Education:
57%
Bachelor's Degree
13%
Doctoral Degree
Food Scientists and Technologists
This is a sub-career of
Agricultural or Food Scientist
More sub-careers
Select a specialized sub-career for more details.
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Job Outlook:
Faster than average
Education:
Bachelor's degree
Salary
High:
$132,230.00
Average:
$85,730.00
Hourly
Average:
$41.22
What they do:
Use chemistry, microbiology, engineering, and other sciences to study the principles underlying the processing and deterioration of foods; analyze food content to determine levels of vitamins, fat, sugar, and protein; discover new food sources; research ways to make processed foods safe, palatable, and healthful; and apply food science knowledge to determine best ways to process, package, preserve, store, and distribute food.
On the job, you would:
- Inspect food processing areas to ensure compliance with government regulations and standards for sanitation, safety, quality, and waste management.
- Check raw ingredients for maturity or stability for processing, and finished products for safety, quality, and nutritional value.
- Develop new or improved ways of preserving, processing, packaging, storing, and delivering foods, using knowledge of chemistry, microbiology, and other sciences.
Important Qualities
Communication skills. Communication skills are critical for agricultural and food scientists. They must explain their studies: what they were trying to learn, the methods they used, what they found, and what they think the implications of their findings are. They must also communicate well when working with others, including technicians and student assistants.
Critical-thinking skills. Agricultural and food scientists must use their expertise to determine the best way to answer a specific research question.
Data-analysis skills. Agricultural and food scientists, like other researchers, collect data using a variety of methods, including quantitative surveys. They must then apply standard data analysis techniques to understand the data and get the answers to the questions they are studying.
Math skills. Agricultural and food scientists, like many other scientists, must have a sound grasp of mathematical concepts.
Observation skills. Agricultural and food scientists conduct experiments that require precise observation of samples and other data. Any mistake could lead to inconclusive or inaccurate results.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
|
|
90% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
|
|
85% | Integrity - Job requires being honest and ethical. | |
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84% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
|
|
79% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
|
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77% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
|
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77% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
|
|
76% | Persistence - Job requires persistence in the face of obstacles. | |
|
|
75% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
|
|
75% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
|
|
71% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
|
|
70% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
|
|
65% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
|
|
64% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
|
|
62% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
|
|
57% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
|
100% | Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. | |
|
|
72% | Realistic - Work involves designing, building, or repairing of equipment, materials, or structures, engaging in physical activity, or working outdoors. Realistic occupations are often associated with engineering, mechanics and electronics, construction, woodworking, transportation, machine operation, agriculture, animal services, physical or manual labor, athletics, or protective services. | |
|
|
56% | Conventional - Work involves following procedures and regulations to organize information or data, typically in a business setting. Conventional occupations are often associated with office work, accounting, mathematics/statistics, information technology, finance, or human resources. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
|
67% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
|
|
67% | Support - Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. | |
|
|
61% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. | |
|
|
58% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
|
|
56% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
|
|
56% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
78% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
|
|
78% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
|
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75% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
|
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75% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
|
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
|
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75% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
|
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72% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
|
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72% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
|
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72% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
|
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72% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
|
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69% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
|
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66% | Speech Clarity - The ability to speak clearly so others can understand you. | |
|
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66% | Speech Recognition - The ability to identify and understand the speech of another person. | |
|
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60% | Flexibility of Closure - The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |
|
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60% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
|
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53% | Visual Color Discrimination - The ability to match or detect differences between colors, including shades of color and brightness. | |
|
|
53% | Mathematical Reasoning - The ability to choose the right mathematical methods or formulas to solve a problem. | |
|
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53% | Number Facility - The ability to add, subtract, multiply, or divide quickly and correctly. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
61% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
|
|
61% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
|
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57% | Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |
|
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57% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
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57% | Speaking - Talking to others to convey information effectively. | |
|
|
55% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
|
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55% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. | |
|
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55% | Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |
|
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55% | Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |
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54% | Time Management - Managing one's own time and the time of others. | |
|
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54% | Systems Analysis - Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |
|
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54% | Quality Control Analysis - Conducting tests and inspections of products, services, or processes to evaluate quality or performance. | |
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52% | Systems Evaluation - Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
Job Details
Responsibilities
Develop specifications for new products or processes.
