stem education system

What is STEM? What You Need to Know

Krystal DeVille

March 21, 2024

STEM, which stands for Science, Technology, Engineering, and Mathematics, is more than just a group of subjects. It’s a way of integrating these crucial areas into a holistic approach to learning and problem-solving.

As I explore STEM, I envision it as a fusion recipe that blends four basic ingredients to prepare students for the jobs of tomorrow. This educational framework aims to develop not only knowledge but also the ability to apply that knowledge in real-world scenarios.

Table of Contents

Key Takeaways:

• STEM intertwines science, tech, engineering, and math for integrated learning.
• A quality STEM education encourages problem-solving and real-world application.
• STEM fields are known for their significant growth and lucrative job opportunities.

Fundamentals of STEM

STEM education is genuinely at the forefront of preparing students for the tech-savvy job market that awaits them, or really, any job they would like to pursue.

Definitions and Components of STEM

STEM, the acronym, rolls off the tongue a bit easier than saying science, technology, engineering, and math each time, right? These four pillars are more pivotal than they have ever been. You see how fast the world changes.

I don’t think I’m that old, but I do remeber my teacher telling me I won’t always have a cacular in my pocket, (jokes on her right!?)

STEM is not just a collection of subjects, but an interdisciplinary approach. That’s really what sets it apart from “just learning.” It’s about interconnecting these fields to solve real-world problems rather than studying them in isolation.

Science explores the natural world, from atoms to ecosystems. Technology is all about gadgets and software – basically anything to make our lives easier and more connected.

Engineering is where design and utility meet, crafting everything from bridges to circuit boards. And let’s not forget math, the language that underlies it all, where we crunch numbers and patterns to predict outcomes. Where we have to prove it on paper to show that the “math works.”

History and Evolution of STEM

Back in the early 2000s, educators coined the term “SMET” but let’s be honest, it wasn’t catchy. Thankfully, Winona State University President Judith Ramaley had a lightbulb moment and switched the letters around to STEM — score one for marketing!

This idea wasn’t just a fresh coat of paint on an old concept; it signified a shift in thinking. Educators recognized the need for students to engage with these subjects cooperatively.

They revamped curricula to reflect this, realizing that the challenges of tomorrow require people who don’t just memorize facts but understand how to apply knowledge creatively and collaboratively. Facts don’t matter; if there is nothing practical, you get out of them.

This shift also led to the introduction of STEAM, where the ‘A’ stands for the Arts, acknowledging that creativity is just as crucial in innovation.

If you’d like to read more about STEAM, please take a look at our article: STEM vs. STEAM , Making Room for The Arts.

STEM Education

STEM education isn’t just a bunch of subjects thrown together; it’s about blending science, technology, engineering, and math in a way that gets students ready for a future where these skills will be in high demand.

Let’s get into what makes STEM education so important in schools and how it’s taught beyond the classroom walls.

Importance of STEM in Schools

STEM education is critical for young minds in elementary, middle, and high school. It’s not just about prepping U.S. students for the workforce. It’s about building literacy in STEM fields that sets a foundation for any career path they might choose later on.

I see firsthand how essential STEM skills are for development. When students get a taste of project-based learning, they’re building bridges to the future.

Curriculum and Learning Models

At its best, it incorporates a variety of learning models.

Blended learning is an excellent example, where students spin their gears online and hands-on. Doing research online or on the computer is fine, but students need to get away from the screen and get their hands on something to understand it fully.

Special shout-out to the interdisciplinary nature of STEM that bonds different subjects coherently.

Imagine it: A high school programming task suddenly throws in a curveball from physics, sparking a lightbulb moment for a student. It’s all about making connections, much like piecing together a puzzle that reveals a bigger picture.

STEM Beyond the Classroom

The magic of STEM doesn’t vanish when the school bell rings and the kids leave.

STEM literacy is an ongoing journey that extends to after-school programs, coding boot camps, and DIY science kits at home . High school students often roll up their sleeves in science fairs or internships that provide hands-on experience with real-world applications.

Seeing K-12 students approach everyday problems with a STEM mindset proves how valuable these skills are outside the traditional learning environment.

It’s a testament to the adaptability and relevance of STEM education that it doesn’t restrict itself to classroom corners.

It spills out, influencing how young minds perceive and interact with the world around them.

Understanding the basics of stem is just the beginning. Let’s go a little deeper and read our article on ‘ How can STEM education shape the future ’ and discover its pivotal role in molding tomorrow’s leaders.

Key Areas of Focus in STEM

Let’s get into the core components of STEM.

Science and Mathematics

Science is where curiosity meets experimentation. From physics to biology and chemistry , science encompasses various disciplines that allow us to understand the natural world.

Think of biology as studying life, chemistry as exploring substances, and physics as the foundation of natural phenomena.

It’s the blend of these natural sciences that provides us the canvas to paint our understanding of life, matter, and the forces that bind them.

Then there’s mathematics . The language of logic, it runs through the veins of STEM like a binding melody.

From basic algebra and geometry to brain-bending calculus and statistics , math provides tools for solving problems big and small.

Whether you find yourself calculating the area of complex shapes or crunching big data through statistical analysis, mathematics is the trusty sidekick to the sciences, making sense of patterns and quantifying our discoveries.

Technology and Engineering

Now, for technology and engineering – they’re the builders of our modern world that we always see.

Both fields rely on applying what we learn from science and math to create tangible solutions. Engineering is the practical application of those disciplines to design everything from bridges and gadgets to the device you’re using right now, with subdivisions like electronics and robotics .

Speaking of gadgets, Technology is the umbrella under which those gadgets dance in the rain of progress.

It includes information systems like computer science , which basically allows us to chat, share, and store information instantly.

Engineering and tech are the forces driving us forward, and they’re constantly evolving, so staying on top of the latest developments is as exciting as essential.

With each area interlacing closely with the others, STEM creates an intricate dance of knowledge that pushes the boundaries of what we can achieve.

It’s not just about individual brilliance, like that of mathematicians or scientists, but about collective progress in these interdependent fields.

Career Perspectives in STEM

In STEM fields, the job landscape is vibrant, with plenty of room for newcomers like me to hop in.

Job Market and Demand

Isn’t it something? Data points to a 79% employment growth in STEM fields over three decades. What’s more, they peg an 11% boom from 2020 to 2030.

It’s not just IT and computer science; areas like electrical and mechanical engineering are also on fire.

As a STEM enthusiast, I can barely contain my excitement over these spirited demands in the job market.

STEM Professions and Skills

I’ve seen how STEM majors queue up to get into roles that require not just technical prowess but also an analytical mindset and the agility to navigate an economy fueled by continuous research and development.

The National Science Foundation says we STEM professionals are the backbone of innovation and economic growth, and who am I to argue?

High salary prospects sweeten the deal, especially in roles like systems managers where numbers can bubble up to six figures.

Here’s what’s trending in skills and roles:

• Computer Science & IT : Coding, cybersecurity, and data analytics are gold.
• Engineering : Both electrical and mechanical engineering demand creative problem-solving.
• Mathematics : Skills in analysis and modeling can weave through various sectors.

Broadening Participation

Diversity and Inclusion in STEM

Initiatives: Bold steps are being taken by organizations like the National Science Foundation (NSF) to involve a more diverse population in the sciences.

They recognize the importance of nurturing talent from underrepresented groups such as black and hispanic communities, and have developed initiatives aimed at encouraging their participation in STEM.

The numbers: Surprisingly, only a sliver of NSF funding goes towards such initiatives, but it’s a growing priority.

With schemes like the INCLUDES program , the goal is to dramatically shift the needle on this.

Education: Let’s not forget the folks standing in front of the classroom.

STEM teachers hail from all different backgrounds and are critical in shaping young minds.

The U.S. Department of Education understands this; hence, it pours resources into training a workforce of educators that mirrors the diversity of their students.

It’s about relatability and the light bulb moments that happen when students see themselves in their mentors.

Women and Minorities in STEM

Statistics today: Fasten your seatbelts because the stats are in, and they might rattle you.

Women and minorities are still vastly underrepresented in STEM careers.

Change is on the horizon: But change doesn’t come from just sitting back.

Groups like the Society of Hispanic Professional Engineers (SHPE) and initiatives from the White House aim to rewrite this stale narrative by creating environments where everyone gets a fair shot at success.

Community and Support: It’s all about building a community now, isn’t it?

For women and minorities, this is a game changer.

These initiatives provide both a shoulder to lean on and a springboard to soar from – figuratively speaking. They’re creating a sense of belonging in places where it was scarce – that’s the magic ingredient for a thriving career in STEM.

International Perspective

Stem around the world.

In Australia , students are embracing STEM to become pivotal players in the global economy.

Their education system focuses on innovation and practical applications, pushing students to think beyond the textbook.

On the other hand, China is sprinting forward in STEM.

With a considerable push from the government, Chinese students often outshine others in international rankings like PISA. This shows that they aren’t just good at taking tests — they’re also becoming champions of innovation.

France and the United Kingdom are no slouches either.

They link STEM closely to economics, ensuring their citizens are equipped for future markets. Both nations believe in starting STEM education early, fostering a sense of intrigue and creativity in young minds.

Comparative Education Systems

Let’s get down to the nitty-gritty. How do education systems stack up?

The U.S. government has been a formidable force in promoting STEM, yet there’s room for improvement.

This is especially true when I peek at PISA scores , which show that American students often lag behind their peers in places like East Asia.

Comparing these systems feels like flipping through a kaleidoscope of methodologies.

Some countries stress rote learning, while places like the United Kingdom emphasize a more hands-on approach.

Every country I look at has its way of doing things, but no matter the method, the aim is the same: to equip students with the skills needed for a tech-driven future.

Advancements and Future of STEM

I’m about to walk you through a maze of brainy breakthroughs and a sneak peek at the skills you’ll need to thrive in the fast-moving STEM job market.

Innovations in STEM Education

In my journey through the world of STEM, I’ve seen some real game-changers in education.

We’re not just talking about learning science and math anymore. It’s how these subjects swirl together with technology and engineering that really spices things up.

We’ve moved beyond the classroom walls, with long-distance learning making a serious splash.

And you bet, arts are getting into the mix too—hello, STEAM! This creative buddy brings a whole new layer of imagination and innovation .

• Integration : Subjects are interlocking like pieces of a puzzle, making learning a whole scene and not just scattered bits.
• Creativity : Ditch the yawn-worthy lectures. Educators are crafting courses that light fires under our seats with exciting projects.
• Communication : It’s not a one-way street anymore. Students talk back, brainstorm, and swap ideas like Pokémon cards.

Industry Growth and Future Skills

Move over, old-school careers; the STEM industry’s growth is like popcorn at the movies—fast and massive.

My best guess is a rise in jobs across computer science , health , medicine , and robotics .

But wait, there’s more. We can’t ignore the hefty role of computing across other sectors, like economics , spurring on development and fattening up the economy .

• Computing : From writing code to cybersecurity—basically anything that makes you feel like a wizard.
• Data Analysis : It’s all the rage, like the avocado on toast of skills.
• Adaptability : Tech’s sprinting, not strolling, and keeping up means lacing up those flexible thinking shoes.

STEM’s trajectory is clear: innovate, integrate, and keep learning fun while polishing up the skills that’ll keep you ahead of the game.

From quantum computing to bionic limbs, the advancements we’re seeing are just the trailer of what’s to come. I’m stoked to see where it all leads—aren’t you?

Frequently Asked Questions

Let’s unravel some common curiosities about STEM education that might be buzzing in your head.

How does STEM education impact high school students?

I’ve noticed high schoolers who get into STEM programs often get a leg-up on critical thinking, problem-solving, and team collaboration.

It’s not just homework; they’re solving real-world puzzles.

What are the key skills developed in STEM programs?

In my experience, STEM hones in on problem-solving and innovation. You learn to tackle challenges with creativity, which is sort of like flexing your brain muscles in new ways.

Can you tell me about the career paths for STEM graduates?

STEM grads often land in diverse fields, from app development to renewable energy. There’s a ton of options, whether you fancy coding or crafting things.

What types of activities are included in STEM for younger kids?

Let me paint you a picture: it’s less about the ‘sit still and listen’ and more ‘let’s build a volcano!’ Kids get their hands dirty with experiments and interactive projects that make learning a blast.

Author: Krystal DeVille

Title: stem education guide founder, expertise: homeschooling, kids education, parenting.

Krystal DeVille is an accomplished journalist and homeschooling mother who created STEM Education Guide, a site that revolutionizes learning in science, technology, engineering, and math (STEM) for children. It makes complex subjects engaging and understandable with innovative, hands-on approaches.

2 thoughts on “What is STEM? What You Need to Know”

This is so interesting!!. How can one be a part of the STEM movement, especially one in the design and manufacturing industry?

To get involved in the STEM movement, especially in design and manufacturing, you can start by taking courses in STEM subjects online or somewhere local to you. Joining organizations like the Society of Manufacturing Engineers (SME) can help with networking and resources you might have thought of. Participating in workshops and conferences will keep you updated with industry professionals.

Keep me updated and let me know how it’s going!

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Recent News

STEM , field and curriculum centred on education in the disciplines of science , technology , engineering , and mathematics (STEM). The STEM acronym was introduced in 2001 by scientific administrators at the U.S. National Science Foundation (NSF). The organization previously used the acronym SMET when referring to the career fields in those disciplines or a curriculum that integrated knowledge and skills from those fields. In 2001, however, American biologist Judith Ramaley, then assistant director of education and human resources at NSF, rearranged the words to form the STEM acronym. Since then, STEM-focused curriculum has been extended to many countries beyond the United States , with programs developed in places such as Australia , China , France , South Korea , Taiwan , and the United Kingdom .

In the early 2000s in the United States , the disciplines of science, technology, engineering, and mathematics became increasingly integrated following the publication of several key reports. In particular, Rising Above the Gathering Storm (2005), a report of the U.S. National Academies of Science, Engineering, and Medicine, emphasized the links between prosperity, knowledge-intensive jobs dependent on science and technology, and continued innovation to address societal problems. U.S. students were not achieving in the STEM disciplines at the same rate as students in other countries. The report predicted dire consequences if the country could not compete in the global economy as the result of a poorly prepared workforce. Thus, attention was focused on science, mathematics, and technology research; on economic policy; and on education. Those areas were seen as being crucial to maintaining U.S. prosperity.

Findings of international studies such as TIMSS ( Trends in International Mathematics and Science Study), a periodic international comparison of mathematics and science knowledge of fourth and eighth graders, and PISA ( Programme for International Student Assessment), a triennial assessment of knowledge and skills of 15-year-olds, reinforced concerns in the United States. PISA 2006 results indicated that the United States had a comparatively large proportion of underperforming students and that the country ranked 21st (in a panel of 30 countries) on assessments of scientific competency and knowledge.

The international comparisons fueled discussion of U.S. education and workforce needs. A bipartisan congressional STEM Education Caucus was formed, noting:

Our knowledge-based economy is driven by constant innovation. The foundation of innovation lies in a dynamic , motivated and well-educated workforce equipped with STEM skills.

While the goal in the United States is a prepared STEM workforce , the challenge is in determining the most-strategic expenditure of funds that will result in the greatest impact on the preparation of students to have success in STEM fields. It is necessary, therefore, to determine the shortcomings of traditional programs to ensure that new STEM-focused initiatives are intentionally planned.

A number of studies were conducted to reveal the needs of school systems and guide the development of appropriately targeted solutions. Concerned that there was no standard definition of STEM, the Claude Worthington Benedum Foundation (a philanthropical organization based in southwestern Pennsylvania) commissioned a study to determine whether proposed initiatives aligned with educator needs. The study, which was administered jointly by Carnegie Mellon University (CMU) and the Intermediate Unit 1 (IU1) Center for STEM Education, noted that U.S. educators were unsure of the implications of STEM, particularly when scientific and technological literacy of all students was the goal. Educators lacked in-depth knowledge of STEM careers, and, as a consequence, they were not prepared to guide students to those fields.

The findings from several studies on educational practices encouraged U.S. state governors to seek methods to lead their states toward the goal of graduating every student from high school with essential STEM knowledge and competencies to succeed in postsecondary education and work. Six states received grants from the National Governors Association to pursue three key strategies: (1) to align state K-12 (kindergarten through 12th grade) standards, assessments, and requirements with postsecondary and workforce expectations; (2) to examine and increase each state’s internal capacity to improve teaching and learning, including the continued development of data systems and new models to increase the quality of the K-12 STEM teaching force; and (3) to identify best practices in STEM education and bring them to scale, including specialized schools, effective curricula, and standards for Career and Technical Education (CTE) that would prepare students for STEM-related occupations.

