View source for Science, technology, engineering, and mathematics

{{short description|Group of academic disciplines}}
{{redirect|STEM|other uses|Stem (disambiguation)}}
[[File:Brad Call judges an electric marble sorter (17182097775).jpg|thumb|A high school student explains her engineering project to a judge in [[Sacramento, California]], in 2015.]]
'''Science, technology, engineering, and mathematics''' ('''STEM''') is an [[umbrella term]] used to group together the distinct but related technical disciplines of [[science]], [[technology]], [[engineering]], and [[mathematics]]. The term is typically used in the context of [[education policy]] or [[curriculum]] choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.<ref name="fas.org">{{cite web|url=https://fas.org/sgp/crs/misc/R42642.pdf|title=Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer|website=Fas.org|access-date=2017-08-21|archive-date=2018-10-09|archive-url=https://web.archive.org/web/20181009083308/https://fas.org/sgp/crs/misc/R42642.pdf|url-status=live}}</ref>

There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the ''science'' in STEM includes [[social science]]s, such as [[psychology]], [[sociology]], [[economics]], and [[political science]]. In the United States, these are typically included by the [[National Science Foundation]] (NSF),<ref name="fas.org" /> the [[United States Department of Labor|Department of Labor]]'s [[Occupational Information Network|O*Net]] online database for job seekers,<ref>{{cite web |url=https://www.onetonline.org/find/stem?t=1#f4 |title=Research, Development, Design, and Practitioners STEM Occupations |publisher=Onetonline.org |date=2021-11-16 |accessdate=2021-12-02 |archive-date=2021-11-16 |archive-url=https://web.archive.org/web/20211116092550/https://www.onetonline.org/find/stem?t=1#f4 |url-status=live }}</ref> and the [[United States Department of Homeland Security|Department of Homeland Security]].<ref>{{Cite web |url=https://www.ice.gov/sites/default/files/documents/stem-list.pdf |title=Archived copy |access-date=2021-11-16 |archive-date=2021-08-24 |archive-url=https://web.archive.org/web/20210824195105/https://www.ice.gov/sites/default/files/documents/stem-list.pdf |url-status=live }}</ref> In the United Kingdom, the social sciences are categorized separately and are instead grouped with [[humanities]] and [[art]]s to form another counterpart acronym [[Humanities, arts, and social sciences|HASS]] (humanities, arts, and social sciences),{{Citation needed|date=January 2025}} rebranded in 2020 as [[Social Sciences, Humanities and the Arts for People and the Economy|SHAPE]] (social sciences, humanities and the arts for people and the economy).<ref>{{cite web|last=British Academy|date=2020|title=SHAPE|url=https://thisisshape.org.uk/|url-status=live|archive-url=https://web.archive.org/web/20210125132836/https://thisisshape.org.uk/|archive-date=25 January 2021|access-date=14 January 2021|website=SHAPE}} </ref><ref>{{cite web|last=Black|first=Julia|date=2 November 2020|title=SHAPE – A Focus on the Human World|url=https://www.socialsciencespace.com/2020/11/shape-a-focus-on-the-human-world/|url-status=live|archive-url=https://web.archive.org/web/20210115144742/https://www.socialsciencespace.com/2020/11/shape-a-focus-on-the-human-world/|archive-date=15 January 2021|access-date=14 January 2021|website=Social Science Space}}</ref> Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.{{Citation needed|date=January 2025}}

