Caltech Diversity Statistics
What is the current Caltech diversity statistics? The California Institute of Technology (Caltech) is a world-class institution that has been operating privately since its establishment in 1891. Caltech, which is located in the suburbs of California, is home to a community that includes some of the most brilliant and promising minds in the fields of science and engineering.
Additionally, the institute collaborates with NASA and is accountable for the launch of probes into space for the purpose of researching Earth’s neighbors in the solar system. In addition, Caltech owns portions of other well-known laboratories for the purpose of conducting research in the field of astronomy.
The success of the Institute’s efforts to diversify and include all members of society can, in part, be evaluated using demographic information about the Caltech community. Caltech diversity statistics help ensure accountability and provide insight into the establishment of future priorities and goals. At the California Institute of Technology, there are a total of 2,240 students, including 901 undergraduate students and 1,339 graduate students.
This means that the undergraduate population at Caltech is comprised of 46% women and 54% men and that approximately 32% of full-time graduate students are women, while the remaining 68% are men. At the California Institute of Technology, the Caltech diversity statistics show that there are approximately 1,402 male students and 838 female students.
Student Gender Distribution
The California Institute of Technology has a total enrollment of 2,240 students, with male students making up 62.59% (1,402 students) of the student body and female students making up 37.41%. (838 students). At the California Institute of Technology, there are 490 male students and 411 female students enrolled in the undergraduate program, and there are 912 male students and 427 female students enrolled in the graduate program.
Caltech diversity statistics show that the majority of students enrolled in full-time Undergraduate programs at the California Institute of Technology are Asian females (22.3%), followed by Asian males (17.4%) and Hispanic or Latino males (14.1%). The majority of students enrolled in full-time graduate programs are white men (22.2%), followed by white women (10.7%), and then Asian men (7.09%). Total Men Women
| Total | Men | Women | |
| Total | 2,240 | 1,402 | 838 |
| Undergraduate | 901 | 490 | 411 |
| Graduate | 1,339 | 912 | 427 |
| Full-time | 2,240 | 1,402 | 838 |
| Part-time | 0 | 0 | 0 |
Distribution According to Race and Ethnicity
This part of the report examines the racial and ethnic composition of the student body at the California Institute of Technology. Caltech diversity statistics show that there are 2 American Indian or Native American students, 651 White students, 23 Black or African American students, 514 Asian students, 237 Hispanic students, 1 Native Hawaiian or other Pacific Islander student, and 73 students of a race not listed here.
According to these numbers, 29.1% of the population is White, 22.9% of the population is Asian, 10.6% of the population is Hispanic or Latino, 5.36% of the population is Two or More Races, 1.03% of the population is Black or African American, 0.0893% of the population is American Indian or Alaska Native, and 0.0446% of the population is Native Hawaiian or Other Pacific Islanders. This includes students who are enrolled either full or part-time, as well as those who are pursuing graduate or undergraduate degrees.
| Total | Men | Women | |
| Total | 2,240 | 1,402 | 838 |
| Native American | 2 | 2 | 0 |
| Asian | 514 | 252 | 262 |
| African American | 23 | 17 | 6 |
| Hispanic | 237 | 178 | 59 |
| Pacific Islander | 1 | 1 | 0 |
| White | 651 | 410 | 241 |
| Two More | 120 | 67 | 53 |
| Race Un-Known | 9 | 6 | 3 |
Caltech Faculty
At the California Institute of Technology, there are a greater number of male faculty members than female faculty members. There are approximately 1,359 female faculty members and 1,972 male faculty members, which equates to a 59.2% male faculty membership and a 40.8% female faculty membership.
The ratio of students to teachers is a common metric that is used to evaluate the number of educational resources that are made available to a school’s pupils. When compared to the national average of 15, the California Institute of Technology ranks among the best colleges due to the fact that there are only three students enrolled for every member of the instructional faculty.
| Ethnicity | Number of Faculty |
| White | 1,597 |
| Asian | 464 |
| African American | 89 |
| Multi-Ethnic | 34 |
| Pacific Islander | 5 |
| Hispanic | 0 |
| International | 0 |
| Unknown | 0 |
Where do most Caltech Students come from?