In southwestern Pennsylvania, researchers drew heavily on the CMU/IU1 study to frame the region’s STEM needs. In addition, a definition for STEM was developed in that region that has since become widely used, largely because it clearly links education goals with workforce needs:

[STEM is] an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community , work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.

What is STEM Education?

STEM education, now also know as STEAM, is a multi-discipline approach to teaching.

• Importance of STEAM education

STEAM blended learning

• Inequalities in STEAM

Additional resources

Bibliography.

STEM education is a teaching approach that combines science, technology, engineering and math . Its recent successor, STEAM, also incorporates the arts, which have the "ability to expand the limits of STEM education and application," according to Stem Education Guide . STEAM is designed to encourage discussions and problem-solving among students, developing both practical skills and appreciation for collaborations, according to the Institution for Art Integration and STEAM .

Rather than teach the five disciplines as separate and discrete subjects, STEAM integrates them into a cohesive learning paradigm based on real-world applications. 

According to the U.S. Department of Education "In an ever-changing, increasingly complex world, it's more important than ever that our nation's youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions." 

In 2009, the Obama administration announced the " Educate to Innovate " campaign to motivate and inspire students to excel in STEAM subjects. This campaign also addresses the inadequate number of teachers skilled to educate in these subjects. 

The Department of Education now offers a number of STEM-based programs , including research programs with a STEAM emphasis, STEAM grant selection programs and general programs that support STEAM education.

In 2020, the U.S. Department of Education awarded $141 million in new grants and $437 million to continue existing STEAM projects a breakdown of grants can be seen in their investment report .  

The importance of STEM and STEAM education

STEAM education is crucial to meet the needs of a changing world. According to an article from iD Tech , millions of STEAM jobs remain unfilled in the U.S., therefore efforts to fill this skill gap are of great importance. According to a report from the U.S. Bureau of Labor Statistics there is a projected growth of STEAM-related occupations of 10.5% between 2020 and 2030 compared to 7.5% in non-STEAM-related occupations. The median wage in 2020 was also higher in STEAM occupations ($89,780) compared to non-STEAM occupations ($40,020).

Between 2014 and 2024, employment in computer occupations is projected to increase by 12.5 percent between 2014 and 2024, according to a STEAM occupation report . With projected increases in STEAM-related occupations, there needs to be an equal increase in STEAM education efforts to encourage students into these fields otherwise the skill gap will continue to grow. 

STEAM jobs do not all require higher education or even a college degree. Less than half of entry-level STEAM jobs require a bachelor's degree or higher, according to skills gap website Burning Glass Technologies . However, a four-year degree is incredibly helpful with salary — the average advertised starting salary for entry-level STEAM jobs with a bachelor's requirement was 26 percent higher than jobs in the non-STEAM fields.. For every job posting for a bachelor's degree recipient in a non-STEAM field, there were 2.5 entry-level job postings for a bachelor's degree recipient in a STEAM field. 

What separates STEAM from traditional science and math education is the blended learning environment and showing students how the scientific method can be applied to everyday life. It teaches students computational thinking and focuses on the real-world applications of problem-solving. As mentioned before, STEAM education begins while students are very young:

Elementary school — STEAM education focuses on the introductory level STEAM courses, as well as awareness of the STEAM fields and occupations. This initial step provides standards-based structured inquiry-based and real-world problem-based learning, connecting all four of the STEAM subjects. The goal is to pique students' interest into them wanting to pursue the courses, not because they have to. There is also an emphasis placed on bridging in-school and out-of-school STEAM learning opportunities. 

– Best microscopes for kids

– What is a scientific theory?

– Science experiments for kids  

Middle school — At this stage, the courses become more rigorous and challenging. Student awareness of STEAM fields and occupations is still pursued, as well as the academic requirements of such fields. Student exploration of STEAM-related careers begins at this level, particularly for underrepresented populations. 

High school — The program of study focuses on the application of the subjects in a challenging and rigorous manner. Courses and pathways are now available in STEAM fields and occupations, as well as preparation for post-secondary education and employment. More emphasis is placed on bridging in-school and out-of-school STEAM opportunities.

Much of the STEAM curriculum is aimed toward attracting underrepresented populations. There is a significant disparity in the female to male ratio when it comes to those employed in STEAM fields, according to Stem Women . Approximately 1 in 4 STEAM graduates is female.  

Inequalities in STEAM education

Ethnically, people from Black backgrounds in STEAM education in the UK have poorer degree outcomes and lower rates of academic career progression compared to other ethnic groups, according to a report from The Royal Society . Although the proportion of Black students in STEAM higher education has increased over the last decade, they are leaving STEAM careers at a higher rate compared to other ethnic groups. 

"These reports highlight the challenges faced by Black researchers, but we also need to tackle the wider inequalities which exist across our society and prevent talented people from pursuing careers in science." President of the Royal Society, Sir Adrian Smith said. 

Asian students typically have the highest level of interest in STEAM. According to the Royal Society report in 2018/19 18.7% of academic staff in STEAM were from ethnic minority groups, of these groups 13.2% were Asian compared to 1.7% who were Black. 

If you want to learn more about why STEAM is so important check out this informative article from the University of San Diego . Explore some handy STEAM education teaching resources courtesy of the Resilient Educator . Looking for tips to help get children into STEAM? Forbes has got you covered.  

• Lee, Meggan J., et al. ' If you aren't White, Asian or Indian, you aren't an engineer': racial microaggressions in STEM education. " International Journal of STEM Education 7.1 (2020): 1-16. 
• STEM Occupations: Past, Present, And Future . Stella Fayer, Alan Lacey, and Audrey Watson. A report. 2017. 
• Institution for Art Integration and STEAM What is STEAM education? 
• Barone, Ryan, ' The state of STEM education told through 18 stats ', iD Tech.  
• U.S. Department of Education , Science, Technology, Engineering, and Math, including Computer Science.  
• ' STEM sector must step up and end unacceptable disparities in Black staff ', The Royal Society. A report, March 25, 2021.  
• 'Percentages of Women in STEM Statistics' Stemwomen.com  

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You’ve probably heard about STEM. The integration of science, technology, engineering and mathematics has been a central focus both within and well outside of education. 

In fact, it’s such a powerful concept that it has been hailed as critical to the future — for children, diversity, the workforce and the economy, among other areas. That’s why STEM education has received hundreds of millions of dollars in support from the U.S. government and remains one of the biggest priorities at all levels of the educational system. UTEP also offers a master's degree and a graduate certificate in STEM Education.

But what actually is STEM education, and why is it so important? Here’s what you need to know and how you can help.

What Is STEM Education?

It would be inaccurate to assume that STEM education is merely instruction in the STEM subjects of science, technology, engineering and mathematics. Rather, the idea is taken a step further.  

STEM education refers to the integration of the four subjects into a cohesive, interdisciplinary and applied learning approach. This isn’t academic theory—STEM education includes the appropriate real-world application and teaching methods. 

As a result, students in any subject can benefit from STEM education. That’s exactly why some educators and organizations refer to it as STEAM, which adds in arts or other creative subjects. They recognize just how powerful the philosophy behind STEM education can be for students.  

Why Is STEM Education Important?

There are several layers to explore in discovering why STEM education is so important. 

In 2018, the White House released the “Charting a Course for Success” report that illustrated how far the United States was behind other countries in STEM education.  

It found that only 20% of high school grads were ready for the rigors of STEM majors. And how over the previous 15 years, the U.S. had produced only 10% of the world’s science and engineering grads. 

Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States — and its prosperity and securit  — depends on an effective and inclusive STEM education ecosystem. - Charting a Course for Success

 That was one of the most news-worthy developments in recent years. It set the stage for many arguments behind STEM in the context of the global economy and supporting it through education. 

Job Outlook and Salary

One of the most direct and powerful arguments for the importance of STEM education is how relevant STEM is in the workforce. In 2018, the Pew Research Center found that STEM employment had grown 79% since 1990 (computer jobs increased 338%).  

What about now? All occupations are projected to increase 7.7% by 2030, according to the Bureau of Labor Statistics (BLS). Non-STEM occupations will increase 7.5% while STEM occupations will increase 10.5% .  

The findings are even more pronounced in terms of salary. The median annual wage for all occupations is $41, 950. Those in non-STEM occupations earn $40,020 and those in STEM occupations earn $89,780.  

Even areas like entrepreneurship see the same types of results. A report from the Information Technology and Innovation Foundation (ITIF) found that tech-based startups pay more than double the national average wage and nearly three times the average overall startup wage. They only make up 3.8% of businesses but capture a much larger share of business research and development investment (70.1%), research and development jobs (58.7%) and wages (8.1%), among other areas.  

Diversity and Skills

An important detail in the passage from “Charting a Course for Success” comes toward the end of the final sentence: “Now more than ever the innovation capacity of the United States—and its prosperity and security—depends on an effective and inclusive STEM education ecosystem.”  

Being inclusive is incredibly important once you understand how STEM occupations are such high-demand, high-paying positions. Unfortunately, however, diversity is a significant issue here.  

• The Pew Research Center noted how women account for the majority of healthcare practitioners and technicians but are underrepresented across many other STEM fields, especially in computer jobs and engineering. Black and Hispanic workers are also underrepresented in the STEM workforce.
• In the International Journal of STEM Education, authors noted how women are significantly underrepresented in STEM occupations. They make up less than a quarter of those working in STEM occupations and for women of color, representation is much lower — Hispanic, Asian and Black women receive less than 5% of STEM bachelor’s degrees in the U.S. Authors also pointed out how people of color overall are underrepresented in U.S.-based STEM leadership positions across industry, academia and the federal workforce.  

These issues are troubling when you consider how it undermines students’ opportunities to pursue high-demand, high-paying roles. Yet, it’s more than that. STEM education is about a teaching philosophy that naturally integrates critical thinking and language skills in a way that enriches any subject. Perhaps you’ve experienced or can imagine an education that integrates problem solving and engineering practices into any subject, where technology is seamlessly integrated throughout. Any subject—art, language, social studies, health—can benefit.  

So when students don’t receive an effective STEM education, they’re not only receiving less instruction in STEM subjects. They miss out on the universal application that high-level skills in STEM subjects can bring.  

How You Can Make a Difference

Take the opportunity to encourage young minds in STEM education. Whether that means volunteering a little bit of your time at a local school or finding age-appropriate STEM literature and activities for your children, you can have an impact.  

You can also consider pursuing a career or enhancing your career as a teacher or leader in STEM education, which represents a major problem right now in education. Researchers in Economic Development Quarterly noted how the current shortage of teachers in the U.S. is “ especially acute ” among STEM educators.  

In just five courses, you can earn an online graduate certificate in STEM education and learn how you can increase STEM literacy through formal and informal learning opportunities across a variety of settings. Or there’s the 100% online M.A. in Education with a Concentration in STEM Education , which helps you to be a leader in STEM education. You’ll be prepared for advancement in roles across public and private schools, community-based organizations, research, nonprofits and nongovernmental organizations.  

UTEP’s programs are focused on preparing today and tomorrow’s educators for working with modern students in multicultural settings who need to find motivation and engagement in their learning. And again, this is especially important. A study in Education Journal found that while students of all races enter into STEM majors at equal rates, minority students leave their major at nearly twice the rate of white students.  

UTEP is one of only 17 Hispanic-Serving Institutions (HSIs) in the country to be designated as an R1 top tier research university. Interested in learning more about how you can engage and inspire students in STEM education? You can discuss that and more with a one-on-one consultation with an enrollment counselor.

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Elementary and secondary stem education.

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Executive Summary

Key takeaways:

• Internationally, the United States ranks higher in science (7th of 37 Organisation for Economic Co-operation and Development [OECD] countries) and computer information literacy (5th of 14 participating education systems) than it does in mathematics literacy (25th of 37 OECD countries).
• Average scores for U.S. fourth and eighth graders on a national assessment of mathematics improved from 1990 to 2007, but there was no overall measurable improvement in mathematics scores from 2007 to 2019.
• Differences persist in U.S. science, technology, engineering, and mathematics (STEM) achievement scores by socioeconomic status (SES) and race or ethnicity.
• Differences in U.S. STEM achievement scores by sex are smaller than those by SES or race or ethnicity but are present; male students slightly outscored female students on some national assessments, although female students substantially outscored male students on a computer information literacy exam.
• Less experienced STEM teachers (as measured by years of teaching) are more prevalent in schools with high-minority enrollment or high-poverty enrollment.
• Data collected on U.S. remote learning in spring 2020 (during the COVID-19 pandemic) revealed differences in access to technology based on household income: 57% of households with income below $25,000 always had a computer available for educational purposes, whereas 90% of households with an income of $200,000 or more did so.

Elementary and secondary education in mathematics and science is the foundation for student entry into postsecondary STEM majors as well as a wide variety of STEM-related occupations. Federal and state policymakers, legislators, and educators are working to broaden and strengthen STEM education at the K–12 level. These efforts include promoting elementary grade participation in STEM, raising overall student achievement, increasing advanced high school coursetaking, reducing performance gaps among demographic groups, and improving college and career readiness in mathematics and science.

The indicators in this report present a mixed picture of the status and progress of elementary and secondary STEM education in the United States. Internationally, the United States ranks low among OECD nations in mathematics literacy (25th out of 37) but does better in science literacy (7th out of 37). In computer and information literacy, the United States ranks 5th among the 14 education systems that participated in that assessment. Within the United States, students’ achievement in mathematics has been essentially stagnant for more than a decade after showing steady improvement in the prior two decades.

The data presented in this report show persistent performance gaps by students’ SES and race or ethnicity. For example, on an assessment with a scale of 0–500, mathematics scores for low-SES students in a national cohort of eighth graders were 30 points lower than scores for high-SES students, and Asian and White students posted scores that were up to 53 points higher than scores by Black, Hispanic, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander students. Similar patterns were seen for student performance in computer and information literacy.

Differences by sex on national assessments were small on average. Male students slightly outscored female students by 3 points in fourth grade in 2019 on a national math assessment, but there was no difference in scores between males and females in eighth grade. Female students outscored male students by 23 points on an assessment of computer and information literacy.

The data also reveal that student access to well-qualified mathematics and science teachers varies. A recent national study showed that virtually all middle and high school science and mathematics teachers have a bachelor’s degree and a regular or an advanced teaching certification; however, access to highly qualified teachers varies by school demographics. Schools with higher concentrations of low-SES and minority students had comparatively fewer highly qualified teachers (i.e., those with 3 years or more of teaching experience and with a degree in the subject taught).

High school STEM achievement and coursetaking frequently facilitate STEM-related postsecondary education and employment. Students who have positive perceptions of their mathematics and science abilities in high school are more inclined to declare a postsecondary STEM major. The majority of U.S. high school students enroll in either 2-year or 4-year postsecondary institutions immediately after graduation from high school; enrollment patterns, however, differ by demographic group. For example, Black students and students from low-income families enroll at lower rates than their peers. Among students who enter the workforce directly after high school, those who take STEM-related career and technical education courses are more likely than others to enter skilled technical jobs.

Finally, the United States faced an unprecedented situation in spring 2020 with the COVID-19 pandemic when most elementary and secondary schools across the country abruptly shifted to a distance-learning model. Researchers estimated that students on average suffered some mathematics learning losses as a result, with low-SES students suffering disproportionately larger losses, in part due to their lack of access to the technology required for distance learning.

Collectively, the findings in this report suggest that the United States has yet to achieve the goal of ensuring equal educational opportunities in STEM for all students regardless of socioeconomic and demographic background. As noted in the National Science Board’s Vision 2030 report (NSB 2020), K–12 STEM education and high achievement for all students plays a critical role in ensuring that the United States is meeting the needs of the modern workforce and maintaining America’s position internationally. Given these needs and the importance of K–12 STEM preparation and the opportunities available to students who excel in STEM subjects, it is important to continue to focus on efforts that will increase the number and diversity of students interested in STEM and broaden opportunities for all students to succeed and thrive in STEM.

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The Education System of the United States: STEM Education in the United States – Progress without a Plan

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Given the highly decentralized nature of education in the United States, it is not surprising that STEM education in the United States has no uniformly embraced set of goals for STEM education nor strategies to attain them. A long history of local control over schools, including curriculum and instruction, means that most decisions concerning education are made by elected, volunteer members of the community who serve on more than ten thousand school boards across the country. When everyone is in charge, no one is in charge. This decentralization results in a disjointed policy and instructional environment with which efforts to improve STEM education must contend, including more recently a fixation on reading and mathematics at the elementary level, and more generally a legitimate questioning of the focus on STEM at the cost of other subjects that contribute to well-rounded students. Extensive opportunities for students to learn about STEM exist throughout the system, although these opportunities are not evenly distributed. For all of its limitations, decentralization may actually allow progress in STEM education to take place, in that it provides opportunities for new voices to be heard, new coalitions to form, and new approaches to be introduced and gain traction.

