students conduct trials un der the supervision of experienced lawyers, and by writing on legal issues for the school’s law journal. Upon graduation, the degree of bachelor of laws (LL.B.) is awarded by most schools, although many schools confer the juris doctor (J.D.) as the first professional degree. Advanced study is often desirable for those planning to specialize in one branch of the law or to engage in research and lawschool teaching. Most beginning lawyers start in salaried positions, although some go into independent practice immedi ately after passing the bar examina tion. Young salaried attorneys usually act as assistants (law clerks) to ex perienced lawyers or judges. Initially, their work is limited to research such as checking points of law; they rarely see a client or argue a case in court. After several years of progressively responsible salaried employment, dur ing which time they can obtain ex perience and funds and become better known, many lawyers go into practice for themselves. Some lawyers, after years of practice, become judges. OTHER PROFESSIONAL AND RELATED’ OCCUPATIONS Employment Outlook Graduates from widely recognized law schools and those who rank high in their classes will have very good employment prospects through the 1970’s. They are expected to have good opportunities for obtaining salaried positions with well-known law firms, on the legal staff's of cor porations and government agencies, and as law clerks to judges. Grad uates of the less well-known schools and those who graduate with lower scholastic ratings may experience some difficulty in finding salaried positions as lawyers. However, numer ous opportunities will be available for law school graduates to enter a variety of other types of salaried posi tions requiring a knowledge of law. Law graduates will also be in demand as commissioned officers in the Armed Forces for legal assignments. Young attorneys who open their own law offices after being admitted to the bar will, as in most other independent professions, generally face a period of low earnings while they build up their practice. Prospects for establishing a new practice will probably continue to be best in small towns and expanding suburban areas. In such communities, competition with other lawyers is likely to be less than in big cities; also, office rent and other business costs may be somewhat lower, and young lawyers may find it easier to become known to potential clients. On the other hand, opportunities for salaried employment will be limited largely to big cities where the chief employers of legal talent—government agencies, law firms and big corporations—are concentrated. For able and well-quali fied lawyers, good opportunities to advance will be available in both salaried employment and private practice. Although the majority of employ ment opportunities for new lawyers will arise from the need to replace those who retire, die, or otherwise leave the field, the total number of lawyers is expected to grow mod erately over the long run. However, continuing a recent trend, the num ber of lawyers in independent practice may remain stable or decline some what. Most of the growth will result from the continuing expansion of business activity and population. In addition, the increased use of legal services by low- and middle-income groups will add to the long-term growth in demand for lawyers. For example, expansion of legal services for low-income groups has come about through the Community Action Pro grams authorized under the Economic Opportunity Act of 1964. The grow ing complexity of business and gov ernment activities is expected to create a steadily expanding demand for lawyers who have extensive ex perience in corporation, patent, administrative, labor, and interna tional law. Earnings and Working Conditions The average salary of lawyers em ployed in beginning positions with manufacturing and other business firms was nearly $7,700 a year in early 1966; those with some experi ence earned average salaries of $9,100. Average (median) starting salaries of lawyers employed by cities and counties were about $7,600 in early 1966, according to the lim ited data available. In the Federal Gov ernment, the annual starting salary for attorneys who had passed the bar was either $6,451 or $7,696 in early 1967, depending upon personal quali fications. Beginning lawyers working for small law offices or engaged in legal aid work usually receive the lowest starting salaries. New lawyers start ing their own practices may earn lit tle more than expenses during the first few years and may find it neces sary to work part time in another occupation. Lawyers’ earnings generally rise with increased experience. Those em ployed on a salaried basis receive in creases as they demonstrate their ability to assume greater responsibil 213 ities. In early 1966, the average an nual salary of attorneys in private in dustry who were in charge of legal staff's was about $27,000. Incomes of lawyers in private practice usually grow as their practices develop. Pri vate practitioners who are partners in law firms generally have greater average incomes than those who practice alone. Lawyers often work long hours and under considerable pressure when a case is being tried. In addition, they must keep abreast of the latest laws and court decisions. However, since lawyers in private practice are able to determine their own hours and workload, many stay in practice un til well past the usual retirement age. Where To Go for More Information The specific requirements for ad mission to the bar in a particular State may be obtained from the clerk of the Supreme Court or the secretary of the Board of Bar Examiners at the State capital. Information on law schools and on law as a career is avail able from: The American Bar Association, 1155 East 60th St., Chicago, 111. 60637. Association of American Law Schools, 1521 New Hampshire Ave. NW., Washington, D.C. 20036. LIBRARIANS (D.O.T. 100.118 through .388) Nature of Work Recording and making information widely available is the job of librar ians. Librarians select and organize collections of books, pamphlets, manuscripts, periodicals, clippings, and reports, and assist readers in their use. In many libraries, they may also make available phonograph records, maps, slides, pictures, tapes, films, paintings, braille, and talking books. In addition to classifying and cata 214 loging books and other loan items, they publicize library services, study the reading interests of people served by the library, and provide a research and a reference service to various groups of people. Librarians may also review and abstract published mate rials, and prepare bibliographies. In a small library, a librarian per forms a great variety of tasks. In a large library, each librarian may per form only a single function such as cataloging, publicizing library serv ices, or providing reference service, or he may specialize in a subject area such as science, business, the arts, or medicine. Librarians may be classified by the type of library in which they are em ployed : Public library, school library, college or university library, or special library. In each of these types, there are two principal kinds of library work—reader services and technical services. Those who perform reader services—for example, reference li brarians and children’s librarians— work directly with the public. Li brarians who perform technical serv ices, including those who process books, such as catalogers or acquisi tion librarians often deal less directly with the public. Public librarians serve all kinds of readers—children, students, teachers, research workers, and others. In creasingly, librarians are providing special materials and services to cul turally and educationally deprived people. The professional staff of a large public library system may in clude the chief librarian, an assistant chief, and several division heads, who plan and coordinate the work of the entire library system. Such a system may also include librarians who su pervise branch libraries, and other librarians who are specialists in cer tain areas. The duties of some of these specialists are briefly described as fol lows: Acquisition librarians purchase books and other library materials rec ommended by staff members, keep a well-balanced library in quantity and quality, make sure that the library receives what it orders, and maintain OCCUPATIONAL OUTLOOK HANDBOOK close contact with book jobbers and publishers. Catalogers classify books under various subjects and otherwise describe them so they may be located through catalogs on cards, or in other forms. Reference librarians aid read ers in their search for information— answering specific questions or sug gesting sources of information. This work requires a thorough understand ing of bibliographic material and a general knowledge of library mate rials in various subject fields. Chil dren’s librarians plan and direct spe cial programs for young people. Their duties include helping children find books they will enjoy, instructing them in the use and content of the library, giving talks on books, and maintaining contact with schools and community organizations. Often they conduct regular story hours at the library and sometimes on radio or television. Adult services librarians may select materials for and advise mature readers. They are often asked to suggest reading materials, and to cooperate in, or plan and conduct, educational programs on such topics as community development, public affairs, creative arts, problems of the aging, or home and family life. Young adult services librarians may select books and other materials for young people of junior high school and high school age and guide them in the use of these materials. They may arrange book or film discussion groups, concerts of recorded popular and classical music, and other pro grams related to the interests of young adults. They may also help to co ordinate the services of the school libraries and the local public library. Bookmobile librarians take library materials to people who live in areas where other public library services are nonexistent or inadequate. School librarians instruct students in the use of the library and visit classrooms to familiarize students with library materials relating to the subjects being taught. They also work with teachers and school supervisors who plan the curriculum. They pre pare lists of printed and audiovisual materials on certain subjects; meet with faculty members to select mate rials for school programs; and select, order, and organize library materials. Many school librarians are employed by school district central offices as supervisors to plan and coordinate library services for the entire school system, as catalogers, and as librarians to administer professional libraries for teachers. Very large high schools may employ several professional li brarians, each responsible for a spe cial aspect of the library program or for special subject materials. College and university librarians work with students, faculty members, and research workers, in general ref erence work or in a particular field of interest, such as law, medicine, eco nomics, or music. In addition, they may teach one or more classes in the use of the library. Some specialize in acquisition and cataloging. A few librarians, who are employed in uni versity research projects operate docu mentation centers. Computers and other modem devices are being in creasingly used to record and retrieve specialized information. Special librarians work in libraries maintained by commercial and in dustrial firms, such as pharmaceutical companies, banks, and advertising agencies; professional and trade as sociations; government agencies; and other types of organizations such as hospitals and museums. These librar ians plan, acquire, organize, catalog, and retrieve information from collec tions designed to provide intensive coverage of information resources about subjects of special interest to the organization. The special librar ian utilizes his extensive knowledge of the subject matter, as well as of li brary science, in building up library resources, advising and assisting li brary users, abstracting, and routing available materials. Literature search ing and the preparation of summaries, translations, bibliographies, and spe cial reports are among the major duties of special librarians. Science information specialists, like special librarians, work in technical OTHER PROFESSIONAL AND RELATED OCCUPATIONS libraries maintained by commercial and industrial firms. However, they must possess a more extensive tech nical and scientific background than special librarians. They not only per form many of the duties of special li brarians, but they also develop coding and programing techniques for using electronic and electromechanical in formation storage devices and abstract complicated information into short, readable form, and interpret and analyze data for a highly specialized clientele. Where Employed In 1966, about 81,000 people were employed as full-time professional li brarians. Of this group, school librar ians accounted for about two-fifths; public librarians represented more than one-fourth; librarians in colleges and universities and those employed in special libraries (including librar ies in government agencies), each accounted for about one-sixth. A large number of partly trained and parttime people were also working as li