Where do most Caltech students come from? 70.75% of Caltech students are not from the state in which the university is located, and 9.36% are not even from the United States. The undergraduate student body is comprised of students from 35 different states (may include Washington D.C.). The majority of students attending Caltech from the United States hail from the state of California. The variety of student locations is significantly higher than average.
| State | Number of Students | Percent |
| California | 55 | 25.94% |
| Texas | 19 | 8.96% |
| New York | 15 | 7.08% |
| Illinois | 12 | 5.66% |
| Washington | 11 | 5.19% |
| Virginia | 10 | 4.72% |
| Florida | 9 | 4.25% |
| New Jersey | 8 | 3.77% |
| Massachusetts | 7 | 3.30% |
| Maryland | 6 | 2.83% |
Caltech International Students
In general, students from countries other than the United States have a good chance of being accepted to Caltech. The presence of international students on campus results in an increase in the variety of available choices, points of view, and areas of expertise, which contributes to the existing variety of ways of thinking on campus. As a result of the increasing globalization of the economy, interaction with students hailing from a variety of nations has become an essential component of the higher education system.
According to the findings of an analysis of data from student visa applications, there were as many as 1,159,798 international students who entered the United States in 2019 to attend colleges and universities here. Caltech was home to approximately 681 students from other countries, all of which contributed to the rich diversity of the student body. On the campus of Caltech, there are representatives from at least 38 different countries. China, India, and Canada are the three nations that have the most students enrolled in their respective universities.
The California Institute of Technology has a total of 681 international students enrolled at the institution, 83 of whom are enrolled in the undergraduate program. This is out of a total student body of 2,233, 948 of whom are enrolled in the undergraduate program. According to data provided by Caltech, approximately 30.5% of the student body is comprised of students from other countries. The proportion of students on campus who are citizens of countries other than their own has increased at an annualized rate of 8.7% over the past few years. With an estimated 202 students altogether, China is the country that has contributed the most to this expansion.
What Majors are Caltech Known for?
What majors are Caltech known for? The core curriculum at Caltech is the same for all students, regardless of the concentration or option they choose. Our faculty conceived of the core curriculum with one overarching goal in mind: to improve your scientific abilities. The following are some of the most popular majors at the California Institute of Technology:
Computer Science
Students who choose to major in Computer Science receive a solid foundation in the mathematical and algorithmic underpinnings of computing, an introduction to cutting-edge research in a variety of Computer Science subfields, and preparation to apply computational thinking to a wide range of applications in Computer Science and beyond. Students and faculty at Caltech work hard to accomplish the following goals:
1) understand information and computation as intrinsic components of a broad array of natural and engineered systems
2) tackle challenging and fundamental problems with the potential for long-term and real-world impact
3) develop underlying theory
4) foster collaboration between traditionally separate fields of study
Additional advanced coursework is structured according to a number of different “tracks,” each of which allows students to delve more deeply into a specific topic area, including Physical Implementation of Computations, Robust Modeling of Physical Systems, Systematic Design, Theory, Networks and Distributed Systems, Machine Learning, and Interdisciplinary Research. At Caltech, students also have the option of pursuing a minor in computer science.
Engineering and Applied Science
The Engineering and Applied Science (EAS) option focuses on design (synthesis) as an essential part of every engineer’s capability and aims to prepare students for research and professional practice in an era of rapidly advancing interdisciplinary technology. The EAS option emphasizes design (synthesis) as an essential part of every engineer’s capability.
Students have the opportunity to study in a wide variety of scientific and technological fields if they choose the EAS option at their university. These fields of study can include specializations in material science, computation, and neural systems. In addition, students who choose this option are given the opportunity to design their own individualized course of study, which can have breadth, depth, and rigor comparable to those of the concentrations described earlier.
The purpose of the option is to provide students with the opportunity to acquire a strong foundation in both the fundamental and engineering sciences, as well as laboratory and design experience, which will ultimately lead to the completion of a capstone design project. It seeks to foster the development of professional independence, creativity, and leadership, as well as the capacity for ongoing intellectual and professional development.
History and Philosophy of Science
The History and Philosophy of Science (HPS) option is designed to develop student’s knowledge and comprehension of the historical development of the physical and biological sciences, as well as the philosophical perspectives that inform them, as well as the dynamics between science, technology, and other human endeavors.
Students who take history classes for the HPS gain knowledge about the origins of theoretical and experimental practice, the social and institutional contexts of science, the origins of quantitative methods and their applications, and specific developments that have occurred since antiquity in the mathematical, physical, and life sciences, as well as in geography and cartography, and in space technology. Students become familiar with various approaches to the study of social and political issues, as well as biographical and comparative analytic topics.