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Reimann, C. (2020). The Education System of the United States: STEM Education in the United States – Progress without a Plan. In: Jornitz, S., Parreira do Amaral, M. (eds) The Education Systems of the Americas. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-319-93443-3_24-1

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What do the data say about the current state of K-12 STEM education in the US?

A conversation with Julia Phillips of the National Science Board on the state of elementary and secondary STEM education in the nation.

The importance of a diverse STEM-educated workforce to the nation's prosperity, security and competitiveness grows every year. Preparing this future workforce must begin in the earliest grades, but the latest report from the National Science Board finds that the performance of U.S. students in STEM education continues to lag that of students from other countries.

Julia Phillips is a physicist and materials science researcher who chairs NSB's Committee on National Science and Engineering Policy, which oversees the congressionally mandated  Science and Engineering Indicators  report, also known as Indicators, in collaboration with NSF's National Center for Science and Engineering Statistics .

The latest Elementary and Secondary STEM Education report , the first of the 2022 Indicators reports, raises more concern about the state of STEM education in the nation and its potential impact on the economy and the U.S. standing in the world.   Phillips discusses the key trends and their implications for science and education policy in the U.S.

Note: some of the conversation has been condensed and edited for clarity.

What does the report tell us about K-12 STEM education?

What we see is that the performance of children in the U.S. has not kept pace with the performance of students from other countries in science and mathematics for a decade or more. We have pretty much stayed steady, and other countries have improved dramatically. When you look at the closest economic competitors to the U.S., our scores are in last place in mathematics and in the middle of the pack in science. Math scores have not improved for more than a decade, and they're not good when you compare them to other countries.

This is just not something that we can be comfortable about. Our economy depends on math and science literacy. This is not only a concern for those with careers in those topics but also for the public at large.

You've said before that performance is "lumpy," with some groups of students performing very well and improving over time and others remaining stagnant or falling back. Where are the trouble spots?

I think it ought to be extremely disturbing to everyone in the U.S. that science and math performance is not equally distributed across the country. You see huge differences in performance based on race and ethnicity, so that Asian and white students do much better on these standardized tests than students of color. And you also see that there is a huge difference based on the socioeconomic background of students – students that are from higher socioeconomic backgrounds do much better than students from low socioeconomic backgrounds.

Data also show that the situation has only been exacerbated by the pandemic. We have a multi-year gap to pull out of just from COVID, and we were already in a weak position to begin with.

Why are the educational results so unevenly distributed?

We don't know exactly. But we can notice that certain things tend to occur at the same time.

For example, students of lower socioeconomic status or those from certain demographic groups tend to be in schools where teachers have less experience in teaching. There's separate evidence that teachers tend to get better as they get more experience.

Students from low socioeconomic status and minority backgrounds also tend to have teachers who are not originally educated in the fields that they teach, and that's particularly true in science.

Why should people care about these numbers?

Every parent should care, because careers in science and engineering are some of the best careers that a young person can pursue in terms of opportunities for making a really good living, from a certificate or associate degree all the way up through a Ph.D. You don't have to have the highest degree to make a really good living in a science and engineering field.

The second thing is that science and engineering is increasingly important for driving the U.S. economy. Many of the industries that we depend upon – including the auto industry, construction, all the way up through vaccine development – depend to an increasing level on literacy in math and science. If the U.S. is going to continue to have the wealth and prosperity that it has come to enjoy, being in the lead in many of these industries is going to be very important.

Julia Phillips on U.S. leadership in science

What can be done to turn these statistics around and improve STEM scores?

There has to be an all-hands-on-deck approach to emphasizing the importance of high-quality math and science education, beginning in the elementary grades and continuing all the way through as much education as a student gets. Communication is needed to say why it is important to have good math and science education.

NSF has prioritized programs that address this issue as well, like  INCLUDES , which uses a collective approach to help broaden participation in STEM.  Perhaps we could also be encouraging individuals with math and science backgrounds to go into teaching if they are drawn to that. We also need to increase the level of respect for the teaching profession.

How do you think education changed in recent decades, or even from when you were a student yourself and became interested in science?

In my own personal experience growing up in a small town in the middle of a bunch of cornfields in Illinois, I don't think I knew any practicing research scientists. But having teachers who were able to make science come alive with the things around us – whether it was nature, the stars, the gadgets in our house, whatever – they were able to make it interesting, relevant and exciting, and we were able to get a little taste for what we might be able to do. Teacher education programs must incorporate more STEM education so that elementary school teachers have the skills and comfort level they need to nurture young children's natural curiosity. NSF has funded some great research on STEM education that could be applied in the classroom, including work on teaching critical thinking, problem-solving, creativity and digital literacy.

With the internet, it is now possible for students to talk to practicing scientists and engineers, even if they don't live close to where the student is. Perhaps one good thing that the pandemic has taught us is that – if done correctly – virtual connectivity can augment educational opportunities in a very dramatic way. 

I also think there needs to be communication between the various groups that are responsible for K-12 education. For the most part that happens at the local school district, and standards are often set by the state. There needs to be communication between the federal level – which is where much science and math policy is established – and the very local level where the education policy is set and the requirements for education are carried out. It is a big problem, and a big challenge. But also, a big opportunity.

When Sputnik was launched, the attention of the entire nation was riveted. We need to get a spirit of curiosity and drive to do something to change the world into every school district, both at the administration and teacher level but also on the part of the kids and their parents.

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What is STEM education and why is it important?

STEM education builds knowledge and abilities that are widely useful and desirable in the professional world. The STEM field comprises four broad foundational areas:

• Technology.
• Engineering.

What makes STEM education so important? Each area of STEM education plays a crucial role in the modern economy. Scientists, from medical doctors to physicists, make discoveries and improvements to current processes that contribute value to the business world. The technology field produces software and hardware widely used by companies and consumers. Engineers create new designs and improve old ones in a range of areas relevant to the economy. Mathematicians use their expertise to solve practical and theoretical problems.

The real-world knowledge and skills built in STEM education support a variety of career paths and outcomes. This only scratches the surface of defining STEM education and why it is important. Keep reading to learn more about STEM education as well as its value to the modern economy and students just like you.

Why do we need STEM education?

STEM education is vital for building talents in problem-solving, collaboration and innovation. Additionally, it provides a base of specialized knowledge useful in many professional roles.

Many of the marvels of the modern world come from the disciplines included in STEM. Smartphones, business and accounting software, safe roads and bridges, lifesaving medical treatments and much more are all designed by professionals with a STEM background.

How does STEM education help students?

Students benefit from STEM education in the knowledge they develop and the unique learning experiences that are part of STEM programs.

A strong background in STEM is vital for securing a related job, but skills in the fields of STEM can be applied to many non-traditional STEM careers. For example, marketing professionals can benefit from an understanding of statistics. Business entrepreneurs could benefit from web coding experience to promote their company online. Musicians could benefit from cognitive science to understand how their music impacts listeners. This is to say, STEM skills can improve the abilities of any student in any field.

STEM activities provide students with hands-on learning opportunities that encourage new ways of thinking. Examples include:

• Computer science and technology: Learners build their own functional hardware and software. They combine theory and practice to achieve a functional, useful result.
• Engineering: Pupils may design anything from a safe and optimized traffic intersection to an amusement park ride or new methods of sustainable living and supply chain management.
• Lab science: Students work directly with chemicals, tools and equipment to experiment, solve problems and achieve the desired result.
• Mathematics: Scholars create geometrically stable structures. They can also use math to calculate the probabilities of many real-world events and make calculated decisions that affect areas of business in diverse industries.

Social science: Students organize and lead psychology experiments and gain real-world experience through internships in fields like homeland security.

Along with classroom instruction and work focused on theory, STEM education offers students the opportunity to learn by doing. At ASU, online students develop both theoretical and practical experience through unique course design. At-home labs and campus visits are just two of many examples. Remote work for learners involves accredited lab components. This includes at-home kitchen labs, personal chemistry experiments and online molecular biology labs using virtual reality simulations offered in partnership with Google and Labster.

Are STEM skills and STEM graduates in demand?

Engineers, technology specialists, scientists and mathematicians are in high demand. The U.S. Bureau of Labor Statistics projects an 8% increase in the number of STEM jobs from 2019 to 2029. That’s significantly higher than the 3.7% average growth for all occupations over the same period. A degree focused on one or more areas of STEM can help you find an engaging role in a growing employment area.

More students have come to understand the value of STEM skills and degrees. Interest in undergraduate and graduate STEM programs grew from 6% in 2014 to 11% in 2019 , according to the 2019 Online College Student Report.

That said, there is still a large talent gap when it comes to STEM careers. Each year, there are 1.3 million new openings in STEM fields at the bachelor’s degree level. However, there are fewer than 600,000 new graduates to fill those job vacancies. Pursuing a STEM degree can open doors to many career opportunities.

To truly understand what STEM education is and why it is important, the value it provides beyond traditional fields like science and technology must also be considered. Many skills developed in STEM education are generally useful across multiple industries.

Graduates with a demonstrated ability to solve problems, innovate and collaborate can succeed in many roles. While their day-to-day work may not leverage technical knowledge, it will draw on key talents built through STEM. Whether you choose to pursue a STEM-focused career or another path, your education will offer a solid foundation and relevant skills to help achieve your professional goals.

Further education allows those with STEM degrees to continue building knowledge and learning about recent scientific and technical developments. Having an undergraduate degree in STEM is already an asset. Advancing your education with a graduate degree can mean qualifying for higher-level roles and the many benefits that come along with them.

Additionally, the high rate of change in required skills for STEM roles means graduates can earn premium salaries when they possess up-to-date knowledge. More experienced professionals can sometimes lose ground as new skills replace the skills they know. Continuing education helps to address these skill deficits.

ASU Online offers graduate degrees and certificate programs that help students accomplish three key objectives related to continuing education:

• Empowering career growth.
• Keeping up with the most recent developments in their field.
• Maintaining and improving current knowledge.

How have related careers been affected by the growth of the STEM field?

Graduates with a STEM education are in high demand. This trend is clear in the employment forecast and in pay data provided by the U.S. Bureau of Labor Statistics. Of the 20 highest-paying jobs in 2019, 75% were STEM-based careers .

As the STEM field develops, opportunities become more prevalent. Increasingly, advanced technology grows more commonplace. Scientists continue to make new and exciting discoveries. Engineers build more efficient, productive and safe designs. Mathematicians push the boundaries of existing knowledge. All these activities require additional staff as companies expand and current workers retire or move to other fields.

Increasing demand means a number of benefits for STEM graduates. Not only is there a significant talent gap when it comes to STEM degree holders, but compensation is also competitive. The median annual salary for all STEM occupations was $86,980 in 2019, according to the bureau. Comparatively, the median salary for non-STEM positions was just $38,160. This is another reason why STEM education is so important for job seekers. Not only are potential jobs plentiful, but many also offer considerable compensation.

What are the different careers in STEM?

There are many career options in STEM for graduates with science, technology, engineering or mathematics degrees. STEM professionals hold careers in public health, research, renewable energy, computer technology, space exploration, automotive development, big data analysis and more.

ASU offers more than 85 STEM degrees , from health and business to forensics and public policy. That means you can select the program that best aligns with your interests, talents and career goals.

One of the advantages of a STEM degree is the level of flexibility it provides to graduates. Degree holders can qualify for a variety of careers.

It’s impossible to create a definitive list of all STEM careers. Developments in the STEM disciplines mean new roles and responsibilities are emerging every day. However, there are many well-established positions in each of the four STEM fields.

Graduates with relevant STEM degrees may pursue careers in a number of scientific subfields. Popular examples include natural, health and social sciences. Some specific career examples include:

• Biochemist.
• Clinical laboratory technologist or technician.
• Forensic scientist.
• Psychologist.

The technology field is especially broad. That means it can accommodate STEM graduates with a variety of career goals. Students may pursue degrees in fields like information technology and cybersecurity. Completing a STEM curriculum can open doors to roles such as:

• Computer and information systems manager.
• Computer systems analyst.
• Information security analyst.
• Network and computer system administrator.
• Software developer.

Engineering

Engineers fulfill a crucial role in connecting new discoveries in STEM fields like science and math to practical, real-world applications. Although the engineering field primarily focuses on creating, analyzing and testing new structures and concepts, there are many different subfields students may choose to pursue. Examples of career paths include:

• Electrical engineer.
• Mechanical engineer.
• Industrial engineer.
• Software engineer.
• Systems engineer.

Mathematics has an incredible number of theoretical and practical applications. Learners can focus on a variety of subfields for their education, such as data analytics, and then move on to a number of careers. Options include:

• Data analyst, such as a market research or financial analyst.
• Professor or teacher.

Statistician.

This wide array of potential careers helps answer the question, “What is STEM education and why is it important?” It’s clear that graduates with STEM degrees fill a number of valuable roles within the economy and larger society. Their work helps drive innovation and improvement that everyone can benefit from.

In the same spirit, ASU Online regularly launches new programs with experienced faculty to keep pace with developments and directional changes in the STEM landscape. As a leading United States center for interdisciplinary research, discovery and development, our educators and administrators keep their fingers on the pulse of the many industries connected to STEM. Our award-winning faculty, including Donna Kidwell, Linda Elkins-Tanton and Cady Coleman, along with our accomplished students, help push innovation beyond conventional boundaries.

How is STEM shaping the future?

Professionals and graduates from STEM degrees are changing the course of our future through new discoveries in health and medical science, space exploration and technology that improve our society. STEM professionals are also able to leverage their skills to better understand social problems and offer solutions to improve inequities and public safety. With the wide range of how STEM skills are applied in our modern world, it’s almost impossible to overstate how much STEM is shaping our future.

For example, Professor Jim Bell, a planetary scientist in the School of Earth and Space Exploration, is the principal investigator for Mastcam-Z . This crucial part of NASA’s Perseverance rover for the Mars 2020 mission will help STEM professionals working on the project explore the red planet in depth.

Timothy Lant, director of program development at the ASU Biodesign Institute, leads the university’s COVID-19 modeling task force . The group provides predictive modeling used by authorities to make informed public health decisions. ASU researchers also created Arizona’s first saliva-based diagnostic test for COVID-19. ASU then partnered with the Arizona Department of Health Services to offer free testing in underserved communities.

One area of potential growth to keep in mind is diversity among STEM graduates. According to the National Science Foundation, of all science and engineering degrees awarded in 2016, women earned about half of the bachelor’s degrees and 44% of master’s degrees. In the same year, students from underrepresented minority groups received 22% of all science and engineering bachelor’s degrees. ASU is committed to increasing diversity in STEM and helping to include more diverse and valuable perspectives among the many STEM-related fields.

STEM education from a trusted leader

A better understanding of what STEM education is and why it is important allows you to make more informed decisions about your educational future. ASU offers more than 85 STEM degrees online.

As a leading global center for research and discovery, ASU is at the forefront of STEM education. To learn more about your education options, view our full list of online STEM programs .

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STEM fields—encompassing science, technology, engineering, and mathematics—are foundational to a wide range of disciplines that drive innovation and progress.

These areas play a crucial role in advancing technology and knowledge, contributing to problem-solving and critical thinking in various industries.

Table of Contents

The importance of STEM extends well beyond individual career prospects; it underpins economic growth and global competitiveness, and it presents solutions to many contemporary challenges.

Despite their significance, STEM industries face a unique conundrum.

While they are expanding rapidly, creating abundant opportunities, there is a noticeable gap in qualified candidates to fill these roles. This scarcity is a hurdle for industries striving to keep pace with technological advances and the ever-changing economic landscape.

As students and professionals consider their fields of study and career paths, STEM offers a compelling option with its diverse opportunities and its pivotal role in shaping the future.

Key Takeaways

• STEM fields are integral for technological advancement and innovation.
• There is a high demand for skilled professionals within STEM careers.
• STEM education is vital for economic development and global competition.

Exploring the Domains of STEM

STEM encompasses a broad range of academic and professional fields where the exploration of natural and applied sciences meshes with analytical rigor.

Central to STEM are fields such as  biology ,  physics ,  chemistry , and subsets of  life sciences  and  ecology , which delve into the intricacies of living organisms and their environments. These areas often employ the  scientific method  to understand the world.