==Terminology==
===History===
In the early 1990s the acronym STEM was used by a variety of educators. Beverly Schwartz developed a STEM mentoring program in the Capital District of New York State, and was using the acronym as early as November, 1991.<ref>{{cite journal |title=New Program Encourages Careers in Science and Engineering |journal=Northeastern New York Section American Institute of Chemical Engineers Newsletter |date=November 1991 |volume=3 |issue=3 |pages=1, 3}}</ref> Charles E. Vela was the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE)<ref>{{cite web|url=https://stem.ccny.cuny.edu/|title=STEM Science, Technology, Engineering, Mathematics – Main|website=stem.ccny.cuny.edu|access-date=2018-10-03|archive-date=2018-10-04|archive-url=https://web.archive.org/web/20181004021156/https://stem.ccny.cuny.edu/|url-status=live}}</ref><ref>{{Cite book|url=https://books.google.com/books?id=kqnRETS9FWwC|title=Hispanic Engineer & IT|date=1996|publisher=Career Communications Group|language=en|access-date=2018-10-03|archive-date=2020-01-18|archive-url=https://web.archive.org/web/20200118030801/https://books.google.com/books?id=kqnRETS9FWwC|url-status=live}}</ref><ref>{{cite web|url=http://www.cahsee.org/about/about.asp.htm|title=CAHSEE – About CAHSEE|website=The Center for the Advancement of Hispanics in Science and Engineering Education|access-date=2018-10-03|archive-date=2019-02-14|archive-url=https://web.archive.org/web/20190214154839/http://cahsee.org/about/about.asp.htm|url-status=live}}</ref> and started a summer program for talented under-represented students in the Washington, D.C. area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education,<ref>{{cite web|url=https://www.nsf.gov/news/news_summ.jsp?cntn_id=100381&org=HRD&from=news|title=President Bush Honors Excellence in Science, Mathematics and Engineering Mentoring {{!}} NSF – National Science Foundation|website=National Science Foundation|language=en|access-date=2018-10-03|archive-date=2018-11-06|archive-url=https://web.archive.org/web/20181106143830/https://www.nsf.gov/news/news_summ.jsp?cntn_id=100381&org=HRD&from=news|url-status=live}}</ref> Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering education.<ref>{{cite web|url=http://www.cahsee.org/about/founder.asp.htm|title=CAHSEE – Founder's Biography|website=The Center for the Advancement of Hispanics in Science and Engineering Education|access-date=2018-10-03|archive-date=2018-11-11|archive-url=https://web.archive.org/web/20181111171150/http://cahsee.org/about/founder.asp.htm|url-status=live}}</ref> Previously referred to as SMET by the NSF,<ref name="Britannica" /> it is through this manner that NSF was first introduced to the acronym STEM. One of the first NSF projects to use the acronym was STEMTEC, the Science, Technology, Engineering, and Math Teacher Education Collaborative at the [[University of Massachusetts Amherst]], which was founded in 1998.<ref>{{cite web
 |url= https://www.fivecolleges.edu/partnership/programs/past-programs/stemtec
 |title= STEMTEC
 |website= Fivecolleges.edu
 |access-date= 2016-10-27
 |quote= The Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) was a five-year, $5,000,000 project funded by the National Science Foundation in 1998. Managed by the STEM Education Institute at UMass and the Five Colleges School Partnership Program, the collaborative included the Five Colleges--Amherst, Hampshire, Mount Holyoke, and Smith Colleges, and UMass Amherst--plus Greenfield, Holyoke, and Springfield Technical Community Colleges, and several regional school districts.
 |archive-date= 2019-06-05
 |archive-url= https://web.archive.org/web/20190605014230/https://www.fivecolleges.edu/partnership/programs/past-programs/stemtec
 |url-status= live
 }}</ref>
In 2001, at the urging of Dr. Peter Faletra, the Director of Workforce Development for Teachers and Scientists at the Office of Science, the acronym was adopted by [[Rita Colwell]] and other science administrators in the [[National Science Foundation]] (NSF). The Office of Science was also an early adopter of the STEM acronym.<ref>{{cite web | url=https://www.energy.gov/science/wdts/workforce-development-teachers-and-scientists | title=Workforce Development for Teachers and Scientists }}</ref>