brarians. A small number of librar ians were employed as teachers and administrators in schools of library science. About 80 percent of all librarians are women. Men are more frequently employed than women in executive and administrative positions in large library systems and in special librar ies concerned with science and technology. Most librarians work in cities and towns. Those attached to bookmobile units serve widely scattered popula tion groups mostly in suburban or rural areas. Rural, suburban, and town public libraries are being or ganized increasingly into county and multicounty systems, with centralized reference and technical services. Training, Other Qualifications, and Advancement To qualify as a professional libra rian, one must ordinarily have com 215 used in storing and recalling techni cal information. Many students attend library schools under cooperative work-study programs, combining their academic program with practical work experi ence in a library. To aid the student in arranging his work-study sched ule, many schools offer all courses every semester. Scholarships for training in library science are avail able under certain State and Federal programs and from library schools, as well as from a number of the large libraries and library associations. Numerous loans, assistantships, and financial aids are also available. School librarians must be certified in most States as having met the re quirements for both librarians and teachers. Sometimes local, county, or State authorities establish other requirements, based on different combinations of education and ex perience. In the Federal Government, beginning positions require comple tion of a 4-year college course and all work required for a master’s degree in library science or the equivalent in experience. Candidates who have a year of work experience in library science are eligible for appointment to a higher grade. In addition to an appropriate edu cational background, a person inter ested in becoming a librarian should have above-average intelligence, an interest in people, an attraction to books, intellectual curosity, an abil ity to express himself clearly, a desire to search for and use recorded mate rials, and an ability to work harmoni ously with others. Experienced librarians may ad vance to administrative positions or to specialized work. Promotion to these higher positions may be limited, however, to those who have com pleted graduate training in a library school, or to those who have had spe cialized training and experience. pleted a course of study in a graduate library school. This usually means at least 5 years of college—4 to meet requirements for a bachelor’s degree and a fifth year or more of specialized study in library science, after which the master’s degree is conferred. A growing proportion of the persons in administrative and other high-level library positions have such training. A Ph. D. degree is an advantage to those who plan a teaching career in library schools or who aspire to a top administrative post, particularly in a college or university library or in a large school library system. For those who are interested in the special li braries field, a doctorate in a scien tific subject field would also be highly desirable. In 1967, there were 36 library schools in the United States which were accredited by the American Li brary Association. Many other col leges offer courses within their 4-year undergraduate programs as well as at the graduate level which prepare students for some types of library work. Entrance requirements to graduate schools of library science commonly include (1) graduation from an ac credited 4-year college or university, (2) a good undergraduate record, and (3) a reading knowledge of at least one foreign language. Some schools also require introductory un dergraduate courses in library sci ence. Most library schools empha size the importance of a liberal arts undergraduate program with a major selected from one of the following: Social sciences, physical and bio logical sciences, the arts, or compara tive literature. Some schools require entrance examinations. Special librarians and science in formation specialists must have ex tensive knowledge of the subject with which their work will deal, as well as training in library science. In li braries devoted to scientific infor mation, librarians must know well Employment Outlook one foreign language or more. They The employment o u t l o o k for must also be well informed about new equipment, methods, and techniques trained librarians is expected to be 216 very favorable through the mid1970’s. A nationwide shortage of trained librarians existed in early 1967 and is expected to continue despite the anticipated rise in the number of library school graduates. Thus, it appears that qualified li brarians will have excellent employ ment opportunities in most parts of the country and in all types of libararies. The best opportunities in the order named, will probably be in school libraries (especially at the ele mentary school level), special librar ies, children’s libraries, and college and university libraries (especially in research, subject specialties, and some languages). Persons who have only a bachelor’s degree with a major in library science, as well as some college graduates who have had little or no library training probably will continue to find em ployment opportunities in libraries. Many part-time positions will also be available for persons trained in li brary work. Retired librarians should be able to find employment in short term positions as consultants, as sub stitutes for librarians during vacation periods, or in other types of library work. Jobs for library assistants will also be available for college students or other persons interested in gaining library experience. The demand for fully qualified professional librarians to meet the re quirements of a growing and increas ingly well-educated population will be intensified by the vast and continuing expansion in the volume and variety of materials which must be processed for reader use. Also, be cause of the ever-increasing demands upon high-level executives in business and industry, management will rely more heavily on the services of spe cial librarians and science informa tion specialists to keep abreast of new developments. The increase of Fed eral aid through the Library Services and Construction Act of 1964, the Elementary and Secondary Educa tion Act of 1965, and the Higher Edu cation Act of 1965, as amended, may further increase the demand for li OCCUPATIONAL OUTLOOK HANDBOOK brarians. Improved standards for school and college libraries and the expanding student population will also necessitate the employment of a growing number of fully trained li brarians. Furthermore, as new meth ods of storing and retrieving informa tion by means of computer equipment are developed, demand for science information specialists will be very great. Especially well-qualified librar ians will probably continue to find some opportunities for employment in the Armed Forces and U.S. Infor mation Agency overseas. Several thousand librarians will also be needed each year to fill positions va cated by young women who leave their jobs to care for their families, and to replace librarians who transfer to other types of work, retire, or leave the field for other reasons. Opportu nities for women wishing to reenter the field are favorable; especially for those who take the necessary courses in library science. Earnings and Working Conditions The average annual starting sal ary of new library school graduates was about $6,700 in 1966. Specialists with extensive experience earned up to $15,000 or more. The degree of responsibility and technical skill re quired, as well as geographical loca tion, size, and type of library are im portant factors which determine li brarians’ salaries. Public libraries serving large cities and urban-centered county library systems paid new library school grad uates between $6,000 and $6,300 in 1965. Department heads in these li braries earned between $9,000 and $ 11,000 a year; some chief librarians earned $12,000 and over. The heads of the libraries in large cities had an nual salaries of $16,000 or more. In the Federal Government, the annual entrance salary for librarians with at least 1 year of graduate study leading to a degree in library science, was $6,450 in early 1967; for those who also had a year of experience, it was $7,700. Many in supervisory and administrative positions earned an nual salaries up to $17,550. In 1967, the median starting sal aries of special librarians with a mas ter’s degree in library science gener ally were $6,950. Experienced special librarians and information special ists who had a Ph. D. degree in a subject matter field generally earned between $10,000 and $15,000 a year. The higher paying positions are found in school, college, and special libraries rather than in public li braries. Librarians who have an ad vanced degree in any field and teach ing or administrative experience will find best salaries in academic or spe cial libraries. The typical workweek for librar ians is 5 days, amounting to from 35 to 40 hours. The work schedule of public and college librarians may in clude some Saturday, Sunday, and evening work. School librarians gen erally have the same workday sched ule as classroom teachers. A 40-hour week during normal business hours is common for government and other special librarians. The usual paid vacation after a year’s service is 3 to 4 weeks. Vaca tions may be longer in school libraries, and somewhat shorter in those oper ated by business and industry. Many librarians are covered by sick leave; life, health, and accident insurance; and pension plans. Where To Go for More Information Additional information, particu larly on accredited schools, certifica tion requirements, and scholarships or loans may be obtained from: American Library Association, 50 East Huron St., Chicago, 111. 60611. Information on requirements and placement of special librarians may be obtained from: Special Libraries Association, 31 East 10th St., New York, N.Y. 10003. Information on Federal assistance for library training under the Higher 217 OTHER PROFESSIONAL AND RELATED OCCUPATIONS Education Act of 1965 may be ob tained from: Library Services Branch, Office of Education, U.S. Department of Health, Educa tion, and Welfare, Washington, D.C. 20202. Individual State library agencies can furnish information on scholar ships available through their offices, on requirements for certification, as well as general information about career prospects in their regions. State boards of education can furnish information on certification require ments and job opportunities for school librarians. PHOTOGRAPHERS (D.O.T. 143.062, .282 and .382) Mature of Work Photography is an artistic and tech nical occupation involving much more than taking clear pictures of people or scenery. Some photographers pro duce pictures which are so beautifully composed, otherwise artistic, and striking that they are recognized as works of fine art. Skillful portrait photographers take pictures which are not only natural looking and at tractive but express the personality of the individual. Photographing sports and other news events also requires special photographic skills, as do other areas of photographic work. The work of photographers varies greatly, depending upon the particu lar area of specialization; however, all photographers use equipment and materials that are basically the same. Photographers use a variety of cameras; still, motion picture, selfdeveloping, and others. The cameras may be equipped with telephoto, wide-angle, or other special lenses, and have different types of light fil ters to enable the photographer to get the particular effects desired in each picture. Photographers also utilize many kinds of film and must know which to use for each type of picture, Photographers take pictures with many kinds of cameras. lighting condition, and camera. The photographer must be able to select the proper filter to be used with dif ferent film. When taking pictures in doors or after dark, they use lighting equipment—flash bulbs for some pic tures, flood and other special lights and reflectors for others. In addition, photographers must be able to carry through the chemical and other proc essing by which pictures are devel oped, enlarged, and printed. In small shops and photographic departments, the photographer often has to do all this technical work; as a rule, large studios employ photographic techni cians to do the needed technical work. The techniques involved in taking motion pictures differ greatly from those used in still photography and, therefore, most photographers re strict themselves to one field or the other. Photographers also should have some knowledge of art and design; use of makeup and props; and pro portion and composition. In addition, photographers must be able to ar range their subjects properly against the background or setting. Many professional photographers specialize in particular areas, such as portrait photography, commercial photography, or industrial photog raphy. Portrait photographers work in their own studios, although they also go to people’s homes and other places to take pictures. Commercial photographers generally take pictures for use in advertising real estate, fur niture, food, apparel, and other items, but they may also do