In technology and engineering, the focus shifts to the application of  scientific principles  to design solutions to real-world problems. This includes  computer science ,  IT ,  electronics , and various  engineering disciplines  — all united by a foundational reliance on  mathematics .

Mathematical fields like  algebra ,  calculus , and  geometry  provide the tools for modeling and problem-solving across STEM.

The inclusion of certain disciplines within STEM can spark debate.

Social sciences  such as  psychology ,  economics , and  anthropology  —while rich in empirical study— are often categorized separately due to their distinct methodologies. However, some broader interpretations of STEM embrace these fields, alongside architecture and select health and medical fields, recognizing the common thread of systematic inquiry and analytical application.

Consequently, STEM takes on an  interdisciplinary approach , bridging  natural sciences  with applied disciplines and often overlaps with the  arts , as seen in the  STEAM  education model where  design  and creativity play pivotal roles.

The Significance of STEM in Education

STEM education serves as a cornerstone for empowering the  workforce  of tomorrow. In an era where  innovation  is rapid, a robust STEM curriculum is crucial for  economic growth  and maintaining the United States' standing in the  global economy .

• Demand for STEM Professionals : The available jobs far outnumber qualified candidates, signaling a gap that education aims to close.
• Government Investment : Initiatives like the funding contributions of recent administrations underline the importance of STEM in national strategies.
• Diversity and Inclusion Efforts : Programs aimed at engaging  women  and  underrepresented groups  reflect the push towards a more diverse and inclusive  STEM workforce .
• Integration into K-12 Education : Incorporating  project-based learning  and  integrated learning  experiences from an early age sets a foundation for critical  problem-solving  skills and  real-world application .
• Higher Education Incentives : Scholarships and partnerships between  universities ,  nonprofits , and government entities offer motivators for students to pursue STEM degrees.
• Benefits Beyond Personal Career : A strong STEM education fosters competencies like  critical thinking  and  hands-on experience  that are vital for societal issues, including public  health  and  economy .

Popular Paths in STEM

STEM fields offer diverse career paths, with many opportunities in sectors like private corporations, educational institutions, research facilities, and government agencies.

Candidates with STEM qualifications often rise into management roles or enhance their expertise through further education and research endeavors. Here is a snapshot of sought-after STEM careers, highlighting median salaries and job growth projections:

• Software Developers : Specialists in creating and improving applications with a median salary of $109,020 and a substantial 25% job growth rate.
• Data Analytics and Statisticians : Experts who interpret data for businesses, with incomes around $96,280 and a high job growth projection of 31%.
• Computer Systems Analysts : Professionals who analyze and optimize IT systems, earning a median salary of $99,270 and witnessing a 9% job growth outlook.
• Mechanical and Civil Engineers : Engineers designing structures and machinery, making near $95,300 and $80,180 respectively, with a job growth of 10% for industrial engineering roles.
• Database Administrators : Responsible for managing databases with earnings about $101,000 and a 9% job growth forecast.

Each role requires a blend of expertise in areas such as programming, systems analysis, and engineering principles.

The demand for these positions is fueled by advances in technology and the ever-growing reliance on data-driven decision-making in both the private and public sectors. Qualified candidates with a strong background in mathematics, computer programming, and analytics will find numerous opportunities across these high-growth STEM fields.

Reasons to Choose a STEM Major

Proficiency in mathematics.

Mathematics is a cornerstone of STEM fields. Careers in STEM often entail a robust grasp of advanced math. Those less enthusiastic or challenged by math might consider other career paths or less math-intensive STEM roles.

Attributes of Math-Adept Individuals

• Strong analytical skills
• Aptitude for complex problem-solving
• Precision in numerical operations

Passion for Technological Advancements

At the core of several sought-after professions lies an affinity for technology. An inclination towards innovating with computers, vehicles, and other technological devices can be the driving force for a fulfilling career in STEM.

Characteristics of Technology Enthusiasts

• Eagerness to engage with the latest tech
• A knack for understanding digital systems
• Excitement about technological problem-solving

Preference for Desk-Based Occupations

For those inclined towards less physically demanding roles that involve minimal social interaction, a computer-centric job within the STEM sector may prove suitable.

Preferences Indicative of a Fit for Computer-Centric Roles

• Comfort with prolonged computer use
• Solitary work environment
• Structured tasks with clear objectives

Financial Aspirations

One of the enticing aspects of STEM careers is the potential for lucrative earnings. Emerging from college with a STEM degree may set the stage for a financially prosperous professional journey.

Financial Benefits Associated with STEM Jobs

• High entry-level salaries
• Promising salary growth potential
• Economic stability and career longevity

Common Inquiries Regarding STEM Education

Distinctive characteristics of stem education compared to conventional methods.

STEM education focuses on integrating disciplines in a way that encourages active learning rather than passive absorption of facts. In contrast to traditional education, which often delivers subjects in isolation, STEM emphasizes interconnected learning with real-world applications. It promotes critical thinking, problem-solving, and collaborative skills, replacing the standard teacher-driven approach with experiential projects and inquiry-based learning.

STEM's Influence on Plant Biology

In the realm of plant biology, STEM merges life sciences with technological advances to address complex biological issues. This interdisciplinary approach facilitates innovative research in genetics, bioinformatics, and environmental science, leading to advancements in sustainable agriculture, disease resistance, and understanding ecosystem dynamics.

Salary Expectations in STEM Careers

STEM fields like science and engineering offer high-paying jobs for those who excel in these subjects. The skills you learn, like critical thinking and problem-solving, are in high demand. With a STEM career, you can make good money and have a real impact on the world. Below is a sample of STEM salaries per Indeed.com .

Software Engineer Salaries in the US

Software engineer salaries in the US vary widely depending on experience, location, and employer.

• Average salary:  $105,439 annually, with bonuses around $5,000.
• Range:  $66,363 to $167,522.
• Top cities:  San Francisco and Santa Clara ($151,202 and $147,917 average).
• Top companies:  Meta, Salesforce, and Apple (average over $162,000).
• Experience matters:  Salaries increase with experience, from $98,524 for beginners to $132,643 for those with 10+ years.
• Total compensation:  Includes bonuses, stock options, benefits like health insurance, and professional development opportunities.

Biomedical Engineer Salaries in the US

Biomedical engineering offers a rewarding career path at the intersection of healthcare and technology.

• Average salary:  $85,926 annually, with a range of $57,592 to $128,199.
• Demand is high:  Openings exist at government institutions (like the VA: $130,148-$169,195) and tech firms.
• Location matters:  Cities like Iowa City and Cincinnati offer higher salaries.
• Top employers pay well:  The FDA and Medtronic offer above-average salaries.
• Compensation beyond salary:  Health insurance and other benefits are common.
• Not just about money:  While salaries are good, only 54% are satisfied due to cost of living and job challenges.

Data Science Salaries in the US: Booming Field, Big Rewards

Data science is a hot career in the US.

• Average salary:  $124,234 annually, with a range of $80,188 to $192,474.
• Demand is high:  Jobs exist from remote Staff roles ($238,000) to Associate positions.
• Top companies pay well:  Capital One, Apple, and Meta offer over $167,000.
• Experience matters:  3-5 years gets you $143,158.
• Skills matter:  Cloud and DevOps expertise earns a premium.
• Good benefits:  Expect health insurance, 401(k)s, and flexible work.
• Satisfied with pay:  68% of data scientists find their salaries fair.

Environmental Science Careers

Environmental science tackles pressing environmental issues.

• Average salary:  $65,547, with a range of $44,611 to $96,309.
• Jobs everywhere:  From Tetra Tech in California ($67,000-$85,225) to BrightPath in Tennessee ($95,000-$115,000).
• Top employers:  Mix of private firms (Conetec) and government agencies (Rhode Island).
• Location matters:  San Diego and Richland offer higher salaries for specialized skills.
• Pay and satisfaction:  Only 46% are happy with pay, highlighting a need for salary adjustments.
• Benefits:  Expect health insurance, 401(k)s, and paid time off.
• Promising future:  Growing focus on sustainability creates more opportunities.

Top STEM Jobs with High Salaries

STEM Grads: Top Pay and Promising Careers

A recent Federal Reserve Bank analysis shows STEM majors (Science, Technology, Engineering, Math) are earning the most compared to other recent grads (ages 22-27 with bachelor's degrees). Here's why STEM is a great choice:

• Highest starting salaries:  Engineering majors like chemical, computer, aerospace, and electrical engineering lead the pack.
• Strong salary growth:  Expect your income to jump 35% or more by mid-career.
• Science majors do well too:  Their salaries typically increase by 40% over their careers.
• Lower unemployment:  STEM jobs are in high demand, meaning a lower chance of being unemployed.
• Avoid lower-paying fields:  Consider other majors carefully, as education, hospitality, and theology may offer lower salaries and higher unemployment rates.

STEM's Approach to Child Engagement and Education

STEM targets children's innate curiosity and desire to explore. It employs hands-on experiments, interactive technology, and collaborative projects to make learning engaging and effective. By relating concepts to the world around them, STEM fosters an immersive environment for children to develop foundational skills necessary for future academic and career pursuits.

Degree Classifications within STEM at Collegiate Levels

STEM degrees encompass a vast array of majors designed to immerse students in science, technology, engineering, and mathematics. From bachelor's to doctorates, degree options include Computer Science, Mechanical Engineering, Environmental Science, and more specialized fields such as Aerospace Engineering, Cybersecurity, and Bioinformatics.

Courses and Areas that Constitute the STEM Framework

STEM covers diverse courses and disciplines, including, but not limited to:

• Biological and life sciences (e.g., biology, biochemistry)
• Computer and information sciences (e.g., information technology, computer programming)
• Engineering and engineering technology (e.g., civil engineering, electrical engineering)
• Physical sciences (e.g., physics, chemistry)
• Mathematics (e.g., statistics, applied mathematics)

Each course aims to provide in-depth knowledge needed for problem-solving in a technology-centric world.

What is STEM FAQ

What's the difference between STEM and regular classes?

STEM classes (science, technology, engineering, and math) mix these subjects together. Instead of just memorizing facts, you get to solve problems, be creative, and work with others on hands-on projects. It's learning by doing!

Why is STEM education important?

Today's jobs use a lot of technology, so STEM skills are in high demand. A STEM education prepares you for these jobs, from engineering and computers to medicine and finance.

What kind of jobs can I get with a STEM degree?

There are tons! Think engineering (building bridges!), computer science (creating apps!), healthcare (becoming a doctor!), and even things like finance (managing money). STEM skills open doors to many exciting careers.

Can young kids learn STEM too?

Absolutely! STEM activities can be as simple as building with blocks or playing with water. These can help kids love learning and problem-solving from a young age.

Will STEM help me get a good job?

Yes! Jobs that use STEM skills are growing quickly. A STEM education will make you more competitive in the job market and help you find a stable, well-paying career.

Is medicine considered STEM?

Yes! Doctors use science, technology, and math every day to diagnose patients, develop new treatments, and keep us healthy. So medicine is definitely a STEM field.

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Consensus Study Highlights  | July 2024

Equity in K-12 STEM Education

Framing decisions for the future.

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. However, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and myriad other factors.

Advancing Equity Through Decision Making

Equity in STEM education is not merely a singular goal but rather an on-going process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Given the specific histories and contexts of different schools, districts, communities and regions, equity related goals and the strategies for achieving them may vary substantially from place to place and may need to change over time.

The education system in the United States is organized across multiple levels, including federal, state, district and school level policies and practices. Opportunities to advance equity in STEM learning exist at each of these levels. Identifying these opportunities requires an understanding of the policies, the key actors in the context, potential resources to leverage and a willingness to be creative. Consequential decision making for increasing equity in STEM education involves balancing short term gains while maintaining a vision for and strategic action toward long term, continuous and broad systemic change.

RECOMMENDATION 1 Everyone has a Role in Advancing Equity in STEM Education

Stakeholders at all levels of the education system— including state, district and school leaders and classroom teachers—all have roles as decision makers who can either advance equity or allow inequities to remain in place. Using the five equity frames as a guide, decision makers should articulate their constituents’ and their community’s short- and long-term goals for equity and then make decisions about policy and practice oriented toward those goals

Framework For Decision Making

The report puts forth a framework to guide decision makers short- and long-term goals for equity and to make decisions about policy and practice. While each frame is described as distinct, the concepts and principles can overlap in practice and do not have to be completed in the sequential order. The frames were created with the intention to meet stakeholders where they currently are and help them move toward more equitable opportunities within the education system.

Aim to address gaps between different groups based on race, gender identity, or some other factor such as social class. Those gaps might be related to interest in STEM, achievement, or representation within the STEM workforce. The approaches tend to emphasize interventions, typically implemented in schools or within ecosystems, evaluated in terms of their ability to reduce such gaps, and they often target members of social groups.

Focus on access to opportunities in STEM, such as those that result from differences in social and material resources necessary to learn—access to well-prepared educators, a network of adult and peer supporters for learning, and high-quality curricular experiences. Approaches to increasing access and opportunity vary, but typically focus on changing conditions for access through policy changes within institutions or use strategies for brokering opportunities across institutions.

Emphasize engaging with the concerns, lived experiences, and identities of students who have been and often continue to be marginalized in STEM education settings. Emphasize the importance of embracing the different ways of thinking, feeling, and being of young people within STEM classrooms.

Center learning STEM as a resource within movements for social and socioecological justice. Throughout history, there are examples of ways that the STEM fields have been used as instruments in larger agendas of nationalism and colonialism, and their role as an instrument for justice for marginalized communities has been diminished, both in practice and within education.

Emphasize a role for STEM education in cultivating equitable, just, and thriving social and ecological futures that attend to and support both ecological and human wellbeing. This frame is very forward looking including potentially re-imagining the structures and setting for schooling.

RECOMMENDATION 2 Strategic Planning

State, district, and school education leaders and decision makers across both in- and out-of-school spaces should develop strategic plans for advancing equity in STEM education and should:

• Ensure Historical and Cultural Contexts Ensure that the specific histories and cultural contexts of impacted communities are represented in the decision-making process through intentional partnership and engagement.
• Establish Feedback Mechanisms Establish mechanisms for input and feedback from impacted community members.
• Conduct Equity Audit Conduct an initial “equity audit” to identify patterns of inequity and to aid in prioritizing investments and changes in policy and practice.
• Articulate Outcomes Articulate the relevant outcomes to track and design strategies to reach them.
• Collect Data Collect ongoing data to document progress toward equity goals and inform ongoing improvement efforts.
• Identify Policies and Practices Identify problematic or harmful policies and practices and revise decisions as appropriate.

Placing Inequity in STEM Education in Context

History and policy, state of stem education.

Results from national and state-level assessments of performance in STEM subjects consistently document persistent achievement gaps across demographic groups, despite accountability-based ... reform efforts intended to address these gaps. Examining achievement gaps alone, however, provides little insight into the sources of observed differences in performance. Instead, it is important to examine differences in opportunities to learn. Access to high-quality learning experiences in STEM disciplines is uneven across K–12 education with strong associations between school-level racial-economic segregation. Read More

Children and Youth Experiences

In addition to large-scale trends in opportunities to learn, the experiences of children and youth in classrooms and schools also play a role in reproducing inequities. Classroom processes, norms, participation ... structures, and interpersonal dynamics can send signals about who belongs or can be competent in STEM. The resulting moment to moment interactions shape the individual experiences of children and youth with consequences for their learning, identity, and sense of belonging in STEM. Thus, understanding and addressing inequity in STEM education involves addressing both population level trends and the individual and classroom level interactions that contribute to them. Read More

Opportunities to Leverage Policy for Equity

For a complete list of recommendations, see the Summary . The report includes several concrete examples for motivated decision makers, across all levels of the system, these include:

Learning and Instruction

Teacher learning, instructional materials, assessment and data, partnering with families and communities.

New approaches to STEM learning and teaching that emphasize engagement in disciplinary practices and the importance of learners’ interest and identity open up productive spaces for advancing equity. In order to shift instruction in ways that advance equity in STEM classrooms, STEM educators in school and in out of school settings will need to reflect on and interrogate routine instructional practices in STEM for how they may be providing (or limiting) opportunities for learners based on learners’ social identities. They will need to implement instructional approaches in STEM that draw on asset-based perspectives, center students’ sensemaking as tied to their cultural and socio-political worlds, and frame STEM practices and knowledge as dynamic, evolving, and connected with other disciplines both within and outside of STEM.