===Other variations===
*eSTEM (environmental STEM)<ref name="eSTEM Academy">[http://www.reyn.org/Abouwater-chartteSTEM.aspx eSTEM Academy] {{Webarchive|url=https://web.archive.org/web/20200526152832/https://www.reyn.org/protected/GeneralError.aspx?aspxerrorpath=%2Fabouwater-charttestem.aspx |date=2020-05-26 }}, retrieved 2013-07-02</ref><ref name="westseattleherald.com">[http://www.westseattleherald.com/2013/04/30/news/arbor-heights-elementary-implement-estem-curricul ''Arbor Height Elementary to implement "eSTEM" curriculum in coming years'', West Seattle Herald, 4-30-2013] {{Webarchive|url=https://web.archive.org/web/20170126125741/http://www.westseattleherald.com/2013/04/30/news/arbor-heights-elementary-implement-estem-curricul |date=2017-01-26 }}, retrieved 2013-07-02</ref>
*GEMS (girls in engineering, math, and science); used for programs to encourage women to enter these fields.<ref>{{Cite news|url=https://www.grasp.upenn.edu/programs/girls-engineering-math-and-science-gems|title=Girls in Engineering, Math and Science (GEMS)|date=2015-04-06|work=GRASP lab|access-date=2017-03-28|language=en|archive-date=2017-09-09|archive-url=https://web.archive.org/web/20170909004939/https://www.grasp.upenn.edu/programs/girls-engineering-math-and-science-gems|url-status=live}}</ref><ref>{{Cite news|url=http://leerichardsonzoo.org/AnnualReports/2007%20Zoo%20Annual%20Report.PDF|title=Annual Report - Lee Richardson Zoo|work=Lee Richardson Zoo|access-date=2017-03-28|archive-date=2017-12-08|archive-url=https://web.archive.org/web/20171208151547/http://leerichardsonzoo.org/AnnualReports/2007%20Zoo%20Annual%20Report.PDF|url-status=live}}</ref>
*MINT (mathematics, informatics, natural sciences, and technology)<ref>{{cite book |last1= Locherer |first1=M. |last2=Hausamann |first2=D.| last3=Schüttler | first3= T.|title=2012 IEEE International Geoscience and Remote Sensing Symposium |chapter=Practical science education in remote sensing at the DLR_School_Lab Oberpfaffenhofen |date=July 22, 2012 |chapter-url=https://ieeexplore.ieee.org/document/6351922 |volume= |pages= 7389–7392|doi= 10.1109/IGARSS.2012.6351922|isbn=978-1-4673-1159-5 |s2cid=20426116 |access-date=September 16, 2022}}</ref>
*SHTEAM (science, humanities, technology, engineering, arts, and mathematics)<ref>{{cite web|last=adelphiacademy|title=SHTEAM|url=https://www.adelphi.org/shteam/|access-date=2021-05-27|website=Adelphi Academy|language=en-US|archive-date=2021-06-12|archive-url=https://web.archive.org/web/20210612023918/https://www.adelphi.org/shteam/|url-status=live}}</ref>
*SMET (science, mathematics, engineering, and technology); previous name<ref name="Britannica">{{cite web|last=Hallinen|first=Judith|date=Oct 21, 2015|title=STEM Education Curriculum|url=https://www.britannica.com/topic/STEM-education|website=ENCYCLOPÆDIA BRITANNICA|access-date=March 7, 2019|archive-date=February 25, 2020|archive-url=https://web.archive.org/web/20200225221127/https://www.britannica.com/topic/STEM-education|url-status=live}}</ref>
*[[STEAM education|STEAM]] (science, technology, engineering, arts, and mathematics)<ref>{{cite web |date=16 June 2015 |title=STEAM Rising: Why we need to put the arts into STEM education |url=http://www.slate.com/articles/technology/future_tense/2015/06/steam_vs_stem_why_we_need_to_put_the_arts_into_stem_education.html |url-status=live |archive-url=https://web.archive.org/web/20181016204608/http://www.slate.com/articles/technology/future_tense/2015/06/steam_vs_stem_why_we_need_to_put_the_arts_into_stem_education.html |archive-date=2018-10-16 |access-date=2016-11-10 |publisher=Slate}}</ref>
**STEAM (science, technology, engineering, agriculture, and mathematics); add agriculture<ref>{{cite web |last1=  |first1= |last2= |first2=| last3=| first3=|date= |title=STEAM: Science, Technology, Engineering, Agriculture and Mathematics Education in Agroecology |url=https://stem.fiu.edu/research/projects/steam-science-technology-engineering-agriculture-and-mathematics-education-in-agroecology/ |journal= |volume= |issue= |pages= |doi= |access-date=September 16, 2022}}</ref>
**STEAM (science, technology, engineering, and [[applied mathematics]]); has more focus on applied mathematics<ref name="vt.edu">{{cite web|url=http://www.vtnews.vt.edu/articles/2012/07/073112-uged-steampartnership.html|title=Virginia Tech and Virginia STEAM Academy form strategic partnership to meet critical education needs|date=31 July 2012|work=Virginia Tech News|access-date=27 May 2013|archive-date=13 January 2020|archive-url=https://web.archive.org/web/20200113144801/https://vtnews.vt.edu/articles/2012/07/073112-uged-steampartnership.html|url-status=live}}</ref>
*STEEM (science, technology, engineering, economics, and mathematics); adds economics as a field<ref>{{cite journal |last1=Yordanova Krumova |first1=Milena |date=September 2021 |title=STEEM and re-Project-Based Learning Design: A Case Study about Learning Economics by IT Students at School |url=https://www.researchgate.net/publication/354528577 |journal=STEM in Bulgaria, Europe and the World|volume= |issue= |pages= |doi= |access-date=September 16, 2022}}</ref>
*STEMIE (science, technology, engineering, mathematics, invention, and entrepreneurship); adds inventing and entrepreneurship as a means to apply STEM to real-world problem-solving and markets.<ref>{{cite web|url=https://www.stemie.org/|title=Home|website=STEMIE Coalition|access-date=July 25, 2019|archive-date=May 13, 2020|archive-url=https://web.archive.org/web/20200513105422/https://www.stemie.org/|url-status=dead}}</ref>
*STEMM (science, technology, engineering, mathematics, and medicine)<ref>{{cite web |title=Youth Stemm Award |url=https://ysawards.co.uk/ |website=ysawards.co.uk |access-date=13 July 2022}}</ref> 
*STM (scientific, technical, and mathematics<ref>Ken Whistler, Asmus Freytag, AMS (STIX); "Encoding Additional Mathematical Symbols in Unicode (revised)"; 2000-04-09. [https://www.unicode.org/L2/L2000/00119-math.pdf Math Symbols 2000-04-19 - Unicode Consortium (accessed 2016-10-21] {{Webarchive|url=https://web.archive.org/web/20190615014507/http://www.unicode.org/L2/L2000/00119-math.pdf |date=2019-06-15 }}</ref> or science, technology, and medicine)<ref>{{cite book |last1= Junianto |first1=Erfian  |last2=Nurbayanti Shobary |first2=Mayya | last3=Rachman| first3=Rizal |title=2018 6th International Conference on Cyber and IT Service Management (CITSM) |chapter=Classification of Science, Technology and Medicine (STM) Domains with PSO and NBC |date=August 7, 2018 |chapter-url=https://ieeexplore.ieee.org/document/8674271 |publisher=IEEE |volume= |pages= 1–6|doi= 10.1109/CITSM.2018.8674271|isbn=978-1-5386-5434-7 |s2cid=90263157 |access-date=September 16, 2022}}</ref> 
*STREAM (science, technology, robotics, engineering, arts, and mathematics); adds robotics and arts as fields<ref>{{cite web |title=How to Connect Science, Technology, Engineering, Robotics, Arts, and Math in the Classroom |url=  https://home.edweb.net/webinar/connect-science-technology-engineering-robotics-arts-math-classroom/|website=EDWEB.net |date=July 19, 2016|access-date=October 5, 2022}}</ref>
**STREAM (science, technology, reading, engineering, arts, and mathematics); adds reading and arts<ref>{{cite web |title=What is STEAM Education? - Arts Integration|url=https://artsintegration.com/what-is-steam-education-in-k-12-schools/|website=artsintegration.com |date=September 8, 2023|access-date=October 29, 2023}}</ref>
**STREAM (science, technology, recreation, engineering, arts, and mathematics); adds recreation and arts<ref>{{cite web |title=about stream education|url=https://www.stream-edu.org/about-stream-education/|website=stream-edu.org |access-date=October 29, 2023}}</ref>

