Science, technology, engineering, and math (STEM) propel cultural advancement. They gift society with innovations. Americans in particular have excelled in STEM research. From putting a man on the moon to placing a phone in every hand, America has a storied relationship with the discipline. Unfortunately, America is in the midst of confronting an overall deterioration in performance when it comes to this area of education. This intellectual backslide can be attributed to several cultural problems. America’s STEM education system is suffering due to under-qualified educators, culturally reinforced stigmas, and inadequate engagement by STEM instructors.
Without properly qualified teachers, no society can consistently produce qualified students. It would be ill-advised to go to an art teacher for help with math homework. It’s not that the art teacher is incapable of helping in another subject. Rather, the math teacher owns a deeper knowledge of the subject-matter. Oddly enough, this simple principle is being violated throughout the educational system. A congressional research service report highlights the problem. For instance, 51.5% of middle-school teachers who taught math and 40.0% of those who taught science didn’t have a major or minor in these subjects. Selecting educators who are not well-versed in the subjects they teach is a terrible idea.
Granted, educators are not the sole reason for the decline in STEM education. More appropriately assigning roles to qualified teachers would undoubtedly have positive results. Even the most proficient educator might struggle to inspire interest and effort from students who are subject to the stigma of STEM education. This stigma has long pervaded American culture. It manifests itself socially in insults like nerd, geek, and dork.
Moreover, many Americans incorrectly think that “math achievement largely depends on native aptitude or ability.” This belief can single-handedly damage a STEM student’s ambitions. In contrast, people in other countries like Japan believe that achievement comes from effort. The dichotomy speaks volumes to American performance in STEM education and provides insight into Japanese success. America should admit that the current dominant belief system is fundamentally flawed. Beliefs are not concrete and can be disproven over time. The mounting evidence shows that young children naturally develop foundations of STEM. From “why” questions to the concept of gravity, children understand basic concepts from physics, biology, and chemistry.
Americans must overcome the stigma attributed to STEM. Our perceptions should align with urgent future demands. Altering our thinking is only half the battle. Since all students require some level of experiential learning to develop critical thinking skills, STEM experiences should be pertinent, especially when it comes to young children. The problem is serious. Clements and Sarama found in their studying of early grade education that “Teachers spend less time in science learning centers (tables or areas stocked with books and other materials that promote exploration) than in other learning centers, and they rarely offer science-related activities in any context, either planned or spontaneous.”
Curiosity and exploration are integral to forging meaningful personal relationships with these daunting subjects. The world perpetually offers exposure and engagement with STEM. However, when these experiences lack explanation and context, they become limited as a means of increasing interest and education for any student. Taping two-liter bottles together to create a cyclone when they are flipped may very well engage young students. But without proper context, this becomes nothing more than a fun crafting experience. Students must be given sufficient guided engagement in STEM materials by adequate teachers.
Too many groups remain underrepresented in STEM education and careers. This includes women, ethnic minorities, and low-income individuals who have struggled to break into the realm of STEM. A recent Pew study reveals just how far America still has to go in its on-again, off-again relationship with STEM. Respondents were asked, “If a current high school student asked you for advice on what sort of career they should pursue, what would you tell them.” Only thirty-four percent of people opted to guide students into STEM fields. Consider that of this thirty-four percent, nineteen percent would advise students to get jobs in healthcare. Healthcare is a small piece of the puzzle in relation to the myriad of lucrative STEM opportunities.
As time passes, STEM education and careers will become more prominent on the world stage. Unchecked, America’s deteriorating STEM education system opens the door for other countries to surpass the U.S. Through conscious effort, America can re-establish its waning reputation in STEM education and dominate this all-important discipline. Henry Ford said, “Whether you think you can or whether you think you can’t, you’re right.” Maybe Americans can learn what Henry Ford knew many years ago. We need to reanimate the wilted, faded flower that used to be our blossoming education system.
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Brad Miller was born and raised in the suburbs of Chicago and has lived in Colorado since 2012.
