Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrartive. Stevenson, H. J. Issues in Teacher Education, 23(1):133–146, 2014. ![Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrartive [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at levels far below students in competitor nations on international standardized tests in these subjects." (para.3) This message is echoed in numerous federal reports (e.g., NAP, 2005; 2010; PCAST, 2010:2012) and statements concerning STEM education from the United States' (U.S.) President Barack Obama. The narrative posed by the Business Roundtable of a failing U.S. education system and STEM-worker shortage seems to be confirmed by businesses, nonprofits and the Obama administration, as they show their monetary and organizational support to remedy this purported STEM crisis. In this article, the author first puts the STEM-worker shortage narrative into context by exploring its development. Next, she critically analyzes the answers to the following questions: (1) What if instead of a U.S. STEM-worker shortage, there is a STEM-worker surplus? (2) What are the advantages of stating there is a STEM-worker shortage if there is none? and (3) Who benefits from perpetuating a manufactured STEM-worker shortage?
@article{stevenson_myths_2014,
title = {Myths and {Motives} behind {STEM} ({Science}, {Technology}, {Engineering}, and {Mathematics}) {Education} and the {STEM}-{Worker} {Shortage} {Narrartive}},
volume = {23},
issn = {1536-3031},
url = {https://eric.ed.gov/?id=EJ1045838},
abstract = {The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at levels far below students in competitor nations on international standardized tests in these subjects." (para.3) This message is echoed in numerous federal reports (e.g., NAP, 2005; 2010; PCAST, 2010:2012) and statements concerning STEM education from the United States' (U.S.) President Barack Obama. The narrative posed by the Business Roundtable of a failing U.S. education system and STEM-worker shortage seems to be confirmed by businesses, nonprofits and the Obama administration, as they show their monetary and organizational support to remedy this purported STEM crisis. In this article, the author first puts the STEM-worker shortage narrative into context by exploring its development. Next, she critically analyzes the answers to the following questions: (1) What if instead of a U.S. STEM-worker shortage, there is a STEM-worker surplus? (2) What are the advantages of stating there is a STEM-worker shortage if there is none? and (3) Who benefits from perpetuating a manufactured STEM-worker shortage?},
language = {en},
number = {1},
urldate = {2019-09-17},
journal = {Issues in Teacher Education},
author = {Stevenson, Heidi J.},
year = {2014},
keywords = {Career Choice, Educational History, Elementary Secondary Education, Higher Education, Labor Market, Labor Supply, Misconceptions, STEM Education, Salaries, Supply and Demand, United States History},
pages = {133--146},
}
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