==Geographic distribution==
[[File:Average test score in mathematics and science vs. GDP per capita, OWID.svg|600x600px|center]]
[[File:PISA Science Scores (2018).png|center]]
{| class="wikitable"
|+STEM graduates by country (2020)<ref name=":2">{{Cite web |author1=Brendan Oliss |author2=Cole McFaul |author3=Jaret C. Riddick |date=2023-11-27 |title=The Global Distribution of STEM Graduates: Which Countries Lead the Way? |url=https://cset.georgetown.edu/article/the-global-distribution-of-stem-graduates-which-countries-lead-the-way |access-date=2024-11-22 |website=Center for Security and Emerging Technology}}</ref>
!Rank
!Country
!Number of STEM grads
!Percent of total grads
|-
|1
|{{CHN}}
|3,570,000
|41%
|-
|2
|{{IND}}
|2,550,000
|30%
|-
|3
|{{USA}}
|820,000
|20%
|-
|4
|{{RUS}}
|520,000
|37%
|-
|5
|{{IDN}}
|300,000
|20%
|-
|6
|{{BRA}}
|238,000
|17%
|-
|7
|{{MEX}}
|221,000
|26%
|-
|8
|{{FRA}}
|220,000
|26%
|-
|9
|{{DEU}}
|216,000
|36%
|-
|10
|{{IRN}}
|211,000
|33%
|-
|11
|{{JPN}}
|192,000
|19%
|}
By the mid-2000s, China surpassed the United States in the number of PhDs awarded and is expected to produce 77,000 PhDs in 2025, compared to 40,000 in the US.<ref>{{Cite web |title=China is Fast Outpacing U.S. STEM PhD Growth |url=https://cset.georgetown.edu/publication/china-is-fast-outpacing-u-s-stem-phd-growth/ |access-date=2024-11-22 |website=Center for Security and Emerging Technology |language=en-US}}</ref>

==By country==
===Australia===
The Australian Curriculum, Assessment, and Reporting Authority 2015 report entitled, ''National STEM School Education Strategy'', stated that "A renewed national focus on STEM in school education is critical to ensuring that all young Australians are equipped with the necessary STEM skills and knowledge that they must need to succeed."<ref name="Irene-2017">{{cite web|url=https://www.straitstimes.com/opinion/add-coding-to-basic-skills-taught-in-schools|title=Add coding to basic skills taught in schools|last=Irene|first=Tham|date=11 May 2017|website=Add coding to basic skills taught in schools|publisher=The Straits Times|access-date=3 August 2019|archive-date=2 December 2019|archive-url=https://web.archive.org/web/20191202094207/https://www.straitstimes.com/opinion/add-coding-to-basic-skills-taught-in-schools|url-status=live}}</ref> Its goals were to:

*"Ensure all students finish school with strong foundational knowledge in STEM and related skills"<ref name="Irene-2017" />
*"Ensure that students are inspired to take on more challenging STEM subjects"<ref name="Irene-2017" />

Events and programs meant to help develop STEM in Australian schools include the [[Victorian Model Solar Vehicle Challenge]], the Maths Challenge (Australian Mathematics Trust),<ref name="microbit-2019">{{cite web|url=https://microbit.org/global-challenge/|title=micro:bit Global Challenge|date=6 May 2019|website=micro:bit Global Challenge|publisher=micro:bit|access-date=3 August 2019|archive-date=5 August 2019|archive-url=https://web.archive.org/web/20190805074432/https://microbit.org/global-challenge/|url-status=dead}}</ref> Go Girl Go Global<ref name="microbit-2019" /> and the Australian Informatics Olympiad.<ref name="microbit-2019" />