Review professional literature to maintain professional knowledge.
Test quality of materials or finished products.
Evaluate quality of materials or products.
Collaborate with technical specialists to resolve design or development problems.
Evaluate new technologies or methods.
Research methods to improve food products.
Research methods to improve food products.
Research methods to improve food products.
Establish standards for products, processes, or procedures.
Confer with clients to exchange information.
Inspect areas for compliance with sanitation standards.
Research methods to improve food products.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
|
|
100% | Electronic Mail - How often do you use electronic mail in this job? | |
|
|
98% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
|
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94% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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84% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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83% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
|
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83% | Telephone - How often do you have telephone conversations in this job? | |
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79% | Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets - How much does this job require wearing common protective or safety equipment such as safety shoes, glasses, gloves, hard hats or life jackets? | |
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79% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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73% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
|
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65% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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64% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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63% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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63% | Letters and Memos - How often does the job require written letters and memos? | |
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62% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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57% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
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56% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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53% | Spend Time Sitting - How much does this job require sitting? | |
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52% | Exposed to Hazardous Conditions - How often does this job require exposure to hazardous conditions? | |
|
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51% | Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures? | |
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51% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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51% | Consequence of Error - How serious would the result usually be if the worker made a mistake that was not readily correctable? | |
|
|
51% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
|
|
68% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
|
|
84% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
|
|
83% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
|
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82% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
|
|
82% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
|
|
81% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
|
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78% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
|
|
77% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
|
|
76% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
|
|
75% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
|
|
72% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
|
|
72% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
|
|
71% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
|
|
71% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
|
|
71% | Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. | |
|
|
70% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
|
|
68% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
|
|
68% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
|
|
67% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
|
|
65% | Estimating the Quantifiable Characteristics of Products, Events, or Information - Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. | |
|
|
63% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
|
|
63% | Inspecting Equipment, Structures, or Materials - Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. | |
|
|
57% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
|
|
57% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
|
|
56% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
|
|
56% | Providing Consultation and Advice to Others - Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. | |
|
|
56% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
|
|
54% | Monitoring and Controlling Resources - Monitoring and controlling resources and overseeing the spending of money. | |
|
|
53% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. |
What Agricultural and Food Scientists Do
Agricultural and food scientists may observe the production of field crops and farm animals so that they can research solutions to problems.
Agricultural and food scientists research ways to improve the efficiency and safety of agricultural establishments and products.
Duties
Agricultural and food scientists typically do the following:
- Conduct research and experiments to improve the productivity and sustainability of field crops and farm animals
- Create new food products and develop new and better ways to process, package, and deliver them
- Study the composition of soil as it relates to plant growth, and research ways to improve it
- Communicate research findings to the scientific community, food producers, and the public
- Travel between facilities to oversee the implementation of new projects
Agricultural and food scientists play an important role in maintaining and expanding the nation’s food supply. Many work in basic or applied research and development. Basic research seeks to understand the biological and chemical processes by which crops and livestock grow. Applied research seeks to discover ways to improve the quality, quantity, and safety of agricultural products.
Many agricultural and food scientists work with little supervision, forming their own hypotheses and developing their research methods. In addition, they often lead teams of technicians or students who help in their research. Agricultural and food scientists who are employed in private industry may need to travel between different worksites.
The following are types of agricultural and food scientists:
Animal scientists typically conduct research on domestic farm animals. With a focus on food production, they explore animal genetics, nutrition, reproduction, diseases, growth, and development. They work to develop efficient ways to produce and process meat, poultry, eggs, and milk. Animal scientists may crossbreed animals to make them more productive or improve other characteristics. They advise farmers on how to upgrade housing for animals, lower animal death rates, increase growth rates, or otherwise increase the quality and efficiency of livestock.
Food scientists and technologists use chemistry, biology, and other sciences to study the basic elements of food. They analyze the nutritional content of food, discover new food sources, and research ways to make processed foods safe and healthy. Food technologists generally work in product development, applying findings from food science research to develop new or better ways of selecting, preserving, processing, packaging, and distributing food. Some food scientists use problem-solving techniques from nanotechnology—the science of manipulating matter on an atomic scale—to develop sensors that can detect contaminants in food. Other food scientists enforce government regulations, inspecting food-processing areas to ensure that they are sanitary and meet waste management standards.