other kinds of photographic work. The work of the industrial photographer is similar to that of the commercial photographer. Generally, he works for a single firm 218 or company, mainly taking pictures that are used in company publica tions and for advertising company products or services. They may take motion pictures of workers on the job and of equipment and machinery operating at high speed to simplify work methods or to improve the pro duction process. Other photographic specialties include press photography (photo journalism that combines a “nose for news” with photographic ability) ; aerial photography; in strumentation photography; illustra tive photography; educational pho tography (preparing slides, film strips, and movies for use in the class room, for example) ; and science and engineering photography (the devel opment of photographic techniques for use in space photography and re lated fields). Some photographers write for trade and technical publica tions, act as representatives of photo graphic equipment manufacturers, manage photo-finishing establish ments, sell photographic equipment and supplies, produce documentary films, or do freelance work. Where Employed About 54,000 photographers were employed in early 1967. Approxi mately half of them worked in por trait or commercial studios—many in business for themselves, the rest as salaried employees. In addition, siz able numbers were employed in in dustry; some worked for Federal, State, and local government agen cies; and others operated camera stores or worked on the staffs of news papers and magazines. Still others worked as freelance photographers, taking pictures of many kinds and selling them to advertisers, maga zines, and other customers. Photographers work in all parts of the country, in small towns as well as large cities. They are concentrated, however, mainly in States which are heavily populated—California, New York, Pennsylvania, Ohio, and Illi nois—and which also have great OCCUPATIONAL OUTLOOK HANDBOOK numbers of businesses and industrial Considerable formal post-high establishments. school training, plus some photo graphic experience, is usually needed to enter industrial, news, or scientific Training, Other Qualifications, and photography. Photographic work in Advancement scientific and engineering research generally requires a background in After graduating from high school, science or engineering as well as skill young people may prepare for work in photography. as p r o f e s s i o n a l photographers The prospective photographer through 2 or 3 years of on-the-job should have manual dexterity and training in a portrait or commercial some artistic ability. In addition, a studio. A trainee generally starts by pleasant personality, the ability to put working in the darkroom, where he people at ease, and a good business learns how to develop and print film sense are needed by photographers and to do other related work such as who expect to go into business for making enlargements. Later, he may themselves. Imagination and origi set up lights and cameras or other nality are particularly important as wise assist an experienced photogra sets for successful careers in commer pher in taking pictures. Photographic cial photography or freelance work. training can also be obtained in many For press photography, a knowledge colleges and universities, trade of news values and the ability to act schools, and technical institutes, or by quickly are important. taking correspondence school courses. Beginning photographers often There are colleges, universities, or work in established studios until they other institutions in almost every accumulate the capital and experi State that offer instructions in some ence needed to start their own busi area of photography. Several colleges nesses, although some open their own and universities offer 4-year curri- portrait or commercial studios im culums leading to a bachelor’s degree mediately after completing their with a major in photography. These training. curriculums include liberal arts courses as well as courses in profes sional photography. The master’s Em ploym ent Outlook degree with a major in various spe Employment opportunities are ex cialized areas, such as, color photog raphy, is offered by some colleges and pected to be favorable for the rest of universities. A few institutions have the 1960’s and through the 1970’s for 2-year curriculums leading to a cer talented and well-trained photogra tificate or an associate degree in phers, particularly those having good photography. Training in design at technical backgrounds. People who art schools or institutes is also useful, have less ability and training are although these schools usually do not likely to encounter keen competition provide the technical training for and limited chances of advancement. camera work. (See statement on Com Competition for employment in mercial Artists.) Some photogra the portrait and commercial fields of phers are trained in 3-year appren photography is keen; nevertheless, ticeship programs. Also, many young opportunities exist for those who are people become photographers while competent and well trained. These in the Armed Forces. may be entered easily, since a The kind and amount of training fields photographer into business for obtained greatly influence the kind himself withoutcana golarge in of photographic work for which a vestment. Moreover, thefinancial available young person can qualify. Amateur photographic experience may be help supply of portrait and commercial ful to the young person considering photographers is continually enlarged by people who are employed in other entry jobs in this field. 219 formation from various private commercial photographers may be re sources. Many photographers who quired to travel frequently. have established reputations earned much more. For newspaper photog raphers without previous experience Where To Go for More Information and employed on most daily newspa Information about photography as pers having contracts with the Amer ican Newspaper Guild, minimum a career, as well as a list of schools of starting salaries ranged from about photography, is available from: $80 to $115 a week for those work Professional Photographers of Amer ica, Inc., ing on a few small dailies, the Guild 1090 Executive Way, Oak Leaf Com minimum starting salaries were less than $75 a week; on a few large dai Desmons, Plaines, 111. 60018. lies, Guild minimum rates for begin ning photographers approached $130 a week or more. Photographers who PROGRAMERS have a science or engineering back ground usually received beginning (D.O.T. 020.188) salaries of between $7,000 to $8,500 a year. Minimum rates for newspaper Nature of Work photographers with some experience An electronic computer, even (usually for those with 4 to 6 years) though sometimes called a “me ranged from about $140 to $180 a chanical brain ” can only follow stepweek in early 1967. Contract mini mum for experienced newspaper by-step instructions that tell it exactly photographers on a few small dailies what to do. The programer prepares was less than $135 a week; on a few these instructions. A computer not only makes mathe large dailies, they ranged from about matical calculations at fantastic $190 to $200 a week. Many newspa per photographers earn $250 a week speeds, but stores many thousands of facts in its “memory” and later uses or more. Depending on the level of experi them to carry out its work. Because ence, the entrance salary for photog computers are able to work with raphers in the Federal Civil Service masses of figures and facts at tremen ranged from $4,776 to $7,696 a year dous speed and with a high degree of in early 1967. In addition, the salary accuracy, they are used for a great schedule provides for periodic in deal of “data processing” which creases above this amount. Most ex would otherwise require the time of perienced photographers in the Fed many employees. They handle such eral Government earned between varied assignments as keeping inven$5,331 and $10,045 a year; a few ' tories, controlling production ma earn over $15,000 annually. Self-em chinery in factories, making longployed photographers generally earn range weather forecasts, doing legal more than salaried workers, but their research, and analyzing air traffic pat earnings are affected greatly by busi terns. Some are tasks that could never ness conditions and many other be attempted on the same scale with out a computer because of the exces factors. Photographers with salaried jobs sive amount of time required. Still usually work the standard 5-day, 40- others, such as controlling the flight hour week and receive benefits such of a missile by instantaneously cor as paid holidays, vacations, and sick recting deviations from the planned leave. Photographers in business for course, are tasks that would be impos themselves frequently work longer sible to accomplish without the speed hours, especially during their busy of a computer. seasons. Working conditions are gen Every “problem” processed in a erally pleasant. Freelance, press, and computer must first be carefully OTHER PROFESSIONAL AND RELATED OCCUPATIONS occupations but who take pictures in their spare time. Opportunities are expected to be favorable for photographers working in industrial photography, scientific and engineering photography, illus trative photography, photo-journal ism, and other highly specialized areas that require a thorough knowl edge of photography as well as some training in a technical or scientific field. In coming years, the employ ment of industrial photographers is expected to rise at a more rapid pace than that of either portrait or com mercial photographers. Slow increase in employment of photographers is expected over the 1970’s as the economy grows and be comes more complex. Major factors contributing to this growth are the in creasing use of photographers in re search and development in industry and government and the more wide spread production of audio-visual aids, such as slides, film strips, and motion pictures for use by business, industry, civil organizations, and gov ernment. Because of advances in photographic technology, such as more sophisticated cameras and im proved color and high-speed photog raphy, more and more business concerns and other organizations are utilizing photographic work. This, in turn, is adding to the demand for well-qualified photographers. Popula tion expansion and the growth of the suburbs will also create some oppor tunities for photographers to open portrait studios in new shopping cen ters. It is estimated that approximately 1,500 workers will be needed each year to fill new positions and to re place photographers who retire, die, or stop working for other reasons. Still other workers will be needed to replace photographers who transfer to other types of employment. Earnings and Working Conditions Beginning photographers generally earned from $85 to $105 a week in early 1967, according to limited in OCCUPATIONAL OUTLOOK HANDBOOK 220 Computer programer checks results of test run with console operator. analyzed so that exact and logical steps for its solution can be worked out. In some cases, the preliminary work is done by an experienced pro gramer; in others, it may be done by a specialist known as a systems analyst. (See the statement on electronic data processing systems analysts elsewhere in the Handbook.) Once this preliminary work has been completed, the “program,” or detailed instructions for processing the data can be prepared by the pro gramer. Exactly how he goes about this depends not only on the type of equipment to be used, but on the nature of the problem. The mathe matical calculations involved in bill ing a firm’s customers, for example, are very different from those required in most kinds of scientific and tech nical work. The programing tech niques are also different. Still other techniques are required in writing programing “aids” which reduce the amount of detail associated with pro graming. Because of these differences, many programers specialize in certain kinds of work. In business offices, where com puters are frequently used to bill customers, make up payrolls, and keep track of inventories, the programer often starts his work by determining just which facts must be used to pre pare documents such as customers’ bills or employees’ paychecks, and by ascertaining the exact form in which these facts are entered on company records. He then makes a flow chart, or diagram, showing the order in which the computer must perform each operation, and for each opera tion he prepares detailed instructions. These instructions, when they are re layed to the computer’s control unit, tell the machine exactly what use is to be made of each piece of information, in order to produce each employee’s paycheck or other business document. The programer is also responsible for preparing an instruction sheet for the console operator to follow when the program is run on the computer. (The work of the console operator is de scribed in the chapter on Clerical and Related Occupations.) The final step in programing is “debugging”—that is, checking on whether the instructions have been correctly written and will produce the desired information. A program is usually debugged in two steps. First, the programer takes a sample of the data to be processed and reviews step by step just what will happen as the computer follows the series of