This layer summarizes racial and ethnic diversity in the United States. The Diversity Index shows the likelihood that two persons chosen at random from the same area, belong to different race or ethnic groups. The index ranges from 0 (no diversity) to 100 (complete diversity).The data shown is from Esri's 2020 Updated Demographic estimates using Census 2010 geographies. The map adds increasing level of detail as you zoom in, from state, to county, to ZIP Code, to tract, to block group data. Esri's U.S. Updated Demographic (2020/2025) Data: Population, age, income, sex, race, home value, and marital status are among the variables included in the database. Each year, Esri's Data Development team employs its proven methodologies to update more than 2,000 demographic variables for a variety of U.S. geographies.Additional Esri Resources:Esri DemographicsU.S. 2020/2025 Esri Updated DemographicsEssential demographic vocabularyPermitted use of this data is covered in the DATA section of the Esri Master Agreement (E204CW) and these supplemental terms.

According to a survey conducted in 2023, 78 percent of employed adults who were Black believed that focusing on increasing diversity, equity, and inclusion at work was a good thing in the United States while 47 percent of employed adults who were White shared this belief.

This map shows a comparison of diversity and median household income in the US by tract. Esri's Diversity Index measures the likelihood that two persons, chosen at random from the same area, belong to different races or ethnic groups. In theory, the index ranges from 0 (no diversity) to 100 (complete diversity). If an area's entire population is divided evenly into two race groups and one ethnic group, then the diversity index equals 50. As more race groups are evenly represented in the population, the diversity index increases. Minorities accounted for 30.9 percent of the population in 2000 and are expected to make up 42.3 percent of the population by 2023. Vintage of data: 2023Areas in a darker orange are less diverse than light blue areas with higher diversity. Median household income is symbolized by size. The national median household income is $58,100 and any household below the national value has the smallest symbol size. The largest size has a median household income over $100,000 per year. Esri Updated Demographics represent the suite of annually updated U.S. demographic data that provides current-year and five-year forecasts for more than two thousand demographic and socioeconomic characteristics, a subset of which is included in this layer. Included are a host of tables covering key characteristics of the population, households, housing, age, race, income, and much more. Esri's Updated Demographics data consists of point estimates, representing July 1 of the current and forecast years.Esri Updated Demographics DocumentationMethodologyUnderstanding Esri’s Updated Demographics portfolioEssential Esri Demographics vocabularyThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. This layer requires an ArcGIS Online subscription and does not consume credits. Please cite Esri when using this data.

This graph shows the population of the U.S. by race and ethnic group from 2000 to 2023. In 2023, there were around 21.39 million people of Asian origin living in the United States. A ranking of the most spoken languages across the world can be accessed here. U.S. populationCurrently, the white population makes up the vast majority of the United States’ population, accounting for some 252.07 million people in 2023. This ethnicity group contributes to the highest share of the population in every region, but is especially noticeable in the Midwestern region. The Black or African American resident population totaled 45.76 million people in the same year. The overall population in the United States is expected to increase annually from 2022, with the 320.92 million people in 2015 expected to rise to 341.69 million people by 2027. Thus, population densities have also increased, totaling 36.3 inhabitants per square kilometer as of 2021. Despite being one of the most populous countries in the world, following China and India, the United States is not even among the top 150 most densely populated countries due to its large land mass. Monaco is the most densely populated country in the world and has a population density of 24,621.5 inhabitants per square kilometer as of 2021. As population numbers in the U.S. continues to grow, the Hispanic population has also seen a similar trend from 35.7 million inhabitants in the country in 2000 to some 62.65 million inhabitants in 2021. This growing population group is a significant source of population growth in the country due to both high immigration and birth rates. The United States is one of the most racially diverse countries in the world.

This map shows the diversity index of the population in the USA in 2010 by state, county, tract, and block group. "The diversity index summarizes racial and ethnic diversity. The index shows the likelihood that two people, chosen at random from the same area, belong to different race or ethnic groups. The index ranges from 0 (no diversity) to 100 (complete diversity). For example, a diversity index of 59 means there is a 59 percent probability that two people randomly chosen would belong to different race or ethnic groups." -Esri DemographicsIt calls to the 2010 Census service with attributes related to race and ethnicity. The symbology is replicated at all geography levels so that the legend represents the same values with the same set of colors.