===Canada===
Canada ranks 12th out of 16 peer countries in the percentage of its graduates who studied in STEM programs, with 21.2%, a number higher than the United States, but lower than [[France]], [[Germany]], and [[Austria]]. The peer country with the greatest proportion of STEM graduates, [[Finland]], has over 30% of its university graduates coming from science, mathematics, computer science, and engineering programs.<ref>{{cite web|url=http://www.conferenceboard.ca/hcp/details/education/graduates-science-math-computer-science-engineerin.aspx|title=Graduates in science, math, computer science, and engineering|website=Conferenceboard.ca|access-date=20 August 2017|archive-date=8 May 2019|archive-url=https://web.archive.org/web/20190508013804/https://www.conferenceboard.ca/hcp/Details/education/graduates-science-math-computer-science-engineerin.aspx|url-status=live}}</ref>

SHAD is an annual Canadian summer enrichment program for high-achieving [[high school]] students in July. The program focuses on academic learning, particularly in [[STEAM fields]].<ref>{{cite web|url=https://www.shad.ca/userContent/documents/SHAD_BROCHURE_EN.pdf|title=SHAD Brochure|access-date=2018-08-03|archive-date=2018-08-04|archive-url=https://web.archive.org/web/20180804045715/https://www.shad.ca/userContent/documents/SHAD_BROCHURE_EN.pdf|url-status=dead}}</ref>

[[Scouts Canada]] has taken similar measures to their American counterpart to promote STEM fields to youth. Their STEM program began in 2015.<ref>{{cite web |url=http://www.scouts.ca/stem/activities.html |title=Scouts Canada - STEM Activities |access-date=2014-06-30 |url-status=dead |archive-url=https://web.archive.org/web/20140811173225/http://www.scouts.ca/stem/activities.html |archive-date=2014-08-11 }}</ref>

In 2011 Canadian entrepreneur and philanthropist [[Seymour Schulich]] established the [[Schulich Leader Scholarships]], $100 million in $60,000 scholarships for students beginning their university education in a STEM program at 20 institutions across Canada. Each year 40 Canadian students would be selected to receive the award, two at each institution, with the goal of attracting gifted youth into the STEM fields.<ref>{{cite news|title=Toronto philanthropist Schulich unveils $100-million scholarship|url=https://www.theglobeandmail.com/news/toronto/toronto-philanthropist-schulich-unveils-100-million-scholarship/article2201382/|website=Theglobeandmail.com|access-date=30 June 2014|archive-date=27 January 2017|archive-url=https://web.archive.org/web/20170127175623/http://www.theglobeandmail.com/news/toronto/toronto-philanthropist-schulich-unveils-100-million-scholarship/article2201382/|url-status=dead}}</ref> The program also supplies STEM scholarships to five participating universities in [[Israel]].<ref>{{cite web|title=Philanthropist Makes $100 Million Investment In Nation's Future|url=http://www.shalomlife.com/news/16038/philanthropist-makes-100-million-investment-in-nations-future/|website=Shalomlife.com|access-date=30 June 2014|archive-date=24 September 2015|archive-url=https://web.archive.org/web/20150924101254/http://www.shalomlife.com/news/16038/philanthropist-makes-100-million-investment-in-nations-future/|url-status=live}}</ref>
{{Further|Science Expo}}

===China===
[[File:Chemistry-related_rear_blackboard_art_at_a_classroom_of_Beijing_101_Middle_School_(20111201165624).jpg|thumb|Middle school chemistry on a blackboard in Beijing, China, 2011]]
To promote STEM in China, the Chinese government issued a guideline in 2016 on national innovation-driven development strategy, "instructing that by 2020, China should become an innovative country; by 2030, it should be at the forefront of innovative countries; and by 2050, it should become a technology innovation power."<ref>{{Cite web |last=李齐 |title=Experts say STEM education is the key to nurturing necessary talent |url=https://www.chinadaily.com.cn/a/201901/14/WS5c3bf77aa3106c65c34e43f6.html |access-date=2024-05-28 |website=www.chinadaily.com.cn}}</ref>

"[I]n May 2018, the launching ceremony and press conference for the 2029 Action Plan for China's STEM Education was held in Beijing, China. This plan aims to allow as many students to benefit from STEM education as possible and equip all students with scientific thinking and the ability to innovate." "In response to encouraging policies by the government, schools in both public and private sectors around the country have begun to carry out STEM education programs."<ref name=":0">{{Cite web |last=Insights |first=GETChina |date=2019-05-28 |title=China's STEM Education in Action: Observations, Initiatives and Reflections |url=https://edtechchina.medium.com/chinas-stem-education-in-action-observations-initiatives-and-reflections-a20d6cd43a0c |access-date=2024-05-28 |website=Medium |language=en}}</ref>