instruc tions which make up the program. Then, after he has revised the instruc tions to take care of any difficulties that have appeared, he completes the test by having a trial run made in the computer. The console operator some times helps with this part of the de bugging process. A comparatively simple program can be made ready for a computer within a very few days. A program which deals with a complex problem or is designed to produce many dif ferent kinds of information may re quire a year or more of preparation— sometimes by a large number of pro gramers. On involved problems, sev eral programers at different levels of responsibility often work as a team, under the supervision of a senior programer. Where Employed It is estimated that more than 100,000 programers were employed in mid-1966. In addition, some pro fessional workers such as engineers, scientists, mathematicians, econo OTHER PROFESSIONAL AND RELATE© OCCUPATION'S mists, and accountants spend a por tion of their time doing programing. Programers are employed chiefly by large business organizations and government agencies. A great many work for insurance companies and banks, public utilities, wholesale and retail establishments, and manufac turing firms of almost every kind. A considerable number are government employees doing work related either to scientific and technical problems, or to the processing of the vast amount of paperwork which must be handled in many government offices. In addition, a growing number of programers are employed by com puter manufacturers and independ ent s e r v i c e organizations which furnish computer and programing services to business firms and other organizations on a fee basis. Training, Other Qualifications, and Advancement The special abilities most sought after by employers when they hire programers are similar for all types of positions, but requirements with respect to education and experience may be very different, depending mainly on the nature of the problems with which the programer will be dealing. Some programers are college graduates with degrees in engineer ing, for example, whereas others have had years of experience in such work as accounting or inventory control. In selecting programers, employers look for people with an aptitude for logical thinking and the exacting kind of analysis which is part of the job. The work also calls for patience, persistence, and the ability to work with extreme accuracy. Ingenuity and imagination are particularly import ant in some jobs where programers have to work out new ways of arriv ing at solutions to problems. In organizations which use their computers for scientific and engineer ing work, most programers are col lege graduates, usually with degrees Digitized FRASER inforengineering, the physical sciences, or mathematics. Graduate degrees may be required for some positions; for almost all positions, an applicant who has no college training is at a severe disadvantage. Employers who use computers to process business records generally place somewhat less emphasis on technical college training. Many re gard previous experience in related work—in machine tabulation, for example, or in payroll work or ac counting—equally important and fill many of their programer positions by promoting qualified employees with such experience. When employers find it necessary to hire outsiders, however, they usually give preference to applicants with education beyond high school. College courses in the general field of electronic data proc essing, or in accounting, business ad ministration, engineering, or mathe matics p r o v i d e especially good preparation. Entrance requirements for jobs in the Federal Government are much the same as those in private industry. For practically all entry programer positions in the Government, persons hired must have a college degree, preferably with training in mathema tics, or else the equivalent of such preparation in previous work experi ence. Young people interested in pro gram ing jobs can acquire some of the necessary skills at a steadily in creasing number of technical schools, colleges, and universities. The in struction available ranges from in troductory home study and extension courses to advanced work in com puter technology at the graduate level. Courses in computer program ing are also open to high school stu dents in many parts of the country. High school and post-high school in struction do not entirely eliminate the need for on-the-job training, however. Since technological changes are con tinually taking place in this field and each type of computer has its own special programing requirements, some additional training is often nec essary even in the case of experienced 221 programers who change from one job to another. Most beginners in this occupation start by attending training classes for a few weeks and then, as they work on minor programing assignments, con tinue with further specialized train ing. A year or more of experience is usually necessary before a programer can handle all aspects of his job with out c l o s e supervision. Once he becomes skilled, his prospects for fur ther advancement are good. Experi enced and capable programers are in strong demand. In organizations em ploying several programers, promo tion may be to a senior programing job with supervisory responsibilities. Advancement may also be to a posi tion as systems analyst. An increasing number of programers eventually move up to management positions with their firms. Employment Outlook Many thousands of new jobs for programers will become available each year during the remainder of the 1960’s and through the 1970’s. Em ployment is expected to increase very rapidly, as an expanding and increas ingly complex economy causes com puters to become increasingly useful to business and government, and as the num ber of com puter installations also rises rapidly. The increase in em ployment is expected to be particu larly sharp in firms which use com puters to process business records or to control manufacturing processes. The rise in employment could well be accompanied by changes in the nature of the work done by pro gramers. Largely because of advances in programing techniques and equip ment—innovations such as “auto matic programing,” the use of pro grams and parts of programs stored in libraries for future use, and other changes—much is being done to eliminate the routine work associated with writing a program. As a conse quence, professionally trained per sonnel qualified to handle both the OCCUPATIONAL OUTLOOK HANDBOOK 222 programing and the systems analysis, in the areas of their specialties, are likely to be increasingly in demand for work on scientific and engineer ing problems. For other positions, many of them in large business offices where the analysis is done by account ants and other subject matter experts, there is some evidence that 2 years of intensive training at the post-high school level may provide a suffi cient background for beginning programers. Most of the openings for pro gramers in the years just ahead will be new jobs that arise as the number of computer installations continues to increase and computers are put to new uses. Some openings will also oc cur as programers advance to more responsible positions, or as they leave their jobs to enter other types of em ployment. Because this occupation in cludes many comparatively young workers, few positions are likely to be come vacant because of retirement or death. perienced programers responsible for complex programing or supervisory and administrative work ranged to $17,550 or more a year. The standard workweek for pro gramers is usually the same—about 40 hours—as the workweek for other professional and office workers. Un like many computer console and auxiliary equipment operators who work on a 2- or 3-shift basis, pro gramers usually work only during the day. Occasionally evening or week end work may be necessary—for ex ample, when it proves particularly difficult to “debug” a program. Work places are usually modern offices, well-lighted and air condi tioned. Employers recognize the desir ability of providing the best possible work surroundings, because program ers working under such conditions can concentrate more readily on the very exacting kind of analysis which is an essential part of their job. Where To Go for More Information Additional information about the occupation of programer may be ob In 1966, salaries ranged from an tained from: average of about $7,300 a year for be Data Processing Management Asso ginners to between $9,600 and $11,ciation, 524 Busse Highway, Park 000 for experienced programers, ac Ridge, 111. 60068. cording to a private survey which A list of reading materials on ca covered more than 2,000 business reer opportunities in programing may firms in all parts of the country. Pro be obtained from: gramers with supervisory duties aver Association for Computing Machin aged up to $12,000 a year. The sur ery, 211 East 43d St., New York, vey indicated substantial differences N.Y. 10017. in the salaries of the lowest and high est paid individuals in the same kinds of positions, however, with some PSYCHOLOGISTS earning up to three times as much as (D.O.T. 045.088 and .108) others in the same group. These dif ferences were probably due partly to the kind of data processed and the Nature of Work kind of computer used, and partly to the industry involved and its location. The problems of severe emotional Federal Government salaries for stress and abnormal behavior, the programers are comparable with those causes of low morale, or the effective in private industry. The great major performance of an astronaut in a ity earn between $6,451 and $14,217 space capsule, are among the con a year. The minimum entrance salary for beginners was $5,331 a year in cerns of psychologists seeking to un early 1967, and the top salaries of ex derstand people and to explain their Earnings and Working Conditions actions. Psychologists study the be havior of individuals and groups and often help individuals achieve satis factory personal adjustments. Their work includes varied activities such as teaching in colleges and univer sities; counseling individuals; plan ning and conducting training pro grams for workers; performing basic and applied research; advising on psychological methods and theories; and administering psychology pro grams in hospitals, clinics, research laboratories, and other places. Psychologists obtain information about the capacities, traits, and be havior of people in several ways. They may interview individuals, develop and administer tests and rating scales, study personal histories, and conduct controlled experiments. In addition, psychologists often conduct surveys, either by personal interviews or by circulating questionnaires. Psychologists usually specialize in one of the many interrelated branches of the profession. Clinical psycholo gists are the largest group of special ists. Generally, they work in mental hospitals or clinics and are concerned mainly with problems of mentally or emotionally disturbed people. They interview patients, give diagnostic tests, and provide individual and group psychotherapy. Other special ties in psychology include experi mental psychology (the study of basic learning and motivation); develop mental psychology (the study of special age groups such as young children, teenagers, and the aged); personality and social psychology (the study of the social forces that affect in dividuals and groups); comparative psychology (sometimes called ani mal psychology); physiological psy chology (the relationship of behavior to physiological processes); counsel ing psychology (helping p e o p l e achieve satisfactory personal, social, educational, or occupational adjust ments) ; educational psychology (the study of educational processes); in dustrial psychology (developing tech niques for selecting and training workers and improving worker moti- OTHER PROFESSIONAL AND RELATED OCCUPATIONS vation and morale); and engineering psychology (the study of manmachine and other complex system relationships). Where Employed Psychologists teach and work in college classrooms, hospitals, research laboratories, or business offices. Most psychologists are employed in large cities and in university towns, but some are on the staffs of institutions located in rural areas. Altogether, an estimated 25,000 psychologists were employed in 1966. About onefifth of all psychologists were women. Colleges and universities employ the largest number of psychologists— nearly two-fifths of the total. Govern ment agencies—Federal, State, and local—employ the second largest group. Within the Federal Govern ment, the agencies which have the most psychologists are the Veterans Administration, the Department of Defense, and the Public Health Serv ice of the Department of Health, Education, and Welfare. Many psychologists also work for elementary and secondary schools, for private industry, and for non profit foundations and clinics. Some are in independent practice, and others serve as commissioned officers in the Armed Forces and the Public Health Service. In addition to posi tions with the title “psychologist,” many personnel and administrative jobs are filled by persons trained in psychology. Training, Other Qualifications, and Advancement Generally, the master’s degree with a major in psychology is the mini mum educational requirement for professional employment in the field. Psychologists with this degree can qualify for positions where they ad minister and interpret psychological tests, collect and analyze statistical data, and research experiments, and perform routine administrative duties. Experimental psychologists study animals for insight into human behavior. 