Educators cannot be expected to make the necessary changes to instruction on their own. They need high quality, on-going professional learning opportunities related to equity in STEM. To enact instruction that advances equity in STEM requires understanding how to interweave pedagogy that supports the development of competencies in the concepts and practices of the disciplines with pedagogy that promotes learners’ agency, leverages their cultural and linguistic assets and centers their competence as sense-makers. There are research-based models for advancing this kind of instruction that can be leveraged to support educators as they reflect on and transform their own practice.

Instructional materials are often not designed to incorporate explicit strategies for addressing equity beyond somewhat surface features such as ensuring a diverse array of individuals are represented or describing some strategies for differentiation of instruction. Designers and developers of materials will need to attend to equity in the design process. Individuals at the district and state level who have roles in selecting instructional materials will need to develop processes for adoption that allow them to identify instructional materials that align with and advance their vision for equity in STEM.

In contrast to the oft-cited “STEM pipeline”, there is no single pathway to STEM learning and success, and success can be interpreted in a number of ways from person to person. There are a number of barriers to pathways—including course requirements, bias, lack of out of school programs, etc.—built into current systems that often limit peoples’ STEM learning opportunities. To address such barriers, state-level decision-makers will need to review how state level policies need to change to build equitable STEM pathways. This could include attention to policies related to district and school funding formulae; assessment; course access, placement and sequencing; graduation requirements; and instructional time. Similarly, district and school administrators should consider ways to modify or eliminate course and program placement policies that limit students’ access to advanced coursework and programming.

The current system for documenting the state of STEM education focuses primarily on student achievement on standardized test scores. Such a measurement is inadequate for documenting how policies and practices contribute to inequities and do not provide sufficient information to guide systemic changes that can address gaps in opportunity, access, and quality of experience.

In pursuit of assessment systems that support a vision of equity in STEM education, the report recommends that state departments of education should establish new metrics for equity in STEM that are supported by research and go beyond student achievement, such as measurements of student experience and resource allocation related to those experiences; develop systems approaches (e.g., portfolio-based approaches) to measuring the performance of districts, schools, and educators that reflect multiple measures beyond student achievement; develop assessment policy that leverages the expertise and judgment of educators, while also developing their capacities, and enacts wider, more substantive views of student achievement.

Families and communities can be critical partners in K-12 STEM education. The experiences that students have within their families and communities can be rich resources for classroom learning. These family and community connections can offer insight into local context and history, may have STEM-related experiences and expertise to share, and can be valuable partners in developing learning experiences that are grounded in issues and questions that are relevant to learners.

The report recommends that district and school leaders recognize students’ families and communities as an asset and invest in the development of mutually beneficial partnerships between schools, districts, families and communities.

Research and Funding

To create knowledge that truly supports bringing about equity in STEM, research needs to be designed, conducted, and interpreted with equity at the center. The nature of the research enterprise itself—how research is conducted, what kinds of questions researchers ask, how they partner with educators, families, children and communities, what kinds of research is deemed valuable and important— needs to change if expansive equity goals are pursued.

Funders of K-12 education should provide resources for the development of STEM instructional materials and professional learning materials that are designed with robust conceptions of equity at the center. Funders should expand measures of success that go beyond narrow definitions of student achievement and should prioritize proposals that identify a specific vision of equity, articulate a clear plan for how the project will achieve its equity goals, and centers equity throughout the project design.

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• ADVANCING EQUITY
• RECOMMENDATIONS
• RESEARCH & FUNDING
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The Biden Administration’s New STEM Initiative: What Will It Mean for K-12 Schools?

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A new Biden administration initiative aims to expand access to science, technology, engineering, math, and medical career fields through partnerships with universities, STEM companies, and nonprofit organizations.

The White House announced a new “STEMM” (adding an extra M to the well-known acronym to include medical fields) national vision and strategy during the Dec. 12 Summit on STEMM Equity and Excellence. The initiative outlines five action items that the government and its industry and education partners will take to improve STEMM equity and access across the country and involves over $1.2 billion in work and investments from the federal government, industry leaders, and nonprofit organizations, according to a fact sheet.

“The time has come to work boldly, with urgency, together to open the doors of opportunity across these five action areas,” Alondra Nelson, the principal deputy director for science and society at the White House’s office of science and technology policy, said during the summit.

The five action items the federal government plans to put in place include:

• Provide holistic and lifelong support for students, teachers, workers, and communities to participate in, and contribute to, science and technology;
• Address STEMM teacher shortages by recruiting and retaining teachers and improving teacher respect;
• Close STEMM funding gaps and support students, researchers, and communities that have historically been excluded from access to STEMM resources;
• Root out systemic bias, inaccessibility, discrimination, and harassment in classrooms, laboratories, and workplaces;
• And promote culture and systems of accountability across science and technology communities, workplaces, and education fields.

The idea is that the action items will provide students from all backgrounds with the opportunities they need to access and excel in STEMM fields. For the STEMM workforce to reflect societal demographics by 2030, the number of women in those jobs would need to double, the number of Black people would need to more than double, and the number of Hispanic people would need to triple, according to a report from the National Science Foundation.

“People talk about those [people] as the missing millions, the people who have these enormous contributions to make but who can’t yet find pathways into STEMM jobs,” said Arati Prabhakar, the chief adviser to the president for science and technology and the director of the office of science and technology policy.

Federal and private partnerships to expand opportunities in high-needs communities

Within each of the five action areas identified through the initiative are specific programs and steps the federal government and industry leaders are taking to improve STEMM opportunities.

The White House highlighted federal programs with the U.S. Patent and Trade Office, NASA, and the National Science Foundation to fund and provide work-based and hands-on learning opportunities for students from high-needs areas and varying backgrounds.

The U.S. Department of Education also plans to focus on recruiting teachers and training teachers in STEMM, while also developing equitable pathways for careers for students, said Joaquin Tamayo, the chief of staff for the department’s deputy secretary, Cindy Marten. The department wants all students to feel that they belong in STEMM classrooms and careers, he said.

“We’re experiencing right now, particularly as we come out of the pandemic, a crisis of belonging in this country, a crisis of belonging in our classrooms, a crisis of belonging among our educators, and it’s having a serious impact,” Tamayo said.

As for private-sector work, the American Association for the Advancement of Science is partnering with the Doris Duke Charitable Foundation to bring together more than 90 companies and organizations involved in the STEMM field to be a part of the STEMM Opportunity Alliance.

The alliance will work to achieve STEMM equity and excellence across the White House’s five identified action areas by 2050. So far, the philanthropic organizations involved in the alliance have donated $4 million to its work.

Each of the 90 companies and organizations has committed to specific actions to improve STEMM equity. For example, Micron, a semiconductor, memory, and storage manufacturer, and the National Science Foundation plan to invest $10 million to accelerate training of new STEMM teachers, support the retention of existing STEMM educators, and advance diversity and equity in the STEMM teacher workforce.

“We’ve got to make sure that our educator pipeline looks like the STEMM pipeline that we’re trying to create,” said April Arnzen, Micron’s senior vice president and chief people officer.

Removing systemic barriers to participation is critical

During the summit, Zach Oxendine, an engineer at Microsoft, shared how his experience navigating the school system and pursuing a career in the technology field was anything but simple.

Oxendine, originally from Rock Hill, S.C., is a member of the Lumbee Native American tribe and the son of deaf parents, who divorced when he was in elementary school. Though he always showed talent in school, he struggled to find people who believed in him.

“I often found myself in trouble at school,” Oxendine said. “And although I was deemed a bright kid by test scores and honors classes, my grades did not reflect that potential. For me, school was not a place where I always felt like I could be empowered to be my authentic self.”

Oxendine described how he faced setbacks when his family couldn’t afford the cost for him to participate in his school’s talent-identification program for students with high standardized-test scores, and he struggled to figure out how to pay for college or even envision himself in a college setting. So Oxendine joined the U.S. Air Force, where he discovered the field of technology and pursued a college degree and, later, his career in IT and engineering, eventually landing at Microsoft.

Oxendine created his own STEM youth camp for Native American students in the Southeast, specifically students who are members of the Lumbee and Catawba tribes. In his speech at the summit, Oxendine said the White House’s initiative is an important step forward for equity in STEMM and urged national and industry leaders to take the same initiative to remove barriers to STEMM fields and education.

“You see too many kids like me,” he said. “They don’t have the opportunity or the supports to access or thrive in STEMM, and STEMM pathways are far too often blocked for too many of America’s youth.”

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The U.S. Should Strengthen STEM Education to Remain Globally Competitive

Photo: Monkey Business/Adobe Stock

Blog Post by Gabrielle Athanasia

Published April 1, 2022

Gabrielle Athanasia is a Program Coordinator and Research Assistant with the Renewing American Innovation Project at the Center for Strategic and International Studies in Washington, DC.

Jillian Cota is a research intern with the Renewing American Innovation Project at the Center for Strategic and International Studies in Washington, DC.

The  Perspectives on Innovation Blog  is produced by the Renewing American Innovation Project at the Center for Strategic and International Studies (CSIS), a private, tax-exempt institution focusing on international public policy issues. Its research is nonpartisan and nonproprietary. CSIS does not take specific policy positions. Accordingly, all views, positions, and conclusions expressed in this publication should be understood to be solely those of the author(s).

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Experts cite online learning, digital tools as ways to build inclusive and equitable STEM workforce

The evolution and impact of STEM education and its accompanying career opportunities reflect a positive in the fields of science, technology, engineering, and mathematics. But as the need grows for a specialized STEM-focused workforce, it’s becoming clear that not everyone has an equal opportunity.

During the Harvard-sponsored talk, “New Pathways to STEM,” panelists cited a large subset of students who are not being fully prepared for STEM careers. They then discussed ways the gap could be closed, pointing to online learning and the rapid advancement of new digital tools as ways to make STEM education more readily available. These new ways of learning, they said, can ultimately expand access to STEM education and create a more inclusive and equitable STEM workforce.

The need for a vast, talented workforce in STEM-related fields has never been more necessary, said Bridget Long, dean of the Harvard Graduate School of Education. Long cited the U.S. Bureau of Labor Statistics, which shows employment in STEM occupations has grown 79 percent in the past three decades. In addition, STEM jobs are projected to grow an additional 11 percent from 2020 to 2030. In Massachusetts alone, “40 percent of all employment revolves around innovation industries, such as clean energy, information technology, defense and advanced manufacturing,” said Long.

But, she added, “the importance of STEM education is about so much more than just jobs. STEM fields demand curious individuals eager to solve the world’s most pressing problems.”

“We need to have a new vision of how we prepare students to think critically about the world … as well as educating a society such that it has scientific literacy,” said Joseph L. Graves Jr., (upper left). Joining Graves were Brigid Long, Mike Edmonson, Amanda Dillingham, and Martin West.

The study of STEM subjects, she continued, teaches critical-thinking skills, and instills a mindset that will help students find success across numerous areas and disciplines. However, Long said, “too often the opportunity to learn and to be inspired by STEM is not available.

“Only 20 percent of high school graduates are prepared for college-level coursework in STEM majors,” she cited, adding, “fewer than half of high schools in the United States even offer computer science classes. So that begs the question — are kids going to be ready to meet the evolving and growing landscape of STEM professions?”

While STEM education opportunities are often scarce for high school students across the board, it’s even more pervasive when you consider how inequitably access is distributed by income, race, ethnicity, or gender. For example, Long said, “Native American, Black and Latinx students are the least likely to attend schools that teach computer science, as are students from rural areas, and [those with] economically disadvantaged backgrounds.

“It’s not surprising that these differences in educational opportunities lead to very large differences in what we see in the labor force. We are shutting students out of opportunity,” she said.

So what can be done to ensure more students from all backgrounds are exposed to a wide variety of opportunities? According to Graduate School of Education Academic Dean Martin West, who is also a member of the Massachusetts Board of Elementary and Secondary Education, a concerted effort is being made at the state level to work with — and through — teachers to convey to students the breadth of STEM opportunities and to assure them that “it’s not all sitting in front of a computer, or being in a science lab, but showing them that there are STEM opportunities in a wide range of fields.”

The relatively recent emergence of digital platforms, such as LabXchange, are helping to bridge the gap. LabXchange is a free online learning tool for science education that allows students, educators, scientists, and researchers to collaborate in a virtual community. The initiative was developed by  Harvard University’s Faculty of Arts and Sciences and the  Amgen Foundation . It offers a library of diverse content, includes a  biotechnology learning resource available in 13 languages, and applies science to real-world issues. Teachers and students from across the country and around the world can access the free content and learn from wherever they are.

Many of the panelists also pointed to the need for steady funding in helping to address the inequities.

“Bottom line, if this nation wants to be a competitive leader in STEM, it has to revitalize its vision of what it needs to do, particularly in the public schools where most Black and brown people are, with regard to producing the human and physical infrastructure to teach STEM,” said Joseph L. Graves Jr., professor of biological sciences, North Carolina Agricultural and Technical State University. Graves is also a member of the Faculty Steering Committee, LabXchange’s Racial Diversity, Equity, and Inclusion in Science Education Initiative.

The panel noted how LabXchange is partnering  with scholars from several historically Black colleges and universities to develop new digital learning resources on antiracism in education, science, and public health. The content, which will be freely available and translated into Spanish, is being funded by a $1.2 million grant from the Amgen Foundation. Aside from the highly successful LabXchange program, Mike Edmondson, vice president, Global Field Excellence and Commercial, Diversity Inclusion & Belonging at Amgen, noted the Amgen Biotech Experience and the Amgen Scholars program — both of which help to ensure that everyone has the opportunity to engage in science and to see themselves in a STEM career.

We also have to do a better job at helping people understand that that we cannot afford to fall behind in STEM education, Graves argued. “That means it’s going to cost us some money. So, America needs to be willing to pay … to build out STEM education infrastructure, so that we can produce the number of STEM professionals we need going forward,” he said. “We need to have a new vision of how we prepare students to think critically about the world … as well as educating a society such that it has scientific literacy.”

Amanda Dillingham, the program director of science and biology at East Boston High School, is on the front lines of this challenge, and says she believes that supporting teachers is one of the most critical steps that can be taken to address the issue in the immediate future.

When more funding is brought to the table, teachers “are able to coordinate networks … and build biotech labs in our classrooms and build robotics labs in our classrooms …. and are actually able to introduce students to [these fields and these careers] at a very early age,” said Dillingham.

Long and the panel also paid tribute to Rob Lue, the brainchild behind LabXchange, who passed away a year ago.

“Rob challenged science learners, scientists and educators to commit to ending racial inequity,” Long said. “Access was at the core of all of Rob’s many contributions to education at Harvard and beyond. He envisioned a world without barriers and where opportunity was available to anyone, especially in science. In everything that he did, he created an environment in which learners of all ages of diverse backgrounds could come together to imagine, learn, and achieve live exchange. Rob’s free online learning platform for science was his most expansive vision, and one that continues to inspire educators and learners around the world.”

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What Is STEM? What Does It Stand For?

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If you live in the U.S., you’ve probably heard about how important “STEM” education is. But what is STEM, exactly? And why is it so important? 

In this article, we’ll explain everything you need to know about STEM education, including:

• Explain what STEM stands for
• Overview the disciplines that STEM includes
• Answer the question, “What does STEM stand for in school?”
• Explain the importance of STEM
• Provide a five question quiz to help you decide if pursuing STEM is right for you

Ready? Let’s dive in! 

What Is STEM? What Does STEM Stand For? 

STEM is an acronym commonly used in education and business. The four letters in STEM stand for:

• T echnology
• E ngineering
• M athematics

When you hear about STEM education or STEM jobs, it’s referring to these four distinct categories of study! 

So you’re probably wondering why these categories are grouped together under one umbrella term. The purpose of combining these four fields of study into a single acronym is to emphasize that science, technology, engineering, and mathematics are interrelated academic disciplines that can be integrated for educational, business, and even economic purposes! 

What Does STEM Include?

Now that we’ve answered the question, “What Is STEM,” let’s take a closer look at the subcategories of science, technology, engineering, and math. 

For each of these fields, we’ll explain what it is, what it encompasses, and why it’s included as part of STEM! 

The “science” in STEM is pretty broad, and it typically covers two of the three main branches of science: the natural sciences and the formal sciences. The third major branch of science is social science (like sociology or economics), but many people don’t include them in STEM. Those fields are usually grouped with the liberal arts or the humanities. 

Natural sciences refers to biology, chemistry, and physics. In the context of STEM, “natural sciences” also includes physical sciences (like astronomy) and life sciences (like ecology). 

Formal sciences typically refers to the fields logic, computer science, and statistics . 

The skills taught in science subjects are often applied in other STEM subject areas as well. For instance, while logic is heavily associated with the sciences, logical thinking is extremely important for technology and engineering professionals as well. The same is true for a field like ecology, which often combines with other fields like ecological engineering and eco-technology! 