"However, to effectively implement STEM curricula, full-time teachers specializing in STEM education and relevant content to be taught are needed." Currently, "China lacks qualified STEM teachers and a training system is yet to be established."<ref name=":0" />

Several Chinese cities have made programming a mandatory subject for elementary and middle school students. This is the case of the city of Chongqing.<ref>{{Cite web |last=Wei |first=Jiang |date=September 9, 2018 |title=Chongqing adds programming to school curriculum |url=https://global.chinadaily.com.cn/a/201809/26/WS5baaf912a310c4cc775e823d.html |access-date=May 28, 2024 |website=ChinaDaily.com}}</ref> However, most students from small and medium-sized cities have not been exposed to the concept of STEM until they enter college.<ref>{{Cite journal |last1=Li |first1=Yan |last2=Li |first2=Jessica |last3=Sun |first3=Ye |title=Young faculty job perceptions in the midst of Chinese higher education reform: the case of Zhejiang University |journal=Asia Pacific Journal of Education}}</ref>

===Europe===
{{See also|STEMNET|label 1=STEMNET (an educational charity in the UK)}}
Several European projects have promoted STEM education and careers in Europe. For instance, Scientix<ref>{{cite web|title=Scientix Project|url=http://www.scientix.eu/|access-date=4 March 2018|archive-date=5 January 2019|archive-url=https://web.archive.org/web/20190105013621/http://www.scientix.eu/|url-status=live}}</ref> is a European cooperation of STEM teachers, education scientists, and policymakers. The SciChallenge<ref>{{cite journal|last1=Achilleos|first1=Achilleas|last2=Mettouris|first2=Christos|last3=Yeratziotis|first3=Alexandros|last4=Papadopoulos|first4=George|last5=Pllana|first5=Sabri|last6=Huber|first6=Florian|last7=Jaeger|first7=Bernhard|last8=Leitner|first8=Peter|last9=Ocsovszky|first9=Zsofia|last10=Dinnyes|first10=Andras|title=SciChallenge: A Social Media Aware Platform for Contest-Based STEM Education and Motivation of Young Students|journal=IEEE Transactions on Learning Technologies|volume=12|pages=98–111|doi=10.1109/TLT.2018.2810879|year=2019|s2cid=65050107}}</ref> project used a social media contest and student-generated content to increase the motivation of pre-university students for STEM education and careers. The [[Erasmus programme]] project AutoSTEM<ref>{{cite web|title=AutoSTEM|url=https://www.autostem.info/|access-date=30 August 2021|archive-date=27 July 2021|archive-url=https://web.archive.org/web/20210727094132/https://www.autostem.info/|url-status=live}}</ref> used automata to introduce STEM subjects to very young children.

====Finland====
The LUMA Center is the leading advocate for STEM-oriented education. Its aim is to promote the instruction and research of natural sciences, mathematics, computer science, and technology across all educational levels in the country. In the native tongue ''luma'' stands for "luonnontieteellis-matemaattinen" (lit. adj. "scientific-mathematical").<ref>{{Cite journal |last1=Tirri |first1=Kirsi |last2=Kuusisto |first2=Elina |date=2013 |title=How Finland serves gifted and talented pupils |url=https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=1a23377bf9cfe3473b292f8bc0ef2136d4e1a0ff |journal=Journal for the Education of the Gifted |volume=36 |issue=1 |pages=91 |doi=10.1177/0162353212468066 |via=Penn State}}</ref> The short is more or less a direct translation of ''STEM'', with engineering fields included by association. However, unlike STEM, the term is also a [[portmanteau]] from ''lu'' and ''ma''. To address the decline in interest in learning the areas of science, the Finnish National Board of Education launched the LUMA scientific education development program. The project's main goal was to raise the level of Finnish education and to enhance students' competencies, improve educational practices, and foster interest in science. The initiative led to the establishment of 13 LUMA centers at universities across Finland supervised by LUMA Center.

====France====
The name of STEM in France is industrial engineering sciences (sciences industrielles or sciences de l'ingénieur). The STEM organization in France is the association UPSTI.{{clarify|date=November 2020}}

===Hong Kong===
STEM education has not been promoted among the local schools in Hong Kong until recent years. In November 2015, the Education Bureau of Hong Kong released a document titled ''Promotion of STEM Education'',<ref>{{cite web|url=http://www.edb.gov.hk/attachment/en/curriculum-development/renewal/Brief%20on%20STEM%20(Overview)_eng_20151105.pdf|title=Promotion of STEM Education|website=Edb.gov.hk|access-date=2017-08-21|archive-date=2018-10-09|archive-url=https://web.archive.org/web/20181009013446/https://www.edb.gov.hk/attachment/en/curriculum-development/renewal/Brief%20on%20STEM%20(Overview)_eng_20151105.pdf|url-status=live}}</ref> which proposes strategies and recommendations for promoting STEM education.