Plant scientists work to improve crop yields and advise food and crop developers about techniques that could enhance production. They may develop ways to control pests and weeds.
Soil scientists examine the composition of soil, how it affects plant or crop growth, and how alternative soil treatments affect crop productivity. They develop methods of conserving and managing soil that farmers and forestry companies can use. Because soil science is closely related to environmental science, people trained in soil science also work to ensure environmental quality and effective land use.
Agricultural and food scientists in private industry commonly work for food production companies, farms, and processing plants. They may improve inspection standards or overall food quality. They spend their time in a laboratory, where they do tests and experiments, or in the field, where they take samples or assess overall conditions. Other agricultural and food scientists work for pharmaceutical companies, where they use biotechnology processes to develop drugs or other medical products. Some look for ways to process agricultural products into fuels, such as ethanol produced from corn.
At universities, agricultural and food scientists do research and investigate new methods of improving animal or soil health, nutrition, and other facets of food quality. They also write grants to organizations, such as the United States Department of Agriculture (USDA) or the National Institutes of Health (NIH), to get funding for their research. For more information on professors who teach agricultural and food science at universities, see the profile on postsecondary teachers.
In the federal government, agricultural and food scientists conduct research on animal safety and on methods of improving food and crop production. They spend most of their time conducting clinical trials or developing experiments on animal and plant subjects.
Agricultural and food scientists may eventually present their findings in peer-reviewed journals or other publications.
Work Environment
Agricultural and food scientists held about 35,400 jobs in 2022. Employment in the detailed occupations that make up agricultural and food scientists was distributed as follows:
| Soil and plant scientists | 17,200 |
| Food scientists and technologists | 15,300 |
| Animal scientists | 2,800 |
The largest employers of agricultural and food scientists were as follows:
| Food manufacturing | 19% |
| Research and development in the physical, engineering, and life sciences | 13 |
| Colleges, universities, and professional schools; state, local, and private | 11 |
| Government | 10 |
Agricultural and food scientists work in laboratories, in offices, and in the field. They spend most of their time studying data and reports in a laboratory or an office. Fieldwork includes visits to farms or processing plants.
When visiting a food or animal production facility, agricultural and food scientists must follow biosecurity measures, wear suitable clothing, and tolerate the environment associated with food production processes. This environment may include noise associated with large production machinery, cold temperatures associated with food production or storage, and close proximity to animal byproducts.
Certain positions may require travel, either domestic, international, or both. The amount of travel can vary widely.
Work Schedules
Agricultural and food scientists typically work full time.
Getting Started
How to Become an Agricultural or Food Scientist
Agricultural and food scientists need at least a bachelor’s degree.
Agricultural and food scientists need at least a bachelor’s degree from an accredited postsecondary institution, although many earn advanced degrees. Some animal scientists earn a doctor of veterinary medicine (DVM) degree.
Education
Every state has at least one land-grant college that offers agricultural science degrees. Many other colleges and universities also offer agricultural science degrees or related courses. Soil and plant scientists typically need a bachelor's degree in agriculture or a related field, such as biology or chemistry.
Undergraduate coursework for food scientists and technologists and for soil and plant scientists typically includes biology, chemistry, botany, and plant conservation. Students preparing to be food scientists take courses such as food chemistry, food analysis, food microbiology, food engineering, and food-processing operations. Students preparing to be soil and plant scientists take courses in plant pathology, soil chemistry, entomology (the study of insects), plant physiology, and biochemistry.
Undergraduate students in agricultural and food sciences typically gain a strong foundation in their specialty, with an emphasis on teamwork through internships and research opportunities. Students also are encouraged to take humanities courses, which can help them develop good communication skills, and computer courses, which can familiarize them with common programs and databases.
Many people with bachelor’s degrees in agricultural sciences find work in related jobs rather than becoming an agricultural or food scientist. For example, a bachelor’s degree in agricultural science is a useful background for farming, ranching, agricultural inspection, farm credit institutions, or companies that make or sell feed, fertilizer, seed, or farm equipment. Combined with coursework in business, agricultural and food science could be a good background for managerial jobs in farm-related or ranch-related businesses. For more information, see the profile on farmers, ranchers, and other agricultural managers.