223 clude 1 year of internship or super vised experience. The American Board of Examiners in Professional Psychology offers di plomas in the specialties of clinical, counseling, and industrial psychology to those with outstanding educational records and experience who can pass the required examinations. Some universities require an under graduate major in psychology for ad mission to graduate work in that field. Others prefer students with a broader educational preparation, including not only some basic psychology courses but also courses in the bio logical, physical and social sciences, statistics, and mathematics. Many graduate students receive fi nancial help from universities and other sources in the form of fellow ships, scholarships, or part-time em ployment. Several Federal agencies provide funds to graduate students, generally through the educational in stitution giving the training. The Vet erans Administration offers a large number of predoctoral traineeships, during which time the students re ceive payments and gain supervised experience in VA hospitals and clinics. The Public Health Service supports doctoral study in psychol ogy by providing funds for predoc toral and postdoctoral traineeships and research fellowships. The Na tional Science Foundation, the U.S. Office of Education, the Vocational Rehabilitation Administration, and the National Institute of Mental Health also provide funds (fellow ships, grants, and loans) for ad vanced training in psychology. Psychologists desiring to enter inde pendent practice must meet certifi cation or licensing requirements in an increasing number of States. In 1966, 30 States had such require ments. In addition, they may teach in col leges, help counsel students or handi capped persons, or—if they have had previous teaching experience—act as school psychologists or counselors. (See statements on School Counselors and Rehabilitation Counselors.) Be cause of the current shortage of psychologists, applicants who have only a bachelor’s degree with a major in psychology may be employed for certain jobs in work related to psychlogy, or in other fields where train ing in psychology is helpful, as in ad ministration. The Ph. D. degree is needed for many entrance positions and is be coming increasingly important for advancement. Psychologists with doc torates are eligible for the more re sponsible research, clinical, and coun seling positions, as well as for the higher level positions in colleges and universities, and in Federal and State programs. At least 1 year of full-time grad uate study is needed to earn the mas ter’s degree, and most students take Employment Outlook longer. For the Ph. D., degree a total Employment opportunities fo r of 4 to 6 years of graduate work is usually required. In clinical or coun psychologists who have doctor’s de seling psychology, the requirements grees are expected to be excellent for the Ph. D. degree generally in through the 1970’s. Psychologists 224 holding master’s degrees will be in considerable demand but their oppor tunities for full professional employ ment will be less favorable than for those with the Ph. D. degree. In early 1967, the supply of well qualified psychologists was inadequate to meet the demand and this situation is ex pected to persist for the remainder of the 1960’s and over the next decade. Continued rapid expansion of the profession is expected through the 1970’s. A large increase is anticipated in the number of psychologists em ployed by State and local agencies. Currently understaffed mental hos pitals and mental hygiene clinics, and community mental health centers will need many clinical, counseling, so cial, and physiological psychologists. Prisons, training schools, and other State institutions are expected to use psychologists more extensively in the future. Increasing awareness of the need for testing and counseling children, combined with growing school enroll ments, is expected to increase the need for psychologists in both elementary and secondary schools. In colleges and universities, more psychologists will be needed for student personnel work, as well as for teaching and research. Increased public concern for the de velopment of human resources as evi denced by the Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963, as amended, and “Headstart” and other antipoverty programs will further increase the demand for psy chologists. The trend toward greater use of psychological techniques by private industry is likely to continue, thereby creating new openings for ex perimental, industrial, personnel, and human engineering specialists. Many openings for psychologists with Ph. D. degrees who are specialists in clinical, counseling, experimental, human engineering, physiological, social, and personnel psychology are expected in the Vet erans Administration, the Depart ment of Defense, and in State and local areas. OCCUPATIONAL OUTLOOK HANDBOOK Many vacancies also will occur each year owing to retirements and deaths. The transfer of psychologists to do work of a purely administrative nature may also create some job vacancies. Most opportunities, how ever, will result from the rapid ex pansion that is anticipated for the profession. ities and financial assistance for grad uate students in psychology may be secured from: American Psychological Association, 1200 17th St. NW., Washington, D.C. 20036. Information on traineeships and fellowships may be secured from col leges and universities with graduate psychology departments. Earnings and Working Conditions In 1966, beginning salaries for psychologists with master’s degrees were generally between $7,000 and $9,000 a year, according to the American Psychological Association. Those with the doctorate earned be:ween $9,000 and $11,000 a year. In the Federal Government, psycholo gists with limited experience but who had completed all requirements for the doctoral degree could start at $9,221 in early 1967. Most psychologists can look for ward to a growth in earnings as they gain experience. The National Sci ence Foundation’s 1966 National Register of Scientific and Technical Personnel indicates that the average (median) salary of psychologists who have 5 to 9 years of experience was $10,100 a year and that of psycholo gists who have 20-24 years of experi ence about $13,500. In comparison, average salaries for psychologists who have only 1 year or less of experience were about $8,500 in 1966. Self-employed psychologists gen erally have higher incomes than sal aried employees. For example, the median annual salary of self-em ployed psychologists was $20,000— more than 30 percent higher than the salary of those employed in industry and nearly 50 percent greater than the salary of those in the Federal Government. RECREATION WORKERS (D.O.T. 079.128, 187.118, 195.288) Nature of Work Once leisure was viewed as the com panion of idleness, silently stealing the time needed to produce the neces sities of life. In recent years, however, new machines and technology have raised the standard of living of most people and provided leisure hours un heard of a short time ago. How peo ple spend their nonworking hours is now a major concern. Recreation workers help people to enjoy and use their leisure time constructively by organizing individual and group activities and by administering physi cal, social, and cultural programs for all age groups at camps, playgrounds, community centers, and hospitals. They also operate recreational facil ities and study the recreation needs of individuals and communities. Recreation workers employed by local government and voluntary agen cies direct activities at neighborhood playgrounds and indoor recreation centers. They provide instruction in the arts and crafts and in sports such as tennis and basketball. They may supervise recreational activities at correctional institutions and work closely with social workers in organiz ing programs of recreation for the young and the aged at community centers and social welfare agencies. Where To Go for More Information Many other personnel work in in General information on career op dustrial, hospital, or school recreation. portunities, certification or licensing Recreation workers in industry plan requirements, and educational facil the recreation programs of company OTHER PROFESSIONAL AND RELATED OCCUPATIONS 225 employees and organize bowling leagues, softball teams, and similar activities. Sometimes they plan fund drives and company social functions. Hospital recreation workers plan rec reation programs for the ill and the handicapped in hospitals, convales cent homes, and other institutions. Working under medical direction, they organize and direct sports, dramatics, and arts and crafts for per sons suffering from mental problems and physical disabilities. School rec reation workers organize the leisure time activities of school-age children during schooldays, weekends, and vacation periods. Some part-time recreation workers and volunteers assist full-time work ers throughout the year, but mostly during the summer months. Part-time workers are largely college students and teachers. They work primarily as recreation leaders and camp coun selors, organizing and leading games and other activities at camps and playgrounds. W here Em ployed About 45,000 recreation workers were employed full time in early 1967. The majority worked for local gov ernments and voluntary agencies. Most of the remainder were employed by religious organizations, or by the Federal Government in national parks, the Armed Forces, the Vet erans Administration, and correc tional institutions. Some recreational workers were employed by industry and a few were teachers in colleges and universities. In addition to the full-time personnel, more than 100,000 recreation workers were em ployed for part-time and summer work in parks, camps, and other out door settings. Recreation workers are employed in all parts of the country; however, onehalf of these workers are employed in California, Massachusetts, New Jer sey, New York, Ohio, Pennsylvania, and Texas. More than one-third of all recreation workers are women. Training, Other Qualifications, and Advancement Most employers prefer persons who have a bachelor’s degree and a major in recreation, social science, or physi cal education for work in the recrea tion field. However, fewer than one-half of the recreation workers cur rently employed have this educa tional background. Persons interested in becoming recreation workers should take a broad range of courses in college, including philosophy, the humanities, natural sciences, and the arts. Specialized courses stressing the history, philosophy, and scope of rec reation; the techniques of commu nity organization; health and safety procedures; and outdoor recreation are particularly helpful. Advanced courses in recreation or public ad ministration leading to the master’s degree are desirable for persons inter ested in higher level administrative positions; students interested in the field of industrial recreation may find it desirable to take some courses in 226 business administration. It is im portant for those interested in work ing as hospital recreation specialists to take course in psychology, health education, and sociology. Training leading to a bachelor’s degree with a major in recreation was available in over 100 schools in 1967. Approxi mately one-half of these schools offered a master’s degree and a doc torate in recreation. Good health, emotional maturity, and a warm personality are essential qualities for recreation workers. To increase their leadership skills and their understanding of people, inter ested students should try to obtain related work experience in high school and college. They may do vol unteer, part-time, and summer work in recreation departments, camps, youth-serving organizations, institu tions, and community centers. The majority of college graduates entering the recreation field begin as either recreation leaders or special ists, although each year a small num ber of college graduates enter trainee programs that lead directly to rec reation administration. Such pro grams, offered by a few large cities and organizations, generally last 1 year. Recreation leaders work directly with groups and individuals, organiz ing or teaching such diversified activi ties as athletics, dancing, storytelling groups, and social recreation in in door and outdoor centers. They may also supervise the work of nonpro fessional workers and assist in the ad ministration of recreation programs. Recreation specialists are responsible for the organization and develop ment of one activity, such as swim ming and archery, or of several closely related activities. Like recreation leaders, they sometimes oversee the work of nonprofessional workers. After a few years’ experience, re creation leaders and specialists may become recreation directors; those having graduate training, however, may start at this level. Directors are responsible for the operation of the facilities, staff supervision, and the OCCUPATIONAL OUTLOOK HANDBOOK development and execution of pro grams at a particular recreation cen ter, -as well as the preparation of