The “technology” in STEM refers to technology and technological fields. For instance, programming, systems analysis, and even information architecture would fall under the “technology” label! 

Oftentimes, the way technology is addressed in STEM education is by teaching students the skills they need to succeed in a technology-driven world. In many high schools, this means learning things like computer programming, web development, and database management.  

Technology is included in STEM because tech is a tool that allows for innovation and exploration in the other STEM areas. For example, the development of new technologies is crucial to the field of biomedical engineering. That combines technology with science and engineering to develop new medical treatments! 

Technology is an important part of STEM because it heavily impacts the other three areas, which depend on technological knowledge, research, and development to change the world.

Engineering

The “engineering” in STEM includes many different types of engineering . These include aerospace engineering, biomedical engineering, electrical engineering, mechanical engineering, industrial engineering, civil engineering, chemical engineering, acoustical engineering, computer engineering, and software engineering. And that’s not even a complete list! 

Engineering is included in STEM because engineers need to understand math, science, and technology in order to do their jobs. Take, for example, building a bridge. A structural engineer needs to be able to do complex calculations to figure out how much weight a bridge can support, which is a combination of math and physics. Then they have to understand the new technologies that can bring the bridge to life! 

Last but not least, the “math” in STEM refers to both pure mathematics and applied mathematics. 

Pure mathematics is the study of mathematical concepts and structures. These are the foundational ideas of mathematics! This includes fields like algebra, geometry, and number theory. 

Applied mathematics is exactly what it sounds like: it’s the application of math in different STEM areas. Some applied mathematical fields include combinatorics, computational biology, theoretical computer science, and theoretical physics.

While math may bring up the end of the STEM acronym, it’s actually foundational to science, technology, and engineering. Here’s what we mean: if you want to understand the data you collect about global warming, you’ll need to use math. If you’re working on new battery technology, you’ll need to figure out how much energy a battery is storing...which also uses math! Even video game developers and programmers rely on math! 

STEM is a pretty common buzzword when it comes to education. Generally speaking, STEM in education refers to a core curriculum designed to help students prepare for careers in the sciences and technology! 

What Does STEM Stand for in Education?

We can’t talk about STEM without answering the question, “What does STEM stand for in school?” In educational contexts, STEM refers to a curriculum that takes an integrated approach to the teaching of science, technology, engineering, and mathematics.

STEM has become the primary focus of U.S. schools in recent years because many of the fastest-growing careers— like nurse practitioners and data scientists —fall under one or more of STEM’s core subject areas. 

Additionally, STEM curriculum is heavily supported by the U.S. government as a way to prepare students for high-paying careers in growing economic sectors. According to the U.S. Government, then, the answer to the question, “What does STEM stand for in school?” would economic prosperity, global influence, and progress.

Since STEM education prepares students for competitive careers, a STEM curriculum emphasizes real-world applications of STEM’s core subjects. Because science, tech, engineering, and math frequently work together in real-world professional situations, educators believe students should start learning how to integrate these subjects while they are in school. 

As students study STEM subjects, they develop the skills they need to succeed in a tech-heavy, science-driven world. These skills include things like problem solving, finding and using evidence, collaborating on projects, and thinking critically.

That doesn’t mean that every school teaches STEM subjects the same way . The science and math subjects that students will take in school are already well-established, but there are many different subfields of engineering and technology that could be integrated into math and science curriculum depending on a school’s teaching staff and financial resources. 

In other words, not every school will approach STEM curriculum in the same way, but every U.S. school will have a STEM curriculum. And in most schools, STEM subjects will be prioritized! 

Why Is STEM So Important?

STEM education equips students from all walks of life with crucial skills and knowledge for navigating the challenges of twenty-first century society. By studying STEM, you open the door to many secure, fulfilling, and well-paying careers.

STEM is also important from a social and political standpoint, too. The U.S. Government views STEM learning as crucial for the future of the country’s economy and global influence. It’s generally believed that, in order to be prepared for jobs in STEM and compete with students from other parts of the world, U.S. students need to master the science, technology, engineering, and mathematics skills.

However, recent statistics have shown that the United States is trailing many other countries in terms of STEM education . Additionally, while there is a high demand for STEM professionals in a range of careers, there are not enough students who show an interest and excellence in STEM fields to fill those jobs. To compensate, the U.S. education system has placed heavy emphasis on STEM education in recent years. 

Despite these seemingly disappointing statistics, many organizations have worked hard to make STEM education a priority, especially for marginalized groups. Given this, some people might answer the question, “What does STEM stand for in education?” by responding with “opportunity for inclusion.” For example, there are many opportunities for women, people of color, and immigrants in STEM, including college scholarships and internship opportunities! 

How to Decide If STEM Is Right for You

If you are considering pursuing a STEM-related college major or career path, there are many important factors to consider. To help you decide if STEM is the right path for you, take our quick five question quiz below:

• Do you enjoy a blended learning environment that brings together multiple subjects?
• Are you gifted in math and science?
• Are you intrigued by the opportunity to apply academic questions to real-world issues?
• Do you want to pursue a career in rapidly growing fields?
• Are you eager to develop your critical thinking, logic, problem solving, and analytical skills?

If you answered “yes” to the majority of the questions above, it might be worth looking into the possibilities for your future in STEM! 

Ultimately, coming up with your own answers to the questions, “What is STEM?” and “What does STEM stand for in education?” will ensure that you’ve thoroughly considered how you perceive the STEM field, it’s importance, and whether a career in a STEM field is right for you. 

What’s Next? 

If you’re still unsure about whether you should major in STEM , check out this article.  

Looking to make a STEM field one of your application spikes ? We recommend entering one of these 11 STEM competitions for high school students! 

If you want to be an engineer, there’s good news: there are lots of scholarships out there specifically for engineering students ! Make sure you check out our list of engineering scholarships so you can earn some free money for college. 

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• Open access
• Published: 10 March 2020

Research and trends in STEM education: a systematic review of journal publications

• Yeping Li 1 ,
• Ke Wang 2 ,
• Yu Xiao 1 &
• Jeffrey E. Froyd 3  

International Journal of STEM Education volume  7 , Article number:  11 ( 2020 ) Cite this article

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With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.

Introduction

A recent review of 144 publications in the International Journal of STEM Education ( IJ - STEM ) showed how scholarship in science, technology, engineering, and mathematics (STEM) education developed between August 2014 and the end of 2018 through the lens of one journal (Li, Froyd, & Wang, 2019 ). The review of articles published in only one journal over a short period of time prompted the need to review the status and trends in STEM education research internationally by analyzing articles published in a wider range of journals over a longer period of time.

With global recognition of the growing importance of STEM education, we have witnessed the urgent need to support research and scholarship in STEM education (Li, 2014 , 2018a ). Researchers and educators have responded to this on-going call and published their scholarly work through many different publication outlets including journals, books, and conference proceedings. A simple Google search with the term “STEM,” “STEM education,” or “STEM education research” all returned more than 450,000,000 items. Such voluminous information shows the rapidly evolving and vibrant field of STEM education and sheds light on the volume of STEM education research. In any field, it is important to know and understand the status and trends in scholarship for the field to develop and be appropriately supported. This applies to STEM education.

Conducting systematic reviews to explore the status and trends in specific disciplines is common in educational research. For example, researchers surveyed the historical development of research in mathematics education (Kilpatrick, 1992 ) and studied patterns in technology usage in mathematics education (Bray & Tangney, 2017 ; Sokolowski, Li, & Willson, 2015 ). In science education, Tsai and his colleagues have conducted a sequence of reviews of journal articles to synthesize research trends in every 5 years since 1998 (i.e., 1998–2002, 2003–2007, 2008–2012, and 2013–2017), based on publications in three main science education journals including, Science Education , the International Journal of Science Education , and the Journal of Research in Science Teaching (e.g., Lin, Lin, Potvin, & Tsai, 2019 ; Tsai & Wen, 2005 ). Erduran, Ozdem, and Park ( 2015 ) reviewed argumentation in science education research from 1998 to 2014 and Minner, Levy, and Century ( 2010 ) reviewed inquiry-based science instruction between 1984 and 2002. There are also many literature reviews and syntheses in engineering and technology education (e.g., Borrego, Foster, & Froyd, 2015 ; Xu, Williams, Gu, & Zhang, 2019 ). All of these reviews have been well received in different fields of traditional disciplinary education as they critically appraise and summarize the state-of-art of relevant research in a field in general or with a specific focus. Both types of reviews have been conducted with different methods for identifying, collecting, and analyzing relevant publications, and they differ in terms of review aim and topic scope, time period, and ways of literature selection. In this review, we systematically analyze journal publications in STEM education research to overview STEM education scholarship development broadly and globally.

The complexity and ambiguity of examining the status and trends in STEM education research

A review of research development in a field is relatively straight forward, when the field is mature and its scope can be well defined. Unlike discipline-based education research (DBER, National Research Council, 2012 ), STEM education is not a well-defined field. Conducting a comprehensive literature review of STEM education research require careful thought and clearly specified scope to tackle the complexity naturally associated with STEM education. In the following sub-sections, we provide some further discussion.

Diverse perspectives about STEM and STEM education

STEM education as explicated by the term does not have a long history. The interest in helping students learn across STEM fields can be traced back to the 1990s when the US National Science Foundation (NSF) formally included engineering and technology with science and mathematics in undergraduate and K-12 school education (e.g., National Science Foundation, 1998 ). It coined the acronym SMET (science, mathematics, engineering, and technology) that was subsequently used by other agencies including the US Congress (e.g., United States Congress House Committee on Science, 1998 ). NSF also coined the acronym STEM to replace SMET (e.g., Christenson, 2011 ; Chute, 2009 ) and it has become the acronym of choice. However, a consensus has not been reached on the disciplines included within STEM.

To clarify its intent, NSF published a list of approved fields it considered under the umbrella of STEM (see http://bit.ly/2Bk1Yp5 ). The list not only includes disciplines widely considered under the STEM tent (called “core” disciplines, such as physics, chemistry, and materials research), but also includes disciplines in psychology and social sciences (e.g., political science, economics). However, NSF’s list of STEM fields is inconsistent with other federal agencies. Gonzalez and Kuenzi ( 2012 ) noted that at least two US agencies, the Department of Homeland Security and Immigration and Customs Enforcement, use a narrower definition that excludes social sciences. Researchers also view integration across different disciplines of STEM differently using various terms such as, multidisciplinary, interdisciplinary, and transdisciplinary (Vasquez, Sneider, & Comer, 2013 ). These are only two examples of the ambiguity and complexity in describing and specifying what constitutes STEM.

Multiple perspectives about the meaning of STEM education adds further complexity to determining the extent to which scholarly activity can be categorized as STEM education. For example, STEM education can be viewed with a broad and inclusive perspective to include education in the individual disciplines of STEM, i.e., science education, technology education, engineering education, and mathematics education, as well as interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines (English, 2016 ; Li, 2014 ). On the other hand, STEM education can be viewed by others as referring only to interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines (Honey, Pearson, & Schweingruber, 2014 ; Johnson, Peters-Burton, & Moore, 2015 ; Kelley & Knowles, 2016 ; Li, 2018a ). These multiple perspectives allow scholars to publish articles in a vast array and diverse journals, as long as journals are willing to take the position as connected with STEM education. At the same time, however, the situation presents considerable challenges for researchers intending to locate, identify, and classify publications as STEM education research. To tackle such challenges, we tried to find out what we can learn from prior reviews related to STEM education.

Guidance from prior reviews related to STEM education

A search for reviews of STEM education research found multiple reviews that could suggest approaches for identifying publications (e.g., Brown, 2012 ; Henderson, Beach, & Finkelstein, 2011 ; Kim, Sinatra, & Seyranian, 2018 ; Margot & Kettler, 2019 ; Minichiello, Hood, & Harkness, 2018 ; Mizell & Brown, 2016 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ). The review conducted by Brown ( 2012 ) examined the research base of STEM education. He addressed the complexity and ambiguity by confining the review with publications in eight journals, two in each individual discipline, one academic research journal (e.g., the Journal of Research in Science Teaching ) and one practitioner journal (e.g., Science Teacher ). Journals were selected based on suggestions from some faculty members and K-12 teachers. Out of 1100 articles published in these eight journals from January 1, 2007, to October 1, 2010, Brown located 60 articles that authors self-identified as connected to STEM education. He found that the vast majority of these 60 articles focused on issues beyond an individual discipline and there was a research base forming for STEM education. In a follow-up study, Mizell and Brown ( 2016 ) reviewed articles published from January 2013 to October 2015 in the same eight journals plus two additional journals. Mizell and Brown used the same criteria to identify and include articles that authors self-identified as connected to STEM education, i.e., if the authors included STEM in the title or author-supplied keywords. In comparison to Brown’s findings, they found that many more STEM articles were published in a shorter time period and by scholars from many more different academic institutions. Taking together, both Brown ( 2012 ) and Mizell and Brown ( 2016 ) tended to suggest that STEM education mainly consists of interdisciplinary or cross-disciplinary combinations of the individual STEM disciplines, but their approach consisted of selecting a limited number of individual discipline-based journals and then selecting articles that authors self-identified as connected to STEM education.

In contrast to reviews on STEM education, in general, other reviews focused on specific issues in STEM education (e.g., Henderson et al., 2011 ; Kim et al., 2018 ; Margot & Kettler, 2019 ; Minichiello et al., 2018 ; Schreffler, Vasquez III, Chini, & James, 2019 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ). For example, the review by Henderson et al. ( 2011 ) focused on instructional change in undergraduate STEM courses based on 191 conceptual and empirical journal articles published between 1995 and 2008. Margot and Kettler ( 2019 ) focused on what is known about teachers’ values, beliefs, perceived barriers, and needed support related to STEM education based on 25 empirical journal articles published between 2000 and 2016. The focus of these reviews allowed the researchers to limit the number of articles considered, and they typically used keyword searches of selected databases to identify articles on STEM education. Some researchers used this approach to identify publications from journals only (e.g., Henderson et al., 2011 ; Margot & Kettler, 2019 ; Schreffler et al., 2019 ), and others selected and reviewed publications beyond journals (e.g., Minichiello et al., 2018 ; Thibaut et al., 2018 ; Wu & Rau, 2019 ).

The discussion in this section suggests possible reasons contributing to the absence of a general literature review of STEM education research and development: (1) diverse perspectives in existence about STEM and STEM education that contribute to the difficulty of specifying a scope of literature review, (2) its short but rapid development history in comparison to other discipline-based education (e.g., science education), and (3) difficulties in deciding how to establish the scope of the literature review. With respect to the third reason, prior reviews have used one of two approaches to identify and select articles: (a) identifying specific journals first and then searching and selecting specific articles from these journals (e.g., Brown, 2012 ; Erduran et al., 2015 ; Mizell & Brown, 2016 ) and (b) conducting selected database searches with keywords based on a specific focus (e.g., Margot & Kettler, 2019 ; Thibaut et al., 2018 ). However, neither the first approach of selecting a limited number of individual discipline-based journals nor the second approach of selecting a specific focus for the review leads to an approach that provides a general overview of STEM education scholarship development based on existing journal publications.

Current review

Two issues were identified in setting the scope for this review.

What time period should be considered?

What publications will be selected for review?

Time period

We start with the easy one first. As discussed above, the acronym STEM did exist until the early 2000s. Although the existence of the acronym does not generate scholarship on student learning in STEM disciplines, it is symbolic and helps focus attention to efforts in STEM education. Since we want to examine the status and trends in STEM education, it is reasonable to start with the year 2000. Then, we can use the acronym of STEM as an identifier in locating specific research articles in a way as done by others (e.g., Brown, 2012 ; Mizell & Brown, 2016 ). We chose the end of 2018 as the end of the time period for our review that began during 2019.

Focusing on publications beyond individual discipline-based journals

As mentioned before, scholars responded to the call for scholarship development in STEM education with publications that appeared in various outlets and diverse languages, including journals, books, and conference proceedings. However, journal publications are typically credited and valued as one of the most important outlets for research exchange (e.g., Erduran et al., 2015 ; Henderson et al., 2011 ; Lin et al., 2019 ; Xu et al., 2019 ). Thus, in this review, we will also focus on articles published in journals in English.