Many students with bachelors’ degrees in application-focused food sciences or agricultural sciences earn advanced degrees in applied topics such as toxicology or dietetics. Students who major in a more basic field, such as biology or chemistry, may be better suited for getting their Ph.D. and doing research within the agricultural and food sciences. During graduate school, there is additional emphasis on lab work and original research, in which prospective animal scientists have the opportunity to do experiments and sometimes supervise undergraduates.
Advanced research topics include genetics, animal reproduction, agronomy, and biotechnology, among others. Advanced coursework also emphasizes statistical analysis and experiment design, which are important as Ph.D. candidates begin their research.
Some agricultural and food scientists receive a doctor of veterinary medicine (DVM). Like Ph.D. candidates in animal science, DVM candidates must first have a bachelor’s degree to attend veterinary school.
Licenses, Certifications, and Registrations
Some states require soil scientists to be licensed to practice. Licensing requirements vary by state, but generally include holding a bachelor’s degree with a certain number of credit hours in soil science, working under a licensed scientist for a certain number of years, and passing an exam.
Otherwise, certifications are generally not required for agriculture and food scientists, but they can be useful in advancing one’s career. Agricultural and food scientists can get certifications from organizations such as the American Society of Agronomy, the American Registry of Professional Animal Scientists (ARPAS), the Institute of Food Technologists (IFT), or the Soil Science Society of America (SSSA), and others. These certifications recognize expertise in agricultural and food science, and enhance the status of those who are certified.
Qualification for certification is generally based on education, previous professional experience, and passing a comprehensive exam. Scientists may need to take continuing education courses to keep their certification, and they must follow the organization’s code of ethics.
Other Experience
Internships are highly recommended for prospective food scientists and technologists. Many entry-level jobs in this occupation are related to food manufacturing, and firsthand experience is often valued in that environment.
Job Outlook
Overall employment of agricultural and food scientists is projected to grow 6 percent from 2022 to 2032, faster than the average for all occupations.
About 3,000 openings for agricultural and food scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
Employment of agricultural and food scientists is projected to grow as research into agricultural production methods and techniques continues. The need to address challenges such as increased demand for water resources, combating pests and pathogens, and changes in climate and weather patterns is expected to create jobs for these workers. Demand for agricultural products, including biofuels, also is expected to contribute to employment growth.
Contacts for More Information
For more information about food and animal scientists, including certifications, visit
American Society of Animal Science
American Registry of Professional Animal Scientists
Institute of Food Technologists
For more information about agricultural and soil scientists, including certifications, visit
Soil Science Society of America
For information from related governmental agencies, visit
U.S. Food and Drug Administration
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of agricultural and food scientists.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Agricultural and Food Science Technicians |
Agricultural and food science technicians assist agricultural and food scientists. |
Associate's degree | $46,140 |
|
Biochemists and Biophysicists |
Biochemists and biophysicists study the chemical and physical principles of living things and of biological processes. |
Doctoral or professional degree | $103,810 |
|
Biological Technicians |
Biological technicians help biological and medical scientists conduct laboratory tests and experiments. |
Bachelor's degree | $49,650 |
|
Chemical Technicians |
Chemical technicians conduct laboratory tests to help scientists analyze the properties of materials. |
Associate's degree | $50,840 |
|
Conservation Scientists and Foresters |
Conservation scientists and foresters manage the land quality of forests, parks, rangelands, and other natural resources. |
Bachelor's degree | $64,420 |
|
Environmental Scientists and Specialists |
Environmental scientists and specialists use their knowledge of the natural sciences to protect the environment and human health. |
Bachelor's degree | $76,480 |
|
Farmers, Ranchers, and Other Agricultural Managers |
Farmers, ranchers, and other agricultural managers run establishments that produce crops, livestock, and dairy products. |
High school diploma or equivalent | $75,760 |
|
Microbiologists |
Microbiologists study microorganisms such as bacteria, viruses, algae, fungi, and some types of parasites. |
Bachelor's degree | $81,990 |
|
Veterinarians |
Veterinarians care for the health of animals and work to protect public health. |
Doctoral or professional degree | $103,260 |
|
Zoologists and Wildlife Biologists |
Zoologists and wildlife biologists study animals, those both in captivity and in the wild, and how they interact with their ecosystems. |
Bachelor's degree | $67,430 |