The percent chance that two people picked at random within an area will be of a different race/ethnicity. This number does not reflect which race/ethnicity is predominant within an area. The higher the value, the more racially and ethnically diverse an area. Source: U.S. Bureau of the Census, American Community Survey Years Available: 2010, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2017-2021, 2018-2022

Except for JPMorgan Chase, Citigroup, Capital One and Bank of America, the share of minority employees in the total U.S.-based workforce of the leading U.S. banks was less than 50 percent. Among the observed banks, JPMorgan Chase had the most diverse workforce, with 56 percent of the employees who self-identified were racial minorities. JPMorgan Chase was followed by Citigroup, where the share of people of color was approximately 53 percent. Capital One ranked third in terms of racial diversity. Here, the share of non-white employees in the U.S.-based workforce was 51.4 percent. The share was the lowest at PNC Financial Services, where approximately 38 percent of the workforce were non-white.

The present research examined whether temporal fluctuations in context ethnic diversity account for current levels of implicit ethnic-American associations. Temporal fluctuations in ethnic diversity at the metropolitan level were assessed using data from four decennial U.S. censuses (1980-2010) and distinguishing three dimensions of context ethnic diversity (minority representation, variety, and integration). Project Implicit data (2011-2017) indexed the extent to which American identity was implicitly associated with European Americans over Asian Americans (i.e., American = White associations). Data were analyzed using multilevel modeling (N = 152,011, nested within 226 metropolitan areas). Steeper increases in the proportion of Asian Americans were related to weaker implicit (but stronger explicit) American = White associations. Increases in ethnic integration accounted for stronger implicit American = White associations when integration fluctuations reflected accelerating rather than decelerating trends. These results suggest that current levels of implicit ethnic-national associations are linked to complex patterns of ethnic diversity fluctuations.

Despite comprising of a smaller share of the U.S. population than African Americans or Hispanics, the most represented non-white U.S. CEOs were of an Asian background. They made up 55 percent of CEO positions at Fortune 500 and S&P 500 companies in 2024. By comparison, 11 percent of CEOs at the time were African American. The rise of environmental, social, and corporate governance (ESG) Investments in ESG have risen dramatically over last few years. In November 2023 there were approximately 480 billion U.S. dollars in ESG ETF assets worldwide, compared to 16 billion U.S. dollars in 2015. ESG measures were put in place to encourage companies to act responsibly, with the leading reason for ESG investing stated to be brand and reputation according to managers and asset owners. Gender diversity With the general acceptance of ESG in larger companies, there has still been a significant employment gap of women working in senior positions. For example, the share of women working as a partner or principal at EY, one of the largest accounting firms in the world, was just only 28 percent in 2023.

This map is designed to work in the new ArcGIS Online Map Viewer. Open in Map Viewer to view map. What does this map show?This map shows the population in the US by race. The map shows this pattern nationwide for states, counties, and tracts. Open the map in the new ArcGIS Online Map Viewer Beta to see the dot density pattern. What is dot density?The density is visualized by randomly placing one dot per a given value for the desired attribute. Unlike choropleth visualizations, dot density can be mapped using total counts since the size of the polygon plays a significant role in the perceived density of the attribute.Where is the data from?The data in this map comes from the most current American Community Survey (ACS) from the U.S. Census Bureau. Table B03002. The layer being used if updated with the most current data each year when the Census releases new estimates. The layer can be found in ArcGIS Living Atlas of the World: ACS Race and Hispanic Origin Variables - Boundaries.What questions does this map answer?Where do people of different races live?Do people of a similar race live close to people of their own race?Which cities have a diverse range of different races? Less diverse?

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

United States Census geometries with population statistics by race with numerical attributes for Santa Clara County. The diversity index for Santa Clara County ranges from; 0.53 to 1.44 (tract level), 0.41 to 1.46 (blockgroup) and 0 to 1.58 (block) and is calculated using the Shannon-Wiener Diversity Index. The higher the number, the more diversity. U.S. Census racial/ethnic classiifications in this diversity index are White, Hispanic, Asian & Black. The closer the color is to grey (i.e. equal proportions) the more diversity. Each major racial/ethnic group has an assigned color representing the population concentration. The more intense the color, the higher the concentration. Urban/Low Population Census Tracts: Cenus Tracts which meet the following definition (as promulgated by the U.S. Census Bureau for Initial Urban Core Census Tract Unit Analysis); greater than 3 square miles and, if contiguous to these areas, having less than 500 persons per square mile have been classified as Rural/Low Population Census Tracts.