budgets and the analysis of recrea tion programs. Opportunities for advancement to administrative positions are often lim ited for persons who have no grad uate training. However, it is some times possible for persons to advance through a combination of education and experience. Administrative jobs require varying years of experience in full-time recreation work, depending upon the size of the community or organization and the program. For example, the m i n i m u m recom mended experience to become a com munity recreation supervisor ranges from 1 to 5 years. Employment Outlook Employment of recreation workers is expected to increase very rapidly through the 1970’s. Thousands of rec reation workers will be needed an nually for growth and to replace per sonnel who leave the field because of retirements, deaths, or transfers to other occupations. In recent years, the number of college graduates hav ing a major in recreation has fallen far short of the demand, and this pat tern is expected to continue. Thus, many new recreation workers will continue to be hired from the fields of social science, physical education, and health education. Persons having less than full professional training also will find employment opportunities. As a result of the great demand for recreation workers, part-time and volunteer. personnel will be needed, particularly in social welfare agencies and at the local government level. Other factors that will contribute to growth include increased leisure time and rising levels of per capita income. As income levels rise, expend itures for sports and recreation equipment will increase as more per sons participate in a variety of com petitive and noncompetitive sports. Larger expenditures will be made for travel to parks and resorts for camp ing, hiking, fishing, and other recrea tional pursuits. Improvements in the national highway system will make many State parks and national forests more accessible to vacationing fam ilies. Population growth also will create a demand for more recreation workers to expand existing recreation programs and to aid larger numbers of mentally and physically handi capped persons. Longer life and ear lier retirements will increase the num ber of clubs and organizations for retired persons, and thus increase the need for recreation workers. Other reasons for the anticipated longrun expansion in the number of recreation workers include a growing interest and participation in recrea tion activities by the general popula tion ; the continued trend toward urban living; the rise in- industrial recreation activities as more com panies promote recreation programs for their employees; increased atten tion to physical fitness by government, educators, and others; and the initia tion of programs to insure the preser vation of outdoor recreation areas. A number of recent Federal laws also will contribute to the rising demand for recreation workers. Among these laws are the Elementary and Second ary Education Act of 1965, which in cludes provisions for grants to local educational agencies for improving and expanding recreation opportu nities for the educationally deprived, and the Older Americans Act of 1965, which provides grants to States for programs, including recreation, for older persons. Earnings and Working Conditions Beginning r e c r e a t i o n leaders earned between $6,500 and $7,000 annually in 1967, according to the National Recreation and Park Asso ciation. In the same year, the salaries of recreation supervisors ranged from $7,500 to $10,000, depending upon the size of the community in which they were employed and upon their qualifications. Salaries of recreation executives ranged from $7,500 in OTHER PROFESSIONAL AND RELATED OCCUPATION'S some small communities to over $20,000 in many large cities. There were some regional variations in salary levels—higher salaries generally were paid in the West than in other areas of the country. In early 1967, the annual starting salary for inexperienced recreation workers in the Federal Government was from $5,331 to $6,451, depending on their academic records or specialized training. A few recreation workers in top Federal positions earned between $10,927 and $15,106 annually. The average workweek for recrea tion workers is 40 hours, although some work upwards of 50 hours. A person entering the recreation field should expect some nightwork and irregular hours, for many recreation personnel work while other persons are enjoying their leisure time. Most public and private recreation agencies provide from 2 to 4 weeks’ vacation and other fringe benefits, such as sick leave and hospital insurance. Where To Go for More Information Information about recreation as a career and about employment op portunities in the field may be ob tained from: National Recreation and Park Asso ciation, 1700 Pennsylvania Ave. NW., Wash ington, D.C. 20006. Information about employment opportunities in Veterans Adminis tration hospitals may be obtained directly from the hospitals or the De partment of Medicine and Surgery, Veterans Administration, Washing ton, D.C. 20421. SOCIAL WORKERS (D.O.T. 195.108, .118, .168, .208, and .228) Nature of Work Development of a more complex urban society has greatly increased 2 6 2 -0 5 7 O — 68-16 Medical social worker visits with child. the need for organized social services. Social workers provide the link be tween these services and individuals and families who cannot provide for themselves or solve their own prob lems. The problems with which social workers are concerned include pov erty; broken homes; physical, mental, and emotional handicaps; antisocial behavior; racial tensions; and unsat isfactory community conditions such as inadequate housing and medical care, and lack of educational, recrea tional, and cultural opportunities. A variety of public and voluntary agen cies have social work programs de signed to meet specific needs in spe cific ways; for example, income maintenance programs; family and child welfare services; social services for the crippled, disabled, ill, and ag ing; and programs for the prevention of juvenile delinquency. Many social work agencies emphasize service to individuals or families; some place primary emphasis on working with larger groups; and still others are con cerned mainly with the community’s social welfare. These approaches are reflected in the three basic methods of social work practice: Casework, group work, and community orga nization. Caseworkers identify the social problems of individuals and families 227 through interviews. They aid them in understanding their problems and in securing necessary services, includ ing financial assistance, foster care, and homemaker service. Group work ers help people through group activi ties to learn to understand themselves and others better, and to work with others to achieve a common goal. They plan and conduct activities for children, adolescents, and older per sons in a variety of settings, includ ing settlement h o u s e s , hospitals, homes for the aged, and correctional institutions. Community organiza tion workers help plan and develop health, housing, welfare, and recrea tion services for a neighborhood or larger area. They often coordinate existing social services and organize fund raising for community social welfare activities. The majority of social workers pro vide social services directly to individ uals, families, or groups. However, a substantial number perform execu tive, administrative, or supervisory duties. Still others are college teach ers, research workers, or consultants. The wide range of services provided by social workers is suggested by the descriptions of the principal areas of social work which follow: Family service workers. Family service workers are employed by State and local governments and by volun tary agencies. Their duties include determining their clients’ needs and providing counseling and social serv ices that strengthen family life and help clients to improve their social functioning. They also advise their clients how to make constructive use of financial assistance and other needed social services. Child welfare workers in govern ment and voluntary agencies are em ployed to improve the physical and emotional well-being of deprived and troubled children and youth. They advise parents on child care and child rearing, counsel children and youth with social adjustment difficulties, ar range homemaker services during a mother’s illness, institute legal action for the protection of neglected or mis- 228 treated children, provide services to unmarried parents, and counsel cou ples who wish to adopt children. Workers in child welfare may place children in suitable adoptive or fos ter homes or in specialized institu tions. School social workers aid children whose unsatisfactory behavior or pro gress in school is related to their social problems. These workers consult and work with parents, teachers, coun selors, and other school personnel in identifying and seeking solution to the problems that hinder satisfactory adjustment. Medical social workers employed by hospitals, clinics, health agencies, rehabilitation centers, and public welfare agencies aid patients and their families with social problems ac companying illness, recovery, and re habilitation. They usually function as part of a medical team composed of physicians, therapists, and nurses. Psychiatric social workers provide services for patients in mental health centers, hospitals, or clinics. As mem bers of teams composed of psychia trists, psychologists, and other pro fessional personnel, they develop and report information on the patient’s family and social background for use in diagnosis and treatment. They help patients respond to treatment and guide them in their social adjustment to their homes, jobs, and communi ties. They carry particular responsi bility for working with the families of the patients to facilitate their under standing of the nature of the illness. In some organizations, medical and psychiatric social workers are grouped as “clinical social workers.” Psychia tric social workers also participate in community mental health programs concerned with the prevention of mental illness and with the readjust ment of mental patients to normal home and community living. Some conduct research. Social workers in rehabilitation services assist emotionally or physi cally disabled persons in adjusting to the demands of everyday living. As part of a rehabilitation team, which Digitized usually for FRASER includes physical or occupa OCCUPATIONAL OUTLOOK HANDBOOK tional therapists, these social work ers serve as a link with the community while patients are in the hospital; later, they help them adjust to home and community life. (Rehabilitation counselors, a related occupational group, are discussed in a separate statement.) Probation and parole officers and other correctional workers assist per sons on probation and parole and ju venile offenders in readjusting to so ciety. They investigate the social his tory and background of the person under the jurisdiction of the court and make reports to the courts to help the judge in his judicial decisions. They also counsel persons on proba tion or parole, may help them secure necessary education or employment, and direct them to other services in the community. They also seek to re solve problems in marital and parentchild relationships. Where Employed More than 150,000 social workers were employed in early 1967. Of this total, approximately 60 percent were employed in State, county, and city government agencies and about 3 percent were in Federal Government organizations. Most of the remainder were in voluntary or private agencies. A small number of experienced social workers from the United States were serving in other parts of the world as consultants, teachers, or technicians engaged in setting up agencies, schools, or assistance programs. They were employed by the Federal Gov ernment, the United Nations or one of its affiliated groups, national pro fessional associations, or voluntary agencies. Training, Other Qualifications, and Advancement A bachelor’s degree, preferably in social welfare, generally is the mini mum educational requirement for be ginning jobs in social work. In most fields of practice, certain specialized areas require a master’s degree in so cial work. For teaching positions, a master’s degree in social work is re quired, and a doctorate is preferred. In research work, training in social science research methods is required, in addition to a graduate degree and experience in social work. In most States, beginners must pass a written examination in social work for em ployment in a government agency. A master’s degree in social work is awarded on successful completion of 2 years of specialized study and su pervised field work in an accredited school of social work. Only graduates of such schools are eligible for mem bership in the National Association of Social Workers (NASW). People with 2 years of paid em ployment in social work under the supervision of a certified social worker and 2 years of membership in the National Association of Social Workers are eligible for certification as members of the Academy of Certi fied Social Workers (ACSW). In 1966, there were 63 graduate schools of social work accredited by the Council on Social Work Educa tion. For admission to these schools, a student must have a bachelor’s de gree representing a broad knowledge of the