===India===
[[File:IPhO-2019 07-14 team India medals.jpg|thumb|Medalists from Team India at the 2019 [[International Physics Olympiad]]]]
India is next only to China with STEM graduates per population of 1 to 52. The total number of fresh STEM graduates was 2.6 million in 2016.<ref>{{cite web|url=https://www.visualcapitalist.com/stem-education-crisis-future-work/|title=How the STEM Crisis is Threatening the Future of Work|date=6 January 2020|access-date=19 January 2020|archive-date=26 January 2020|archive-url=https://web.archive.org/web/20200126154103/https://www.visualcapitalist.com/stem-education-crisis-future-work/|url-status=live}}</ref> STEM graduates have been contributing to the Indian economy with well-paid salaries locally and abroad for the past two decades. The turnaround of the Indian economy with comfortable foreign exchange reserves is mainly attributed to the skills of its STEM graduates. In India, women make up an impressive 43% of STEM graduates, the highest percentage worldwide. However, they hold only 14% of STEM-related jobs. Additionally, among the 280,000 scientists and engineers working in research and development institutes in the country, women represent a mere 14%<ref>{{Cite web |last=101Reporters |date=2021-10-11 |title=Addressing Gender Disparities In STEM |url=https://feminisminindia.com/2021/10/12/addressing-gender-disparities-in-stem/ |access-date=2023-04-21 |website=Feminism in India |language=en-GB}}</ref>

In India, [[On My Own Technology|OMOTEC]] is providing an innovative curriculum based on STEM, and their students are also performing and developing products to solve the new age problems.<ref>{{Cite news |last=Team |first=In School |date=2020-12-16 |title=Meet Antara and Prisha, winners of the World Robot Olympiad 2020 |url=https://www.thehindu.com/sci-tech/meet-antara-and-prisha-winners-of-the-world-robot-olympiad-2020/article33342759.ece |access-date=2024-11-23 |work=The Hindu |language=en-IN |issn=0971-751X}}</ref> Two students also won the Microsoft Imagine Cup for developing a non-invasive method to screen for skin cancer using artificial intelligence.<ref>{{Cite web |date=2021-07-12 |title=Mumbai teens win Microsoft Imagine Cup for developing a non-invasive screening for skin cancer by using AI |url=https://www.financialexpress.com/jobs-career/education-mumbai-teens-win-microsoft-imagine-cup-for-developing-a-non-invasive-screening-for-skin-cancer-by-using-ai-2288172/ |access-date=2024-11-23 |website=Financialexpress |language=en}}</ref>

===Nigeria===
In Nigeria, the Association of Professional Women Engineers Of Nigeria (APWEN) has involved girls between the ages of 12 and 19 in science-based courses in order for them to pursue science-based courses in higher institutions of learning. The National Science Foundation (NSF) In Nigeria has made conscious efforts to encourage girls to innovate, invent, and build through the "invent it, build it" program sponsored by NNPC.<ref>{{Cite web |last=kingsley-omoyibo |first=Queeneth |title=APWEN |url=https://apwen.org.ng/ |access-date=2022-08-18 |website=APWEN}}</ref>

===Pakistan===
STEM subjects are taught in Pakistan as part of electives taken in the 9th and 10th grades, culminating in [[Matriculation]] exams. These electives are pure sciences (Physics, Chemistry, Biology), mathematics (Physics, Chemistry, Maths), and computer science (Physics, Chemistry, Computer Science). STEM subjects are also offered as electives taken in the 11th and 12th grades, more commonly referred to as first and second year, culminating in [[Higher Secondary School Certificate|Intermediate]] exams. These electives are FSc pre-[[Medicine|medical]] (Physics, Chemistry, Biology), FSc pre-[[engineering]] (Physics, Chemistry, Maths), and ICS (Physics/Statistics, Computer Science, Maths). These electives are intended to aid students in pursuing STEM-related careers in the future by preparing them for the study of these courses at university.

A STEM education project has been approved by the government<ref>{{cite web|date=2020-08-21|title=PM approves STEM education project {{!}} The Express Tribune|url=http://tribune.com.pk/story/2260608/pm-approves-stem-education-project|access-date=2020-10-29|website=tribune.com.pk|language=en|archive-date=2020-08-23|archive-url=https://web.archive.org/web/20200823062356/https://tribune.com.pk/story/2260608/pm-approves-stem-education-project|url-status=live}}</ref> to establish STEM labs in public schools. The [[Ministry of Information Technology and Telecommunication]] has collaborated with Google to launch Pakistan's first grassroots-level Coding Skills Development Program,<ref>{{cite web|title=MINISTRY OF INFORMATION TECHNOLOGY & TELECOMMUNICATION|url=https://moitt.gov.pk/NewsDetail/YTQyNzBhMzMtYThjMi00YTc4LTgwZTQtNGE2NzUwM2Q0ZDQz|access-date=2020-10-29|website=moitt.gov.pk|archive-date=2020-11-01|archive-url=https://web.archive.org/web/20201101012411/https://moitt.gov.pk/NewsDetail/YTQyNzBhMzMtYThjMi00YTc4LTgwZTQtNGE2NzUwM2Q0ZDQz|url-status=live}}</ref> based on Google's CS First Program, a global initiative aimed at developing coding skills in children. The program aims to develop applied coding skills using gamification techniques for children between the ages of 9 and 14.