Institutions of higher education (IHE) throughout the United States have a long history of acting out various levels of commitment to diversity advancement, equity, and inclusion (DEI). Despite decades of DEI “efforts,” the academy is fraught with legacies of racism that uphold white supremacy and prevent marginalized populations from full participation. Furthermore, politicians have not only weaponized education but passed legislation to actively ban DEI programs and censor general education curricula (https://tinyurl.com/antiDEI). Ironically, systems of oppression are particularly apparent in the fields of Ecology, Evolution, and Conservation Biology (EECB)–which recognize biological diversity as essential for ecological integrity and resilience. Yet, amongst EECB faculty, people who do not identify as cis-heterosexual, non-disabled, affluent white males are poorly represented. Furthermore, IHE lack metrics to quantify DEI as a priority. Here we show that only 30.3% of US-faculty positions advertised in EECB from Jan 2019-May 2020 required a diversity statement; diversity statement requirements did not correspond with state-level diversity metrics. Though many announcements “encourage women and minorities to apply,” empirical evidence demonstrates that hiring committees at most institutions did not prioritize an applicant’s DEI advancement potential. We suggest a model for change and call on administrators and faculty to implement SMART (i.e., Specific, Measurable, Achievable, Realistic, and Timely) strategies for DEI advancement across IHE throughout the United States. We anticipate our quantification of diversity statement requirements relative to other application materials will motivate institutional change in both policy and practice when evaluating a candidate’s potential “fit”. IHE must embrace a leadership role to not only shift the academic culture to one that upholds DEI, but to educate and include people who represent the full diversity of our society. In the current context of political censure of education including book banning and backlash aimed at Critical Race Theory, which further reinforce systemic white supremacy, academic integrity and justice are more critical than ever. Methods Here we investigated the (lack of) process in faculty searches at IHE for evaluating candidates’ ability to advance DEI objectives. We quantified the prevalence of required diversity statements relative to research and/or teaching statements for all faculty positions posted to the Eco-Evo Jobs Board (http://ecoevojobs.net) from January 2019 - May 2020 as a proxy for institutional DEI prioritization (Supplement). We also mapped the job posts that required diversity statements geographically to gauge whether and where diversity is valued in higher education across the US. Data analysis We pulled all faculty jobs posted on Eco-Evo jobs board (http://ecoevojobs.net) from Jan 1, 2019, to May 31, 2020. For each position, we recorded the Location (i.e., state), Subject Area, Closing Date, Rank, whether or not the position is Tenure Track, and individual application materials (i.e., Research statement, Teaching statement, combined Teaching and Research statement, Diversity statement, Mentorship statement). Of the 543 faculty positions posted during this time, we eliminated 299 posts because the web links were broken or application information was no longer available (i.e., “NA”), leaving 244 faculty job posts. For each of the retained posts, we coded the requirement of teaching, research, diversity, and/or mentorship statements as follows:

"Yes” = statement required “No” = statement not required “Other” = application materials did not explicitly require a Diversity Statement (i.e., option or suggested that applicants include a statement on diversity and inclusion as a component of their teaching and/or research statement or in their cover letter)

Data visualization We created a Sankey diagram using Sankey Flow Show (THORTEC Software GmbH: www.sankeyflowshow.com) to compare diversity and representation from the general population, through (Science, Technology, Engineering, and Mathematics) STEM academia (a career hierarchy often referred to as the “leaky pipeline”). We procured population data from the US Census Bureau (US Department of Commerce: https://www.census.gov/quickfacts/fact/table/US/PST045219) and quantified the diversity/representation in Conservation Biology (https://datausa.io/profile/cip/ecology-evolution-systematics-population-biology#demographics) and Ecology (https://datausa.io/profile/cip/conservation-biology) using Data USA (developed by Deloitte Touche Tohmatsu Limited and Datawheel). We used the 2015 Diversity Index (produced by PolicyLink and the USC Program for Environmental and Regional Equity: https://nationalequityatlas.org/indicators/Diversity_index/Ranking:33271/United_States/false/Year(s):2015/) to quantify relative ethnic diversity per state, and graphed Figure 2B using the tidyverse, rgdal, broom, and rgeos packages in R (see Base code used to produce Figure 2 in R, below). The Diversity index measures the representation of White, Black, Latino, Asian/Pacific Islander, Native American, and Mixed/other race in a given population. A maximum possible diversity score (1.79) would indicate even representation of all ethnic/racial groups. We checked all figures using the Color Blindness Simulator (ColBlindor: https://www.color-blindness.com/coblis-color-blindness-simulator/) to maintain inclusivity.

The purpose of this study was to determine whether workgroup racial composition is related to sentence outcomes generally, and racial differences in sentencing in particular, across federal districts. This collection contains information on federal court district characteristics. Data include information about the social context, court context, and diversity of the courtroom workgroup for 90 federal judicial districts provided by 50 judicial district context variables.