liberal arts, preferably includ ing courses in economics, history, po litical science, psychology, sociology, and social anthropology. Courses in biology, statistics, writing, and public speaking are also helpful. Many scholarships and fellowships are available for graduate education. More than three-fourths of the full time students in graduate schools re ceive some scholarship aid granted either by the schools or by employ ing agencies. Some social welfare agencies, both voluntary and public, offer plans whereby workers are granted “educational leave” to obtain graduate education. The agency may pay the expenses or a salary, or both. Personal qualities essential for so cial workers include emotional ma turity, objectivity, sensitivity, a basic concern for people and their social problems, and ability to form and sus tain good working relationships and OTHER PROFESSIONAL AND RELATED OCCUPATION'S to encourage social adjustment in oth ers. Students should try to obtain as much related experience as possible during high school and college to de termine whether they have the inter est and capacity for professional social work. They may do volunteer, parttime, or summer work in such places as camps, settlement houses, commu nity centers, or social welfare agen cies. Some social welfare agencies, both voluntary and public, hire col lege students and, in some cases, high school students for nonclerical jobs in which the students assist social work ers in case and group work. Employment Outlook Employment opportunities for so cial workers are expected to be excel lent for the remainder of this decade and through the 1970’s. Despite the anticipated increase in the number of graduates of master’s degree pro grams in social work, the demand for these highly trained social workers is expected to continue to exceed the supply. The outlook for persons with a bachelor’s degree in social welfare or in related fields will continue to be very good. Well qualified and experi enced women who wish to work part time should have excellent employ ment prospects. Many factors will contribute to the need for more social workers to main tain existing programs and to staff new ones. The occupational structure of the economy is expected to con tinue to change and create severe problems for many unskilled workers and others whose jobs have been re placed by machines. In addition, family life will continue to be affected by social change. Population growth, especially the increasing numbers of the very young and the very old, the age groups most in need of social work services, is expected to contrib ute to the demand for social workers. Many openings also will arise because of the need to replace workers who re tire, die, or otherwise leave the profession. Earnings and Working Conditions In early 1967, the average (me dian) starting salary paid social case workers by various State agencies was approximately $5,100, according to a survey of selected occupations by the Public Personnel Association. In some States, however, annual salaries were considerably above this level. Case work supervisors had average annual salaries ranging from about $6,700 for those with little experience to $8,600 for those with considerable experience. The average starting sal ary of psychiatric social workers was about $6,600 and beginning salaries of probation and parole officers aver aged about $6,000. Salaries of social workers in a crosssection of cities and urban counties were, on the average, above those paid by State agencies. For example, according to the survey cited above, the average (median) starting salary of social case workers in selected ur ban areas was about $5,800. Salaries of case work supervisors averaged $7,600 for those with little experience to about $9,500 for those with consid erable experience. Beginning psy chiatric social workers had average salaries of about $7,500 and starting salaries of probation and parole of ficers averaged about $6,600. In the Federal Government in early 1967, graduates of accredited schools of social work received starting sal aries of $6,451 to $7,696 a year de pending on their experience. Those with a bachelor’s degree and 3 years’ experience in social work in a welfare activity began at $7,068 a year. In general, graduates of schools of social work received the highest av erage salaries. Salaries were usually lower for persons employed in directservice positions, such as casework or group work, than for persons working in supervisory or executive positions, although salaries paid to persons in direct-service positions in some States and localities exceeded those paid to supervisors in other locations. The predominant scheduled work week for social workers in 1967 was generally 40 hours; however, as many 229 as one-third regularly worked 37^4 hours or less a week. In some social work agencies, the nature of the work requires evening and/or weekend work, for which social workers usually receive compensatory time off. Vir tually all social work agencies provide fringe benefits such as paid vacations and sick leave and retirement plans. Where To Go for More Information Information on admission require ments and scholarships in accredited graduate schools of social work and colleges offering preprofessional courses in social work, as well as on social work as a career, may be ob tained from the National Commission for Social Work Careers, jointly sponsored by the Council on Social Work Education and The National Association of Social Workers. Write to: National Commission for Social Work Careers, 2 Park Ave., New York, N.Y. 10016. SURVEYORS (D.O.T. 018.168 through .687) Nature of Work Surveyors play an important part in the construction of highways, air fields, bridges, dams, and other struc tures, by providing information on measurements and physical charac teristics of construction sites. They also locate land boundaries, assist in setting land valuations, and collect information for maps, charts, and plats. The primary task of the surveyor is to determine the precise measure ments and locations of elevations, points, lines, and contours on or near the earth’s surface, and the distances between points. The surveyor is di rectly responsible for the survey and its accuracy. He plans the fieldwork, selects survey reference points, and determines the precise location of nat- 230 OCCUPATIONAL OUTLOOK HANDBOOK work on photogrammetric surveys ap ply mathematical techniques to photographs taken from airplanes or ground stations to make topographic maps, and to measure the natural and manmade features of an area. Sur veyors also specialize in other types of surveys such as gravity, magnetic, hydrographic, mine, oil-well direc tional, pipeline, construction, or railroad. Where Employed Surveyor compares his mapping with aerial photographs. ural and manmade features of the survey region. He records informa tion disclosed by the survey; makes mathematical calculations based on such information; verifies the ac curacy of survey data; and prepares sketches, maps, and reports. In making his detailed measure ments, the surveyor is assisted by workers in a field party which he directs. A typical field party is made up of from three to six members in addition to the surveyor (sometimes called the party chief). Included in the typical field party are instrumentmen, who set up, adjust, and operate surveying instruments, including the theodolite, transit, level, altimeter, and electronic measuring devices at the points designated by the surveyor; chainmen, who measure distances be tween points, using a metal tape or surveyor’s chain; and rodmen, who use a level rod, stadia board, or range It is estimated that over 45,000 surveyors were employed in early 1967; less than 5 percent were women. They were located in all parts of the country—in small towns as well as in large cities. About one-half of all surveyors work for Federal, State, and local government agencies. Among the Federal Government agencies utiliz ing these workers are the U.S. Geo logical Survey and the Bureau of Land Management of the Depart ment of the Interior, U.S. Coast and Geodetic Survey (within the Environ mental Science Services Administra tion) and Bureau of Public Roads of the Department of Commerce, Corps of Engineers of the Department of the Army, and Forest Service of the Department of Agriculture. Survey ors in State and local government agencies are employed mainly by highway departments and by urban planning and redevelopment agencies. A large number of surveyors work for construction companies and for engineering and architectural con sulting firms. A sizable number either work for or head surveying firms which conduct surveys on a fee or contract basis. Other significant num bers work for the crude petroleum and natural gas industries and for utilities. pole to assist in measuring elevations, distances, and directions between se lected points. Surveyors often specialize in one particular type of survey. Those doing highway surveys are concerned with establishing the points, grades, and lines needed for highway locations. Those carrying out land surveys lo cate boundaries of a particular tract of land, prepare maps, record plats of the land, and prepare legal de scriptions of it for deeds, leases, and other documents. Surveyors engaged in geodetic surveys measure immense areas of land, sea, or space, taking into account the earth’s curvature and its geophysical characteristics. Surveyors doing topographic surveys determine the elevations, depressions, Training, Other Qualifications, and and contours of an area, and indicate Advancement the location of distinguishing surface features such as farms, buildings, for The most common method of pre ests, roads, and rivers. Those who paring for work as a surveyor is 231 ing, most States will reduce the length survey related computations, analyze of experience needed for licensing. data, and prepare reports in offices. In 1966, approximately 16,000 land surveyors were registered. In addi tion, almost 15,000 engineers were Earnings and Working Conditions registered to do land surveying, pri marily as part of their civil engineer In the Federal Government serv ing duties; however, these workers ice, in early 1967, surveyors employed are considered engineers rather than as field party chiefs received starting salaries of $5,867 or $6,451 a year, surveyors. depending on experience. The ma In addition to the necessary train jority of party chiefs earned between ing and experience, qualifications for success as a surveyor include sound $6,500 and $9,000 per year. New col health and a strong liking for outdoor lege graduates with bachelor’s degrees work. Because most surveyors must qualifying for Federal Government supervise and direct the work of positions as geodesists began at others, leadership qualities are im $6,387 or $7,729 a year, depending on their college records. Graduates portant also. with bachelor’s degrees qualifying for positions in topography and photo grammetry started at $5,331 or $6,451 Employment Outlook a year. In private industry, according Employment opportunities for sur to the limited data available, begin veyors are expected to be good ning salaries for surveyors were gen through the 1970’s. It is anticipated erally comparable to those offered by that employment in the field will con the Federal Government but varied tinue to grow rapidly. In addition to somewhat between different areas of new positions created by growth, the country. about 2,000 openings should result Surveyors usually work an 8-hour each year from the need to replace day and 5-day week. However, they those who transfer to other occupa sometimes work longer hours during tions, retire, or die. Prospects will be the summer months, when weather best for people with postsecondary conditions are most suitable for sur school training in surveying. veying activities. The work of surveyors is active Among the factors expected to con tribute to the favorable employment and sometimes strenuous. They may outlook is the rapid growth of urban stand for long periods, and may walk areas and the enactment of new or long distances or climb mountains revised city zoning laws which will with heavy packs of instruments and require additional surveyors to locate equipment. Because most of their boundary lines, and to lay out streets, work is done out of doors, surveyors shopping centers, schools, and recre may be exposed to all types of ation areas. Construction and im weather conditions. Some duties, such provement of the Nation’s roads and as planning surveys, making photohighways will require many new sur grammetric measurements, preparing veyors. Furthermore, surveyors with reports and computations, and draw college degrees in geodesy will be ing maps, are usually performed in needed to help track missiles and an office. spacecraft, and to assist in other space activities. Employment opportunities for Where To Go for More Information women surveyors will continue to be General information on careers in limited, primarily because much of surveying may be obtained from: the surveyor’s work is strenuous. A American Congress on Surveying few openings will be available for and Mapping, Woodward Build women with college degrees to make ing, Washington, D.C. 20005. OTHER PROFESSIONAL AND RELATED OCCUPATION'S through a combination of post-sec ondary school courses in surveying and extensive on-the-job training in survey techniques and in the