The discourse above on the complexity and ambiguity regarding STEM education suggests that scholars may publish their research in a wide range of journals beyond individual discipline-based journals. To search and select articles from a wide range of journals, we thought about the approach of searching selected databases with keywords as other scholars used in reviewing STEM education with a specific focus. However, existing journals in STEM education do not have a long history. In fact, IJ-STEM is the first journal in STEM education that has just been accepted into the Social Sciences Citation Index (SSCI) (Li, 2019a ). Publications in many STEM education journals are practically not available in several important and popular databases, such as the Web of Science and Scopus. Moreover, some journals in STEM education were not normalized due to a journal’s name change or irregular publication schedule. For example, the Journal of STEM Education was named as Journal of SMET Education when it started in 2000 in a print format, and the journal’s name was not changed until 2003, Vol 4 (3 and 4), and also went fully on-line starting 2004 (Raju & Sankar, 2003 ). A simple Google Scholar search with keywords will not be able to provide accurate information, unless you visit the journal’s website to check all publications over the years. Those added complexities prevented us from taking the database search as a viable approach. Thus, we decided to identify journals first and then search and select articles from these journals. Further details about the approach are provided in the “ Method ” section.

Research questions

Given a broader range of journals and a longer period of time to be covered in this review, we can examine some of the same questions as the IJ-STEM review (Li, Froyd, & Wang, 2019 ), but we do not have access to data on readership, articles accessed, or articles cited for the other journals selected for this review. Specifically, we are interested in addressing the following six research questions:

What were the status and trends in STEM education research from 2000 to the end of 2018 based on journal publications?

What were the patterns of publications in STEM education research across different journals?

Which countries or regions, based on the countries or regions in which authors were located, contributed to journal publications in STEM education?

What were the patterns of single-author and multiple-author publications in STEM education?

What main topics had emerged in STEM education research based on the journal publications?

What research methods did authors tend to use in conducting STEM education research?

Based on the above discussion, we developed the methods for this literature review to follow careful sequential steps to identify journals first and then identify and select STEM education research articles published in these journals from January 2000 to the end of 2018. The methods should allow us to obtain a comprehensive overview about the status and trends of STEM education research based on a systematic analysis of related publications from a broad range of journals and over a longer period of time.

Identifying journals

We used the following three steps to search and identify journals for inclusion:

We assumed articles on research in STEM education have been published in journals that involve more than one traditional discipline. Thus, we used Google to search and identify all education journals with their titles containing either two, three, or all four disciplines of STEM. For example, we did Google search of all the different combinations of three areas of science, mathematics, technology Footnote 1 , and engineering as contained in a journal’s title. In addition, we also searched possible journals containing the word STEAM in the title.

Since STEM education may be viewed as encompassing discipline-based education research, articles on STEM education research may have been published in traditional discipline-based education journals, such as the Journal of Research in Science Teaching . However, there are too many such journals. Yale’s Poorvu Center for Teaching and Learning has listed 16 journals that publish articles spanning across undergraduate STEM education disciplines (see https://poorvucenter.yale.edu/FacultyResources/STEMjournals ). Thus, we selected from the list some individual discipline-based education research journals, and also added a few more common ones such as the Journal of Engineering Education .

Since articles on research in STEM education have appeared in some general education research journals, especially those well-established ones. Thus, we identified and selected a few of those journals that we noticed some publications in STEM education research.

Following the above three steps, we identified 45 journals (see Table  1 ).

Identifying articles

In this review, we will not discuss or define the meaning of STEM education. We used the acronym STEM (or STEAM, or written as the phrase of “science, technology, engineering, and mathematics”) as a term in our search of publication titles and/or abstracts. To identify and select articles for review, we searched all items published in those 45 journals and selected only those articles that author(s) self-identified with the acronym STEM (or STEAM, or written as the phrase of “science, technology, engineering, and mathematics”) in the title and/or abstract. We excluded publications in the sections of practices, letters to editors, corrections, and (guest) editorials. Our search found 798 publications that authors self-identified as in STEM education, identified from 36 journals. The remaining 9 journals either did not have publications that met our search terms or published in another language other than English (see the two separate lists in Table 1 ).

Data analysis

To address research question 3, we analyzed authorship to examine which countries/regions contributed to STEM education research over the years. Because each publication may have either one or multiple authors, we used two different methods to analyze authorship nationality that have been recognized as valuable from our review of IJ-STEM publications (Li, Froyd, & Wang, 2019 ). The first method considers only the corresponding author’s (or the first author, if no specific indication is given about the corresponding author) nationality and his/her first institution affiliation, if multiple institution affiliations are listed. Method 2 considers every author of a publication, using the following formula (Howard, Cole, & Maxwell, 1987 ) to quantitatively assign and estimate each author’s contribution to a publication (and thus associated institution’s productivity), when multiple authors are included in a publication. As an example, each publication is given one credit point. For the publication co-authored by two, the first author would be given 0.6 and the second author 0.4 credit point. For an article contributed jointly by three authors, the three authors would be credited with scores of 0.47, 0.32, and 0.21, respectively.

After calculating all the scores for each author of each paper, we added all the credit scores together in terms of each author’s country/region. For brevity, we present only the top 10 countries/regions in terms of their total credit scores calculated using these two different methods, respectively.

To address research question 5, we used the same seven topic categories identified and used in our review of IJ-STEM publications (Li, Froyd, & Wang, 2019 ). We tested coding 100 articles first to ensure the feasibility. Through test-coding and discussions, we found seven topic categories could be used to examine and classify all 798 items.

K-12 teaching, teacher, and teacher education in STEM (including both pre-service and in-service teacher education)

Post-secondary teacher and teaching in STEM (including faculty development, etc.)

K-12 STEM learner, learning, and learning environment

Post-secondary STEM learner, learning, and learning environments (excluding pre-service teacher education)

Policy, curriculum, evaluation, and assessment in STEM (including literature review about a field in general)

Culture and social and gender issues in STEM education

History, epistemology, and perspectives about STEM and STEM education

To address research question 6, we coded all 798 publications in terms of (1) qualitative methods, (2) quantitative methods, (3) mixed methods, and (4) non-empirical studies (including theoretical or conceptual papers, and literature reviews). We assigned each publication to only one research topic and one method, following the process used in the IJ-STEM review (Li, Froyd, & Wang, 2019 ). When there was more than one topic or method that could have been used for a publication, a decision was made in choosing and assigning a topic or a method. The agreement between two coders for all 798 publications was 89.5%. When topic and method coding discrepancies occurred, a final decision was reached after discussion.

Results and discussion

In the following sections, we report findings as corresponding to each of the six research questions.

The status and trends of journal publications in STEM education research from 2000 to 2018

Figure  1 shows the number of publications per year. As Fig.  1 shows, the number of publications increased each year beginning in 2010. There are noticeable jumps from 2015 to 2016 and from 2017 to 2018. The result shows that research in STEM education had grown significantly since 2010, and the most recent large number of STEM education publications also suggests that STEM education research gained its own recognition by many different journals for publication as a hot and important topic area.

The distribution of STEM education publications over the years

Among the 798 articles, there were 549 articles with the word “STEM” (or STEAM, or written with the phrase of “science, technology, engineering, and mathematics”) included in the article’s title or both title and abstract and 249 articles without such identifiers included in the title but abstract only. The results suggest that many scholars tended to include STEM in the publications’ titles to highlight their research in or about STEM education. Figure  2 shows the number of publications per year where publications are distinguished depending on whether they used the term STEM in the title or only in the abstract. The number of publications in both categories had significant increases since 2010. Use of the acronym STEM in the title was growing at a faster rate than using the acronym only in the abstract.

The trends of STEM education publications with vs. without STEM included in the title

Not all the publications that used the acronym STEM in the title and/or abstract reported on a study involving all four STEM areas. For each publication, we further examined the number of the four areas involved in the reported study.

Figure  3 presents the number of publications categorized by the number of the four areas involved in the study, breaking down the distribution of these 798 publications in terms of the content scope being focused on. Studies involving all four STEM areas are the most numerous with 488 (61.2%) publications, followed by involving one area (141, 17.7%), then studies involving both STEM and non-STEM (84, 10.5%), and finally studies involving two or three areas of STEM (72, 9%; 13, 1.6%; respectively). Publications that used the acronym STEAM in either the title or abstract were classified as involving both STEM and non-STEM. For example, both of the following publications were included in this category.

Dika and D’Amico ( 2016 ). “Early experiences and integration in the persistence of first-generation college students in STEM and non-STEM majors.” Journal of Research in Science Teaching , 53 (3), 368–383. (Note: this article focused on early experience in both STEM and Non-STEM majors.)

Sochacka, Guyotte, and Walther ( 2016 ). “Learning together: A collaborative autoethnographic exploration of STEAM (STEM+ the Arts) education.” Journal of Engineering Education , 105 (1), 15–42. (Note: this article focused on STEAM (both STEM and Arts).)

Publication distribution in terms of content scope being focused on. (Note: 1=single subject of STEM, 2=two subjects of STEM, 3=three subjects of STEM, 4=four subjects of STEM, 5=topics related to both STEM and non-STEM)

Figure  4 presents the number of publications per year in each of the five categories described earlier (category 1, one area of STEM; category 2, two areas of STEM; category 3, three areas of STEM; category 4, four areas of STEM; category 5, STEM and non-STEM). The category that had grown most rapidly since 2010 is the one involving all four areas. Recent growth in the number of publications in category 1 likely reflected growing interest of traditional individual disciplinary based educators in developing and sharing multidisciplinary and interdisciplinary scholarship in STEM education, as what was noted recently by Li and Schoenfeld ( 2019 ) with publications in IJ-STEM.

Publication distribution in terms of content scope being focused on over the years

Patterns of publications across different journals

Among the 36 journals that published STEM education articles, two are general education research journals (referred to as “subject-0”), 12 with their titles containing one discipline of STEM (“subject-1”), eight with journal’s titles covering two disciplines of STEM (“subject-2”), six covering three disciplines of STEM (“subject-3”), seven containing the word STEM (“subject-4”), and one in STEAM education (“subject-5”).

Table  2 shows that both subject-0 and subject-1 journals were usually mature journals with a long history, and they were all traditional subscription-based journals, except the Journal of Pre - College Engineering Education Research , a subject-1 journal established in 2011 that provided open access (OA). In comparison to subject-0 and subject-1 journals, subject-2 and subject-3 journals were relatively newer but still had quite many years of history on average. There are also some more journals in these two categories that provided OA. Subject-4 and subject-5 journals had a short history, and most provided OA. The results show that well-established journals had tended to focus on individual disciplines or education research in general. Multidisciplinary and interdisciplinary education journals were started some years later, followed by the recent establishment of several STEM or STEAM journals.

Table 2 also shows that subject-1, subject-2, and subject-4 journals published approximately a quarter each of the publications. The number of publications in subject-1 journals is interested, because we selected a relatively limited number of journals in this category. There are many other journals in the subject-1 category (as well as subject-0 journals) that we did not select, and thus it is very likely that we did not include some STEM education articles published in subject-0 or subject-1 journals that we did not include in our study.

Figure  5 shows the number of publications per year in each of the five categories described earlier (subject-0 through subject-5). The number of publications per year in subject-5 and subject-0 journals did not change much over the time period of the study. On the other hand, the number of publications per year in subject-4 (all 4 areas), subject-1 (single area), and subject-2 journals were all over 40 by the end of the study period. The number of publications per year in subject-3 journals increased but remained less than 30. At first sight, it may be a bit surprising that the number of publications in STEM education per year in subject-1 journals increased much faster than those in subject-2 journals over the past few years. However, as Table 2 indicates these journals had long been established with great reputations, and scholars would like to publish their research in such journals. In contrast to the trend in subject-1 journals, the trend in subject-4 journals suggests that STEM education journals collectively started to gain its own identity for publishing and sharing STEM education research.

STEM education publication distribution across different journal categories over the years. (Note: 0=subject-0; 1=subject-1; 2=subject-2; 3=subject-3; 4=subject-4; 5=subject-5)

Figure  6 shows the number of STEM education publications in each journal where the bars are color-coded (yellow, subject-0; light blue, subject-1; green, subject-2; purple, subject-3; dark blue, subject-4; and black, subject-5). There is no clear pattern shown in terms of the overall number of STEM education publications across categories or journals, but very much individual journal-based performance. The result indicates that the number of STEM education publications might heavily rely on the individual journal’s willingness and capability of attracting STEM education research work and thus suggests the potential value of examining individual journal’s performance.

Publication distribution across all 36 individual journals across different categories with the same color-coded for journals in the same subject category

The top five journals in terms of the number of STEM education publications are Journal of Science Education and Technology (80 publications, journal number 25 in Fig.  6 ), Journal of STEM Education (65 publications, journal number 26), International Journal of STEM Education (64 publications, journal number 17), International Journal of Engineering Education (54 publications, journal number 12), and School Science and Mathematics (41 publications, journal number 31). Among these five journals, two journals are specifically on STEM education (J26, J17), two on two subjects of STEM (J25, J31), and one on one subject of STEM (J12).

Figure  7 shows the number of STEM education publications per year in each of these top five journals. As expected, based on earlier trends, the number of publications per year increased over the study period. The largest increase was in the International Journal of STEM Education (J17) that was established in 2014. As the other four journals were all established in or before 2000, J17’s short history further suggests its outstanding performance in attracting and publishing STEM education articles since 2014 (Li, 2018b ; Li, Froyd, & Wang, 2019 ). The increase was consistent with the journal’s recognition as the first STEM education journal for inclusion in SSCI starting in 2019 (Li, 2019a ).

Publication distribution of selected five journals over the years. (Note: J12: International Journal of Engineering Education; J17: International Journal of STEM Education; J25: Journal of Science Education and Technology; J26: Journal of STEM Education; J31: School Science and Mathematics)

Top 10 countries/regions where scholars contributed journal publications in STEM education

Table  3 shows top countries/regions in terms of the number of publications, where the country/region was established by the authorship using the two different methods presented above. About 75% (depending on the method) of contributions were made by authors from the USA, followed by Australia, Canada, Taiwan, and UK. Only Africa as a continent was not represented among the top 10 countries/regions. The results are relatively consistent with patterns reported in the IJ-STEM study (Li, Froyd, & Wang, 2019 )

Further examination of Table 3 reveals that the two methods provide not only fairly consistent results but also yield some differences. For example, Israel and Germany had more publication credit if only the corresponding author was considered, but South Korea and Turkey had more publication credit when co-authors were considered. The results in Table 3 show that each method has value when analyzing and comparing publications by country/region or institution based on authorship.

Recognizing that, as shown in Fig. 1 , the number of publications per year increased rapidly since 2010, Table  4 shows the number of publications by country/region over a 10-year period (2009–2018) and Table 5 shows the number of publications by country/region over a 5-year period (2014–2018). The ranks in Tables  3 , 4 , and 5 are fairly consistent, but that would be expected since the larger numbers of publications in STEM education had occurred in recent years. At the same time, it is interesting to note in Table 5 some changes over the recent several years with Malaysia, but not Israel, entering the top 10 list when either method was used to calculate author's credit.

Patterns of single-author and multiple-author publications in STEM education

Since STEM education differs from traditional individual disciplinary education, we are interested in determining how common joint co-authorship with collaborations was in STEM education articles. Figure  8 shows that joint co-authorship was very common among these 798 STEM education publications, with 83.7% publications with two or more co-authors. Publications with two, three, or at least five co-authors were highest, with 204, 181, and 157 publications, respectively.

Number of publications with single or different joint authorship. (Note: 1=single author; 2=two co-authors; 3=three co-authors; 4=four co-authors; 5=five or more co-authors)

Figure  9 shows the number of publications per year using the joint authorship categories in Fig.  8 . Each category shows an increase consistent with the increase shown in Fig. 1 for all 798 publications. By the end of the time period, the number of publications with two, three, or at least five co-authors was the largest, which might suggest an increase in collaborations in STEM education research.

Publication distribution with single or different joint authorship over the years. (Note: 1=single author; 2=two co-authors; 3=three co-authors; 4=four co-authors; 5=five or more co-authors)

Co-authors can be from the same or different countries/regions. Figure  10 shows the number of publications per year by single authors (no collaboration), co-authors from the same country (collaboration in a country/region), and co-authors from different countries (collaboration across countries/regions). Each year the largest number of publications was by co-authors from the same country, and the number increased dramatically during the period of the study. Although the number of publications in the other two categories increased, the numbers of publications were noticeably fewer than the number of publications by co-authors from the same country.

Publication distribution in authorship across different categories in terms of collaboration over the years

Published articles by research topics

Figure  11 shows the number of publications in each of the seven topic categories. The topic category of goals, policy, curriculum, evaluation, and assessment had almost half of publications (375, 47%). Literature reviews were included in this topic category, as providing an overview assessment of education and research development in a topic area or a field. Sample publications included in this category are listed as follows:

DeCoito ( 2016 ). “STEM education in Canada: A knowledge synthesis.” Canadian Journal of Science , Mathematics and Technology Education , 16 (2), 114–128. (Note: this article provides a national overview of STEM initiatives and programs, including success, criteria for effective programs and current research in STEM education.)