This dataset includes Level 1B (L1B) and Level 2 (L2) data products from the MODIS/ASTER Airborne Simulator (MASTER) instrument. The spectral data were collected as part of the Western Diversity Time Series (WDTS, formerly HyspIRI) airborne campaign during nine flights aboard a NASA ER-2 aircraft over selected areas of California and Nevada, U.S., from 2021-02-09 to 2021-04-02. The WDTS campaign will observe California's ecosystems and provide critical information on natural disasters such as volcanoes, wildfires, and drought. MASTER products can identify vegetation type and health and provide a benchmark for the state of the ecosystems against which future changes can be assessed. Data products include L1B georeferenced multispectral imagery of calibrated radiance in 50 bands covering wavelengths of 0.460 to 12.879 micrometers at approximately 50-meter spatial resolution. Derived L2 data products are emissivity in 5 bands in thermal infrared range (8.58 to 12.13 micrometers) and land surface temperature. The L1B file format is HDF-4, and L2 products are provided in ENVI and KMZ formats. In addition, the dataset includes the flight path, spectral band information, instrument configuration, ancillary notes, and summary information for each flight, and browse images derived from each L1B data file.

In 2022, racial diversity at Citigroup in the United States varied across job categories. On the executive and senior level, 66 percent of the officials and managers identified as white, 13.6 percent as Asian, approximately 8.7 percent as Hispanic or Latino, and Black or African American for each. The share of white employees decreased on lower corporate levels. The share of Asian employees was the highest among the professionals, at 27.1 percent. Hispanic employees were the most represented among technicians, at 29.2 percent, and the share of Black or African American employees was the highest among the administrative support workers, at 18.1 percent.

Report on Demographic Data in New York City Public Schools, 2017-18; in response to local law No. 59. Test results, as provided in this report, only count students who were actively enrolled as of October 31, 2017. Therefore, they do not match numbers publicly available elsewhere, which include all test takers.

Picoplankton (bacteria, archaea, and eukaryotic organisms < 3.0 micron) surveys conducted in collaboration with the U.S. Antarctic Marine Living Resources (AMLR) field research program aimed to study the pelagic ecosystem during month-long winter research cruises in the South Shetland Islands, Scotia Sea and the NW Weddell Sea regions in August, 2012, 2013, and 2014. This inter-annual study on the winter pelagic ecosystem follows a 25-year time series program studying austral summer waters, though is the first survey to also include the characterization of the picoplankton in this study area.

The primary goal of the AMLR winter cruise was to establish the ecological importance of winter processes and plankton distributons particularly as related to sea ice and to capture the hydrography and winter distributions of krill for comparisons with summer conditions over this long times series study. The winter time study will help determine how the template for ecological success is set up for summertime production across all trophic levels.

The picoplankton research will improve the understanding of winter distributions and provide sample collection opportunities for diversity and biogeochemical studies to create an integrated ecosystem picture that will be developed with the NOAA AMLR group. In particular, this effort will extend the geographic coverage of winter picoplankton in the South Shetland Islands region, both on and off the continental slope. This is important to test hypotheses concerning high latitude winter processes that were observed in coastal Antarctic Peninsula waters suggesting the relative importance of chemolithoautotrophy is a key winter-time metabolic process.

This dataset includes Level 1B (L1B) and Level 2 (L2) data products from the MODIS/ASTER Airborne Simulator (MASTER) instrument. The spectral data were collected as part of the Western Diversity Time Series (WDTS, formerly HyspIRI) program during nine flights aboard a NASA ER-2 aircraft over selected areas of California, U.S, from 2020-09-17 to 2020-10-15. The WDTS program will observe California's ecosystems and provide critical information on natural disasters such as volcanoes, wildfires, and drought. MASTER products can identify vegetation type and health and provide a benchmark for the state of the ecosystems against which future changes can be assessed. Data products include L1B georeferenced multispectral imagery of calibrated radiance in 50 bands covering wavelengths of 0.460 to 12.879 micrometers at approximately 50-meter resolution. Derived L2 data products are emissivity in 5 bands in thermal infrared range (8.58 to 12.13 micrometers) and land surface temperature. The L1B file format is HDF-4, and L2 products are provided in ENVI and KMZ formats. In addition, the dataset includes the flight path, spectral band information, instrument configuration, ancillary notes, and summary information for each deployment, and browse images derived from each L1B data file.

Enrollment counts are based on the October 31st Audited Register for 2016. Data on students with disabilities, English language learners and students poverty status are as of February 2nd 2017. Due to missing demographic information in rare cases, demographic categories do not always add up to citywide totals. In order to view all data there is an excel file attached which you would select to open.