use of survey instruments. Courses in sur veying are offered in extension divi sions of many post-secondary schools and by correspondence schools. Some junior colleges, technical insti tutes, and vocational schools offer 1, 2, and 3-year programs in survey ing. The entrance requirement for most surveying programs is high school graduation, preferably includ ing courses in algebra, geometry, trigonometry, calculus, drafting, and mechanical drawing. For a professional career in the more specialized and technical sur veying areas such as geodesy, topog raphy, or photogrammetry, it is usu ally necessary to obtain a bachelor’s degree in engineering or the physical sciences. High school graduates having no formal training in surveying may also enter the field, usually starting as rodmen. After several years of on-thejob experience and some formal courses in surveying, young persons may advance successively through the positions of chainman and instrumentman to that of party chief or surveyor. With some post-secondary school courses in surveying, beginners may start as instrumentmen. In many instances, promotion to higher level positions is made on the basis of a written examination, as well as on experience. About 40 States require licensing or registration of land surveyors re sponsible for locating and describing land boundaries. In some of these States, applicants for licenses are ex pected to know other types of sur veying in addition to land surveying. Requirements for licensing vary among the States, but in general in clude a combination of 4 to 8 years’ experience in surveying and success ful completion of an examination. If an applicant has taken postsecond ary school courses related to survey OCCUPATIONAL OUTLOOK HANDBOOK 232 Information on the specialty of dividual parts of a problem be viewed problem in a logical manner so that photogrammetry may be obtained within the context of the overall prob a system for processing the problem lem. Although a system can be de and obtaining the desired results can from: veloped to process data manually, be developed. They obtain all of the American Society of Photogram mechanically, or with electronic com data needed and define exactly the metry, 105 North Virginia Ave., Falls Church, Va. 22044. puters, most systems analysts are con way it is to be processed. They pre cerned with developing methods of pare charts, tables, and diagrams to using computers. (This statement dis describe the processing system and SYSTEMS ANALYSTS cusses only the work of systems an the steps necessary to make it operate. alysts who devise systems which use Systems analysts may use various (D.O.T. 033.187, 012.168, 020.081 and electronic computers to process data techniques, such as cost accounting, 020.088) and solve problems.) sampling, and mathematical meth Systems analysts employed by a ods, as tools of analysis. After analyz large business firm may be engaged, ing the problem and devising a system Nature of Work for example, in developing methods for processing, systems analysts may Systems analysts are concerned of processing accounting, inventory, recommend the type of equipment to with the planning, scheduling, and sales, and other business information be used and prepare instructions for coordination of activities which are with electronic computers. With the programers. They may also interpret required to develop systems for proc assistance of managers or subject final results and translate them into essing data and obtaining solutions matter specialists, they determine the terms which are understandable to to complex business, scientific, or en exact nature of the data-processing management, subject matter special gineering problems. The methods of problem. The systems analysts then ists, or customers. systems analysis require that the in define, analyze, and structure the The number and types of dataprocessing problems are so vast and solution processes so varied and com plex that many systems analysts tend to concentrate on particular subject matter areas. For example, in busi ness offices, analysts may specialize in accounting or inventory control. Sys tems analysts who work on scientific or engineering problems may special ize in problems, such as the determi nation of the flight path of space ve hicles. Other analysts may develop systems for planning and forecasting purposes, such as systems used in sales or marketing research. Systems analysts also improve op erating systems and develop entirely new data-processing methods and ap plications. When working with sys tems already in use they are con cerned with improving and adapting the system to handle additional or different types of data. Analysts en gaged in research are concerned with finding or devising new techniques and methods of systems analysis. Often this work is described as “ad vanced” systems design and analysts engaged in this type of activity usu ally have mathematical, scientific, or engineering backgrounds. Some systems analysts have man Systems analysts and computer programers often work together. agerial and administrative duties. OTHER PROFESSIONAL AND RELATED OCCUPATION'S They are responsible for overall sys tems design and feasibility, and for assigning analysts to various phases of a project. They may also plan, orga nize, and control systems analysis throughout the organization in which they are employed and prepare re ports of their work. Where Employed More than 60,000 persons were estimated to be employed as systems analysts in mid-1966. They work mainly for insurance companies, manufacturing concerns, banks, wholesale and retail businesses, and the Federal Government. A growing number of systems analysts are em ployed by universities and independ ent service organizations which fur nish computer services on a fee basis to business firms and other organiza tions. Systems analysts work mainly in large cities. in computer programing. A young person can learn to use electronic data-processing equipment on the job or can take special courses offered by colleges, computer manufacturers, or their employers. In the Federal Gov ernment, for example, systems ana lysts usually begin their careers as programers. After gaining some ex perience, they may be promoted to systems analyst trainee where they may qualify as a systems analyst. In large electronic data-processing departments, a person who begins as a junior systems analyst may be pro moted to a position of greater respon sibility as he gains experience. Re sponsible positions in this field in clude those of senior or lead systems analyst. Systems analysts with proved leadership ability can also advance to manager of systems analysis, elec tronic data-processing department manager, or other managerial posi tions. 233 and economically; solve complex business, scientific, and engineering problems; and monitor and control industrial processes. These develop ments and others such as the exten sion of computer technology to small businesses, the use of systems analysis in market research and in determin ing the locations of plants and stores, and the growth of computer centers to serve individual clients on a fee basis portend a very rapid rise in fu ture employment levels of systems analysts. In addition to the many employ ment opportunities resulting from growth in the field, some openings will occur as systems analysts advance to more responsible positions or leave their jobs to enter other types of em ployment. Because many of the workers are young, relatively few positions will occur because of retire ment or death. Earnings and Working Conditions Employment Outlook Training, Qualifications, and Advancement There is no universally acceptable way of preparing for work in systems analysis. Some employers prefer that candidates have a college degree as well as experience in mathematics, science, engineering, accounting, or business. Their educational prepara tion and experience often determine the kinds of job opportunities avail able to them. For example, employers are likely to seek a systems analyst who has a background in business administration to work in finance or similar systems areas; those with an engineering background are likely to be sought for engineering or scientifi cally oriented systems. Other em ployers stress a graduate degree. Yet, workers may qualify for work solely on professional experience obtained in scientific, technical, or managerial occupations, or practical experience in such data-processing jobs as com puter operator or programer. Most employers prefer to hire peo ple who have had some experience Employment opportunities for sys tems analysts are expected to be ex cellent for the remainder of the 1960’s and throughout the 1970’s. Systems analysts ranked among the fastest growing professional occupations in recent years. Employers have been ex periencing difficulty in recruiting qualified systems analysts because of competing demands from other fields for people with similar backgrounds, especially in science and mathe matics. A growing demand for systems analysts results from the rapid ex pansion taking place in the number of electronic data-processing systems used by businesses, government agen cies, and other organizations. In ad dition, more opportunities for systems analysts will arise as computers and peripheral equipment become more sophisticated, and are made capable of solving more complex problems in a wider variety of fields. Greater em phasis will be placed on developing computer systems which will re trieve information more efficiently In 1966, beginning salaries of sys tems analysts averaged between $7,000 and $8,000 per year and al most $15,000 for experienced ana lysts, according to a private survey which covered more than 2,000 busi ness, government, and educational data-processing installations in all parts of the country. In some cases, experienced systems analysts earned $25,000 or more a year. The great majority of systems ana lysts employed by the Federal Gov ernment in early 1967 earned from $7,696 to approximately $12,900 a year. Top salaries for experienced systems analysts ranged up to about $16,905 per year, although top man agerial positions pay even higher salaries. The workweek for systems analysts is usually the same-—about 40 hours—as for other professional and office workers. Unlike many com puter-oriented workers, such as con sole operators who work on two or three shifts, systems analysts usually work only during the day. Occasion ally, evening or weekend work may OCCUPATIONAL OUTLOOK HANDBOOK 234 Where Employed be necessary to complete emergency ulation growth and social and economic change; they also estimate or rush projects. About 6,500 people were employed the community’s long-range needs for land, housing, community facil as professional urban planners in ities, transportation, recreation, busi early 1967, according to an estimate Where To Go for More Information made by the American Institute of ness, and industry. Additional information about the Before they can produce plans for Planners. The majority of urban occupation of system analyst may be long-range community development, planners are employed by govern obtained from the following sources: however, urban planners must make ment agencies, mainly city, county, detailed studies, including the prep and metropolitan regional planning American Federation of Information aration of maps and charts, which organizations; some are employed by Processing Societies, 211 East 43d St., New York, N.Y. 10017. show the current use of land for various State governments and by the residential, business, and community Federal Government. About oneData Processing Management Asso purposes; the arrangement of streets, fourth of the planners do consulting ciation, 505 Busse Highway, Park Ridge, 111. 60068. highways, and water and sewer lines; work, either independently in addi the location of such community tion to their full-time job, or as an A list of reading materials on and as schools, libraries, and employee or partner in a private con career opportunities in the data facilities playgrounds. These studies also pro sulting firm providing services for processing field may be obtained vide information on the types of in private developers or for government from: dustry in the community, population agencies. Urban planners also work Association for Computing Machin densities and characteristics, social for large land developers or private ery, 211 East 43d St., New York, N.Y. 10017. features, income levels, employment research organizations, and a few and economic trends, and other re teach in colleges or universities. lated information. URBAN PLANNERS After they have analyzed and eval Training, Other Qualifications, and uated the facts, urban planners may Advancement (D.O.T. 199.168) then design the layout of recom mended facilities and land use and Employers consider a master’s de supervise the preparation of illustra gree in planning the most desirable Nature of Work tive materials. They also prepare educational for profes plans to show how their proposed sional work inbackground City dwellers today face a growing programs this field. In Federal can best be carried out and agencies, and in a growing number of typically urban problems the cost is likely to be. Much of other government agencies,number such as deteriorating business and what 2 years their time is spent conferring with of graduate work in city planning, residential areas, tr