Ring-Whalen, Dare, Roehrig, Titu, and Crotty ( 2018 ). “From conception to curricula: The role of science, technology, engineering, and mathematics in integrated STEM units.” International Journal of Education in Mathematics Science and Technology , 6 (4), 343–362. (Note: this article investigates the conceptions of integrated STEM education held by in-service science teachers through the use of photo-elicitation interviews and examines how those conceptions were reflected in teacher-created integrated STEM curricula.)

Schwab et al. ( 2018 ). “A summer STEM outreach program run by graduate students: Successes, challenges, and recommendations for implementation.” Journal of Research in STEM Education , 4 (2), 117–129. (Note: the article details the organization and scope of the Foundation in Science and Mathematics Program and evaluates this program.)

Frequencies of publications’ research topic distributions. (Note: 1=K-12 teaching, teacher and teacher education; 2=Post-secondary teacher and teaching; 3=K-12 STEM learner, learning, and learning environment; 4=Post-secondary STEM learner, learning, and learning environments; 5=Goals and policy, curriculum, evaluation, and assessment (including literature review); 6=Culture, social, and gender issues; 7=History, philosophy, Epistemology, and nature of STEM and STEM education)

The topic with the second most publications was “K-12 teaching, teacher and teacher education” (103, 12.9%), followed closely by “K-12 learner, learning, and learning environment” (97, 12.2%). The results likely suggest the research community had a broad interest in both teaching and learning in K-12 STEM education. The top three topics were the same in the IJ-STEM review (Li, Froyd, & Wang, 2019 ).

Figure  11 also shows there was a virtual tie between two topics with the fourth most cumulative publications, “post-secondary STEM learner & learning” (76, 9.5%) and “culture, social, and gender issues in STEM” (78, 9.8%), such as STEM identity, students’ career choices in STEM, and inclusion. This result is different from the IJ-STEM review (Li, Froyd, & Wang, 2019 ), where “post-secondary STEM teacher & teaching” and “post-secondary STEM learner & learning” were tied as the fourth most common topics. This difference is likely due to the scope of journals and the length of the time period being reviewed.

Figure  12 shows the number of publications per year in each topic category. As expected from the results in Fig.  11 the number of publications in topic category 5 (goals, policy, curriculum, evaluation, and assessment) was the largest each year. The numbers of publications in topic category 3 (K-12 learner, learning, and learning environment), 1 (K-12 teaching, teacher, and teacher education), 6 (culture, social, and gender issues in STEM), and 4 (post-secondary STEM learner and learning) were also increasing. Although Fig.  11 shows the number of publications in topic category 1 was slightly more than the number of publications in topic category 3 (see Fig.  11 ), the number of publications in topic category 3 was increasing more rapidly in recent years than its counterpart in topic category 1. This may suggest a more rapidly growing interest in K-12 STEM learner, learning, and learning environment. The numbers of publications in topic categories 2 and 7 were not increasing, but the number of publications in IJ-STEM in topic category 2 was notable (Li, Froyd, & Wang, 2019 ). It will be interesting to follow trends in the seven topic categories in the future.

Publication distributions in terms of research topics over the years

Published articles by research methods

Figure  13 shows the number of publications per year by research methods in empirical studies. Publications with non-empirical studies are shown in a separate category. Although the number of publications in each of the four categories increased during the study period, there were many more publications presenting empirical studies than those without. For those with empirical studies, the number of publications using quantitative methods increased most rapidly in recent years, followed by qualitative and then mixed methods. Although there were quite many publications with non-empirical studies (e.g., theoretical or conceptual papers, literature reviews) during the study period, the increase of the number of publications in this category was noticeably less than empirical studies.

Publication distributions in terms of research methods over the years. (Note: 1=qualitative, 2=quantitative, 3=mixed, 4=Non-empirical)

Concluding remarks

The systematic analysis of publications that were considered to be in STEM education in 36 selected journals shows tremendous growth in scholarship in this field from 2000 to 2018, especially over the past 10 years. Our analysis indicates that STEM education research has been increasingly recognized as an important topic area and studies were being published across many different journals. Scholars still hold diverse perspectives about how research is designated as STEM education; however, authors have been increasingly distinguishing their articles with STEM, STEAM, or related words in the titles, abstracts, and lists of keywords during the past 10 years. Moreover, our systematic analysis shows a dramatic increase in the number of publications in STEM education journals in recent years, which indicates that these journals have been collectively developing their own professional identity. In addition, the International Journal of STEM Education has become the first STEM education journal to be accepted in SSCI in 2019 (Li, 2019a ). The achievement may mark an important milestone as STEM education journals develop their own identity for publishing and sharing STEM education research.

Consistent with our previous reviews (Li, Froyd, & Wang, 2019 ; Li, Wang, & Xiao, 2019 ), the vast majority of publications in STEM education research were contributed by authors from the USA, where STEM and STEAM education originated, followed by Australia, Canada, and Taiwan. At the same time, authors in some countries/regions in Asia were becoming very active in the field over the past several years. This trend is consistent with findings from the IJ-STEM review (Li, Froyd, & Wang, 2019 ). We certainly hope that STEM education scholarship continues its development across all five continents to support educational initiatives and programs in STEM worldwide.

Our analysis has shown that collaboration, as indicated by publications with multiple authors, has been very common among STEM education scholars, as that is often how STEM education distinguishes itself from the traditional individual disciplinary based education. Currently, most collaborations occurred among authors from the same country/region, although collaborations across cross-countries/regions were slowly increasing.

With the rapid changes in STEM education internationally (Li, 2019b ), it is often difficult for researchers to get an overall sense about possible hot topics in STEM education especially when STEM education publications appeared in a vast array of journals across different fields. Our systematic analysis of publications has shown that studies in the topic category of goals, policy, curriculum, evaluation, and assessment have been the most prevalent, by far. Our analysis also suggests that the research community had a broad interest in both teaching and learning in K-12 STEM education. These top three topic categories are the same as in the IJ-STEM review (Li, Froyd, & Wang, 2019 ). Work in STEM education will continue to evolve and it will be interesting to review the trends in another 5 years.

Encouraged by our recent IJ-STEM review, we began this review with an ambitious goal to provide an overview of the status and trends of STEM education research. In a way, this systematic review allowed us to achieve our initial goal with a larger scope of journal selection over a much longer period of publication time. At the same time, there are still limitations, such as the decision to limit the number of journals from which we would identify publications for analysis. We understand that there are many publications on STEM education research that were not included in our review. Also, we only identified publications in journals. Although this is one of the most important outlets for scholars to share their research work, future reviews could examine publications on STEM education research in other venues such as books, conference proceedings, and grant proposals.

Availability of data and materials

The data and materials used and analyzed for the report are publicly available at the various journal websites.

Journals containing the word "computers" or "ICT" appeared automatically when searching with the word "technology". Thus, the word of "computers" or "ICT" was taken as equivalent to "technology" if appeared in a journal's name.

Abbreviations

Information and Communications Technology

International Journal of STEM Education

Kindergarten–Grade 12

Science, Mathematics, Engineering, and Technology

Science, Technology, Engineering, Arts, and Mathematics

Science, Technology, Engineering, and Mathematics

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STEM in the curriculum

Now more than ever, students should be prepared with the knowledge and skills to solve problems, interpret information, make decisions, and work collaboratively. A  STEM education  from K12-powered online schools fosters these skills and nurtures a solid academic foundation students can build upon for the entirety of their learning journey and beyond.

STEM Curriculum

The K12 curriculum embeds the STEM interdisciplinary learning approach in all subjects at every step of your child’s educational journey. Our  middle school public school programs  and  high school public school programs  offer a broad range of courses that include core STEM subjects and electives.* Each component of the STEM curriculum has a critical part to play in a balanced educational experience. Together, these components prepare students to enter a fast-changing and increasingly complex world.

S in STEM: Science Courses

Studying the world and gathering knowledge helps us understand real-world problems and generate solutions to improve the world. The STEM science curriculum at K12 offers dynamic pathways for students of all ages. Each is designed to foster a sense of curiosity through virtual labs, hands-on learning experiences, and interactive lessons. The courses provide opportunities to learn about and use the skills that help students become critical thinkers.

K12 science classes encourage students to learn, think, and explore like a scientist: they learn to identify problems and share their knowledge about possible solutions, they analyze results and compare data to current understandings, they make and defend researched conclusions.

In  elementary school , the K12 science STEM curriculum consists of five segments that begin with an overview of science and how to study it. These segments lead students to engage in science and engineering practices as they explore complex topics. Students learn about plant and animal relationships, analyze weather conditions, explore the benefits of the sun, explore interactions between forces, and conduct investigations using digital tools and simulations. 

Middle school  K12 STEM science classes include coursework and investigations in general science, life science, physical science, and more.

K12-powered online  high school  students focus on science specialties and explore biotechnology, forensic science, biology, and environmental science. These specialties allow students to broaden their science knowledge in specific disciplines that support science-based careers or closely-related scientific fields.

K12 even offers a Summit Honors Biology course with a challenging honors-level curriculum focusing on the chemistry of living things. Foundational and specific science courses can prepare students for taking their education to the next level and using it to build a career. Classes like Sports Medicine introduce students to essential skills while building on scientific knowledge and introducing possible careers such as fitness instruction, athletic training, exercise physiology, sports management, and physical therapy.

T in STEM: Technology Courses

Technology helps us communicate, assists us in our everyday lives, and drives entire systems and industries. Some of the most popular technology classes in K12’s STEM curriculum include Animation 1, Game Design 1 and 2, Mobile Apps, and Cybersecurity. Beyond the core curriculum in technology, there are some fantastic K12 Information Technology (IT) elective learning opportunities: from courses that explore the role of IT applications in the real world to K12 IT career and college prep to developing passion projects and making community connections. Some of the IT learning opportunities for K12-powered students include: 

• Elective IT Courses:  Additional classes that include IT Explorations, Computer Science, C++ Programming, Programming I (VB.NET), Programming II (Java), Web Design, Game Design, and more. 
• IT Career and College Prep:  A career readiness online program designed for high school students with a keen interest in IT. A typical day starts with core classes, followed by elective IT classes that can include work-based and independent learning. 
• Community Connections:  Build connections and relationships with STEM Clubs and further engage with the IT community. Join others with IT interests and similar career ambitions to work on projects, take field trips, and compete against other schools.

E in STEM: Engineering Courses

Engineering is the component of STEM that integrates science, technology, and math. An engineer uses scientific knowledge and math to design, build, and maintain the technology that solves problems. A simpler way to think of engineering is that it creates technology. K12-powered students interested in engineering have access to some exciting classes: 

• Introduction to Robotics:  a Project Based Learning (PBL) course that explores the physics, mechanics, motion, engineering design, and construction aspects of developing robots. 
• Introduction to Engineering Design:  a course that explores various applications of engineering and how innovative solutions can solve problems across industries. 
• Engineering Explorations:  a one-semester course that dives into engineering and technology careers and what skills and knowledge you’ll need to succeed in these fields. Includes explorations of innovative and cutting-edge projects that are changing our world and examines the design and prototype development process. Advanced K12-powered students also have the opportunity to explore emerging engineering technologies and career possibilities through the K12  Career and College Prep  program.

M in STEM: Math Courses

Building a solid foundation in math from an early age instills confidence and helps students improve in areas like analytical thinking, logical reasoning, and problem-solving. The K12 math curriculum starts in kindergarten with courses that introduce mathematics in a way that engages and excites students throughout their K12 journey. K12 math courses are informative, innovative, and make learning fun. 

Sample online math lessons  from our elementary and middle school curriculums show how these lessons captivate young learners. Each math course in the STEM curriculum is designed to build on the concepts learned in previous lessons. This natural learning progression deepens students’ understanding of mathematical methods. For example, our Summit Algebra 1 course is intended to formalize and extend the mathematics that students learned in the middle grades. It’s built to follow revised middle school math courses and covers slightly different ground than previous algebra versions.

For additional enrichment opportunities in mathematics or other STEM disciplines, students can partake in  STEM projects, activities, and challenges . These extracurricular experiences allow students to explore, create, and design without barriers.

What is STEAM curriculum?

Adding an “A” for “art” to STEM makes STEAM. Integrating the arts in a STEM curriculum creates an even more well-rounded, customizable framework for learning that encourages students and educators to engage in a way that includes a broader scope of talents and interests. STEAM can be considered more inclusive than STEM in some ways, bridging the gap between the arts and sciences. With the addition of art, STEAM embraces all types of learners and adds an exciting element to STEM that encourages creative and innovative thinking.

The Benefits of a STEM Education: Putting It All Together

The STEM interdisciplinary learning approach is at the heart of the K12 STEM curriculum. Students are empowered to learn science, technology, engineering, and math holistically rather than separately. Our teaching approach designs its STEM curriculum so that the coursework in the four areas complements and reinforces the others.

The STEM curriculum removes the traditional barriers between isolated academic concepts. STEM components are integrated into a cohesive learning system and match  real-world lessons  that help students apply these concepts and make valuable connections between school, community, work, and the world.

Ready to get started with STEM?

If you want to set your students on the path to success in their future education and careers, join an academic culture of innovation, inquiry, and curiosity. The K12 STEM curriculum is the perfect place to start.

Learn More About STEM Education

STEM and STEAM-focused education approaches are a great way to get students excited about learning. We’ve put together lots of information and resources here so you can learn about and navigate through the many possibilities.

STEM in Curriculum

STEM vs. STEAM

STEM in the Real World

STEM Projects, Activities, and Challenges

*Courses vary by school. Please check with your school for specific offerings.

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NASA and the U.S. Department of Education are teaming up to engage students in science, technology, engineering, and math (STEM) education during after-school hours. The interagency program aims to reach approximately 1,000 students in more than 60 sites across 10 states to join the program, 21st Century Community Learning Centers.

“Together with the Education Department, NASA aims to create a brighter future for the next generation of explorers,” said NASA Deputy Administrator Pam Melroy. “We are committed to supporting after-school programs across the country with the tools they need to engage students in the excitement of NASA. Through STEM education investments like this, we aspire to ignite curiosity, nurture potential, and inspire our nation’s future researchers and explorers, and innovators.”

On Monday, NASA and the Education Department kicked off the program at the Wheatley Education Campus in Washington. Students had an opportunity to hear about the interagency collaboration from Kris Brown, deputy associate administrator, NASA’s Office of STEM Engagement, and Cindy Marten, deputy secretary, Education Department, as well as participate in an engineering design challenge.

“The 21st Century Community Learning Centers will provide a unique opportunity to inspire students through hands-on learning and real-world problem solving,” said Brown. “By engaging in learning opportunities with NASA scientists and engineers, students will not only develop the critical thinking and creativity needed to tackle the challenges of tomorrow, but also discover the joy of learning.”

“Through this collaboration between the U.S. Department of Education and NASA, we are unlocking limitless opportunities for students to explore, innovate, and thrive in STEM fields,” said Marten. “The 21st Century Community Learning Centers play a pivotal role in making this vision a reality by providing essential after-school programs that ignite curiosity and empower the next generation of thinkers, problem-solvers, and explorers. Together, we are shaping the future of education and space exploration, inspiring students to reach for the stars.”

NASA’s Glenn Research Center in Cleveland will provide NASA-related content and academic projects for students, in-person staff training, continuous program support, and opportunities for students to engage with NASA scientists and engineers. Through engineering design challenges, students will use their creativity, critical thinking, and problem-solving skills to help solve real-world challenges that NASA engineers and scientists may face.

In May 2023, NASA and the Education Department signed a Memorandum of Understanding, strengthening collaboration between the two agencies, and expanding efforts to increase access to high-quality STEM and space education to students and schools across the nation. NASA Glenn signed a follow-on Space Act Agreement in 2024 to support the 21st Century Community Learning Centers. The program, managed by the Education Department and funded by Congress, is the only federal funding source dedicated exclusively to afterschool programs.

Learn more about how NASA’s Office of STEM Engagement is inspiring the next generation of explorers at:

https://www.nasa.gov/stem

Abbey Donaldson Headquarters, Washington 202-269-1600 [email protected]

Jacqueline Minerd Glenn Research Center, Cleveland 216-433-6036 [email protected]

Related Terms

• Glenn Research Center
• Opportunities For Educators to Get Involved
• Opportunities For Students to Get Involved
• Outside the Classroom