The Emphasis for STEM Education

Liane Ferguson

As our nation continues to face economic struggles, coupled with increasing concerns regarding career readiness and our lack of preparedness for 21st Century Jobs, we are currently faced with a need to make some changes in education if we are to remain in the global competition for jobs.

According to the State Educational Technology Directors Association, SETDA, (2008), the demand for routine manual task skills has decreased significantly since the 1960s, while the demand for non-routine interactive task skills has increased. The Bureau of Labor and Statistics show workforce projections for 2014 as 15 of the 20 fastest growing occupations will require significant science and mathematics training. Research suggests that while the trend for jobs requiring a solid background in Science, Technology, Engineering, and Mathematics (STEM) is growing, students continue to choose majors in other areas. As suggested by research and past successes of STEM education, if one is expected to successfully compete for a job there will need to be a stronger emphasis placed on STEM education presently. Past successes of the National Aeronautics and Space Administration (NASA) clearly emphasize how the STEM-educated workforce was capable of generating the knowledge necessary for manned space flight. However, in today’s economy we seem to be preparing fewer individuals ready for the projected jobs in technology and/or the sciences of the 21st Century. According to SETDA (2008), only 8 % of all degrees awarded in the U.S. were in engineering, mathematics, or the physical sciences in 2001. SETDA (2008) reported that the U.S. ranks 20th internationally based on graduate degrees awarded in engineering, computer sciences, and mathematics. Statistics indicate that if this trend were to continue, by 2010 more than 90 % of all scientists and engineers will be living in Asia. Based on these statistics, if our students do not develop a solid foundation in science, technology, engineering, and mathematics it will be difficult for the U.S. to compete in the global economy, unable to meet the demands of our future workforce, and perhaps lose our jobs to other nations.

According to SETDA (2008), the initial force behind the STEM education initiatives was to develop future scientists and engineers through the implementation of specialty or magnet schools that focus on STEM. As of 2008 there were a documented 100 schools specializing in mathematics, science, and technology, serving 37,000 students. However, research suggests that the majority of students in most districts do not have STEM school options. Richards (2009), in his article, Advocating STEM Education As a Gateway to Economic Opportunity recommends that we effectively integrate STEM education into our curriculum because it is more important today than ever was anticipated and will have a significant impact on economic opportunity.

According to Dr. Schiavelli (2009), STEM is the universal language of the global marketplace and will increasingly be that. Dr. Schiavelli (2009) suggests that those nations who invest heavily in STEM education, the development of a skilled STEM workforce, and research will be the ones who will be able to enjoy leadership positions.

The significant benefits of STEM education appear apparent and include the following: 1). Prepares all students for the challenges and opportunities of the 21st Century economy, not just for careers as scientists 2). Prepares students to study STEM fields in college 3). Provides the foundation for the STEM workforce 4). Provides advanced study 5). Produces educated citizens and 6). Helps individuals make informed decisions in all parts of their lives.

Barriers to the Successful Implementation of STEM Education

As with any educational initiative, there will be noted barriers to the successful implementation of STEM education into school systems. Developing a curriculum to include STEM as fully integrated requires funding that may presently be unavailable. In order to provide all students with STEM education, monies/funding would be needed not only to develop the curriculum to support STEM, but also to expose students to STEM careers, provide on-going and sustainable STEM professional development, provide STEM pre-service teacher training, provide math- and science-related competitions, include mentoring and internship programs, provide hands-on science activities, and recruit and retain STEM teachers. According to SETDA (2008), states and school districts should begin the development of a plan in kindergarten to implement STEM education and develop specific targets to achieve these goals. Based on past indicators, little emphasis is placed on science as a major subject area, often being taught once or twice a week at the elementary level. If we are to encourage our students to pursue STEM careers should we not place more of an emphasis on the sciences and technology beginning at the elementary levels, starting with kindergarten?

Another area noted as a barrier to the successful implementation of STEM into a school’s curriculum is a lack of the necessary leadership to infuse STEM approaches into a current educational system. Studies of various school curriculums suggest that while curriculum appears to include science and math, all too often, engineering is missing from the curriculum. There may also be school policies around credits and curriculum that may hinder successful implementation of STEM. School systems may feel that the school’s curriculum is already too crowded with classes/studies.

Another factor that hinders the high-quality STEM education in K-12 is the lack of qualified teachers. The most successful implementation of STEM education would require professionals to instruct classes in science, technology, engineering, and mathematics or at least provide good role models for students to inspire them to pursue careers in STEM. Reports indicate that 60 % of educators who teach mathematics at the middle school and high school levels actually majored in mathematics in college and approximately, 33 % of students in physical sciences are being taught by educators who majored in the physical sciences or are certified to teach the subject.

Beyond educational obstacles there may be barriers that include cultural perceptions on the part of parents and students that may hinder students from becoming involved in science and mathematics. According to Mary Ann Wolf, executive director of SETDA, societal attitudes and perceptions do need to change regarding careers in engineering, science, and mathematics. She emphasizes the need to change the mind-set of people and the stigma attached (often called “geek”) to those excelling in the areas of science, mathematics, and engineering. We also to need to help girls (some feel they cannot be good in math/science) know that they can excel in STEM education by providing them with good role models. Some continue to emphasize Gardner’s Multiple Intelligences.

Research suggests that a strong emphasis must be placed on STEM education to inspire our students to seek careers in STEM so that we may continue to compete globally for jobs and prepare our students for the 21st Century. In January of 2010, President Obama provided $250 million to public-private efforts to increase the number and the quality of Science, Technology, Engineering, and Mathematics (STEM) teachers.