Archaeological literature offers many answers that vary in their accuracy and utility. Alice Beck Kehoe writes, “How do you become an archaeologist? If you want to earn your living at it, you need at least an M.A. degree in anthropology, preferably a Ph.D., specializing in archaeology.”[1] Mark G. Plew writes, “To become an archaeologist requires years of study during which time the individual must study anthropology, archaeology, and other related fields. During his or her career, several summers will be spent working on archaeological projects under the direction of a professional archaeologist.”[2] Brian Fagan and Nadia Durani take a broader approach, listing eight “essential” traits to becoming an archaeologist: enthusiasm, infinite patience, a mind that thrives on detail, adaptability, good organizational skills, cultural sensitivity and good people skills, a commitment to ethical archaeology, and a sense of humor.[3] 

What it takes to become an archaeologist is an important question that has received decades of meaningful deliberation within the discipline. American archaeology faces many challenges that are predicted to increase demand for archaeologists. The U.S. Department of Interior is reviewing the Secretary of the Interior’s Professional Qualification Standards. It is more important than ever that the archaeological community is united in its understanding of the knowledge, skills, and abilities (KSAs) needed to succeed in archaeology. It is equally important that these KSAs are incorporated in archaeology curricula in colleges and universities.

Some thirty years of grey literature suggests that integrating archaeological workforce KSAs into academic curricula and field schools is easier said than done. Decades of intensive discussions and special issues devoted to the archaeological curriculum/workforce divide share a recognition that the disconnect between the classroom and the field is unhealthy and unhelpful. A reconciliation of sorts is long overdue – but how remains to be seen.

Although some colleges have adopted curricula that reflect the realities of archaeology in the U.S., change remains frustratingly slow as the costs of both education and inaction grow higher. This article uses job postings to assess the archaeology KSAs most frequently demanded by archaeological employers. These KSAs are then assessed to consider their significance in tackling archaeology’s slew of past, present, and future challenges. This survey provides a baseline analysis of archaeology KSAs, and it is hoped additional research and analysis will follow to better contextualize the findings presented.

The difference between what archaeology is, was, and should be lies at the center of the disconnect between archaeology academia and the workforce. Gerald A. Larue wrote, “Perhaps it is a pity to shatter illusions and strip the artificial glitter from an area of human inquiry, but if you want to become an archaeologist, you must measure yourself against realities, not fantasies.”[4] The reality is American archaeology faces numerous workforce pressures and a growing demand for highly skilled professionals, but is entrenched in an academic tradition that poorly prepares archaeologists for the workforce. As American archaeology looks to a future full of challenges – big and small – and considers what it takes to be an archaeologist, it may be helpful to remember David Clarke’s pithy summary: “Archaeology is what archaeologists do.”[5] Archaeology education must either reflect what archaeologists do or the field must brace for adverse effects.

[1] Alice Beck Kehoe. Humans: An Introduction to Four-Field Anthropology. London: Routledge, 2013), 77.

[2] Mark G. Plew. An Introduction to the Archaeology of Southern Idaho. United States: Boise State University, 1986, 37.

[3] Brian M. Fagan and Nadia Durrani. Archaeology: A Brief Introduction. London: Routledge, 2016), 359.

[4] Gerald A. Larue. Your Future in Archaeology, (US: Richard Rosen Press, 1970),13.

[5] David Clarke. 1979. “The Loss of Innocence,” The Analytical Archaeologist: Collected Papers of David L. Clarke. Academic Press.

Ready or Not: An Archaeological Knowledge, Skills, and Abilities Needs Assessment by Rachel Morgan is out now in the SAA journal Advances in Archaeological Practice.