The issues of causation and explanation, the foundations of probability and statistical inference, and philosophical problems in biology, mathematics, medicine, neuroscience, and physics are discussed in HPS philosophy classes. They address significant ethical issues, such as scientific fraud and misconduct, as well as interactions between humans and machines. Students also have the option to minor in HPS.
Mathematics
The objective of the mathematics elective is to provide students with an understanding of the fundamentals of contemporary mathematics, to introduce them to current research, and to get them ready for advanced study in pure mathematics or fields related to it. Students of mathematics study topics that extend far beyond the fundamentals, including the structures of algebra, analysis, and geometry, as well as the fundamentals of combinatorics and set theory.
Juniors and seniors have the opportunity to concentrate their studies on a subject that is of particular interest to them by participating in research with members of the faculty and enrolling in advanced topics classes. Students are taught to construct coherent and comprehensive proofs of a variety of assertions, to come up with non-trivial examples, and to make use of computational tools whenever they are available.
Biology
The undergraduate option in biology is designed to build on a strong foundation in mathematics and physical science by providing an introduction to the fundamental facts, concepts, problems, and methodologies of biological science. This option is designed to be taken after completion of the mathematics and physical science foundation.
This option provides a foundation for further study at the graduate level in any subfield of biology as well as for entry into the medical school program. At Caltech, students also have the option of pursuing Biology as a minor.
Physics
Instruction in the fundamentals of modern physics is provided by the physics option, which also lays the groundwork for further study at the graduate level, which is typically required for a career in basic research. In addition, the physics program provides an outstanding foundation for subsequent work in a wide variety of applied fields.
Those students who intend to continue their education in physics can take an accelerated version of the sophomore-level physics course (which covers waves, quantum mechanics, and statistical mechanics), and the junior-level courses that they are required to take provide an in-depth examination of the fundamental principles.
What type of Student goes to Caltech?
What type of student goes to Caltech? Your enthusiasm for science, technology, engineering, and mathematics (STEM) fields will probably be highlighted in the academic history section of your Caltech application; however, the admissions committee at Caltech is just as interested in your research enthusiasm as they are in your grades.
You will have the opportunity to showcase your skills and why you’re a perfect fit for Caltech’s rigorous programs if you demonstrate a consistent interest in STEM research throughout your application. This interest should be shown throughout your entire application.
An evaluation from a mentor or teacher who supervised one of your research projects while you were still in high school is strongly encouraged to be included in your application to Caltech because the institute is interested in learning why you are so enthusiastic about STEM fields.
A desire to work together and collaborate
The admissions committee at Caltech is interested in seeing how you challenged yourself while you were still in high school. It is absolutely essential that you are able to work well in group settings while you are at Caltech because the majority of the work you will be doing there will be done in groups.
In a similar vein, ambition is a very important component of STEM research; without it, scientists would not be able to push boundaries and find new, innovative ways to make their research relatable to the general public. At Caltech, being ambitious and having the ability to work well with others are both required for students who wish to be successful.
A singular amalgamation of passions
It is possible for students to become confused when they see the word “unique,” and it may also persuade them that they need to make an effort to be interesting in their application. You should fight the temptation to embellish the truth about yourself in order to come across as more distinctive. Instead, be truthful about the things that interest you personally.
A concern for those in your community,
In conclusion, a genuine college application should highlight the applicant’s involvement in the local community. Research in the STEM fields has the potential to effect positive change in communities; therefore, it is important that you discuss how you anticipate your research will benefit society.
Caltech Acceptance Rate
What is the current Caltech acceptance rate? There were 13,026 applications submitted to Caltech in the hopes of being accepted into the freshman class of 2021-22, but only 510 were chosen. The acceptance rate at MIT for the same cycle was 3.9%, which was almost the exact same as this rate. In the previous academic year, the university received 8,007 applications for a place in the Class of 2024 and admitted 536 students, which corresponds to an acceptance rate of 6.7% overall.
Although the official numbers for the Class of 2026 have not been released yet, we do know that there were only 432 students accepted. It is possible that this indicates that the acceptance rate for the incoming freshman class of 2022-2023 was closer to an even 3%.
In addition, approximately 66 percent of the class was comprised of students who had previously attended public schools. A highlight of the incoming class is its international geographic diversity, which includes students from a total of 25 countries, including Thailand, Kenya, Libya, Jamaica, Qatar, China, Zimbabwe, Austria, Poland, and the United Kingdom… Caltech anticipates enrolling approximately 235 students out of the total number of applicants to the class.
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