The KPITBs Early Age Programming initiative,<ref>{{cite web|last=Early Programming|first=KPITB|url=https://www.kpitb.gov.pk/projects/early-age-programming|title=Early Age Programming &#124; KPITB &#124; Khyber Pakhtunkhwa Information Technology Board|access-date=2020-10-29|archive-date=2020-10-23|archive-url=https://web.archive.org/web/20201023234453/https://www.kpitb.gov.pk/projects/early-age-programming|url-status=live}}</ref> established in the province of [[Khyber Pakhtunkhwa]], has been successfully introduced in 225 Elementary and Secondary Schools. Many private organizations are working in Pakistan to introduce STEM education in schools.

===Philippines===
In the [[Philippines]], STEM is a two-year program and strand that is used for Senior High School (Grades 11 and 12), assigned by the [[Department of Education]] or DepEd. The STEM strand is under the Academic Track, which also includes other strands like ABM, HUMSS, and GAS.<ref>{{cite web|title=Academic Track {{!}} Department of Education|url=https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/academic-track/|access-date=2020-07-09|language=en-US|archive-date=2020-07-11|archive-url=https://web.archive.org/web/20200711142908/https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/academic-track/|url-status=live}}</ref><ref>{{cite web|date=2018-02-06|title=A Guide to Choosing the Right Senior High School Strand|url=https://www.teacherph.com/right-senior-high-school-track/|access-date=2020-07-09|website=TeacherPH|language=en-US|archive-date=2020-07-10|archive-url=https://web.archive.org/web/20200710061219/https://www.teacherph.com/right-senior-high-school-track/|url-status=live}}</ref> The purpose of the STEM strand is to educate students in the field of science, technology, engineering, and mathematics, in an interdisciplinary and applied approach, and to give students advanced knowledge and application in the field. After completing the program, the students will earn a Diploma in Science, Technology, Engineering, and Mathematics. In some colleges and universities, they require students applying for STEM degrees (like medicine, engineering, computer studies, etc.) to be a graduate of STEM, if not, they will need to enter a bridging program.

===Qatar===
In [[Qatar]], [[AL-Bairaq]] is an outreach program to high-school students with a curriculum that focuses on STEM, run by the Center for Advanced Materials (CAM) at [[Qatar University]]. Each year around 946 students, from about 40 high schools, participate in AL-Bairaq competitions.<ref>{{cite web|url=http://www.qu.edu.qa/offices/research/CAM/dmsprogram/index.php|title=AlBairaq World - Welcome to Al-Bairaq World|date=19 April 2014|access-date=20 August 2017|url-status=bot: unknown|archive-url=https://web.archive.org/web/20140419220638/http://www.qu.edu.qa/offices/research/CAM/dmsprogram/index.php|archive-date=19 April 2014}}</ref> AL-Bairaq makes use of project-based learning, encourages students to solve authentic problems, and inquires them to work with each other as a team to build real solutions.<ref>{{cite web|url=https://www.sec.gov.qa/En/Media/News/Pages/NewsDetails.aspx?NewsID=3405|title=Supreme Education Council|website=Sec.gov.qa|access-date=2017-08-20|url-status=dead|archive-url=https://web.archive.org/web/20170630045928/http://www.sec.gov.qa/En/Media/News/Pages/NewsDetails.aspx?NewsID=3405|archive-date=2017-06-30}}</ref><ref>{{cite web|url=http://thepeninsulaqatar.com/news/qatar/283245/al-bairaq-holds-workshop-for-high-school-students|title=The Peninsula Qatar - Al Bairaq holds workshop for high school students|website=Thepeninsulaqatar.com|access-date=2017-08-20|archive-date=2016-09-22|archive-url=https://web.archive.org/web/20160922235430/http://thepeninsulaqatar.com/news/qatar/283245/al-bairaq-holds-workshop-for-high-school-students|url-status=live}}</ref> Research has so far shown positive results for the program.<ref>{{cite web|url=http://www.ejes.eu/images/issue/vol.1/no.3/4.pdf|archive-url=https://web.archive.org/web/20230326024355/http://www.ejes.eu/images/issue/vol.1/no.3/4.pdf|url-status=dead|archive-date=March 26, 2023|title=Al-Ghanim, K.A; Al-Maadeed, M.A and Al-Thani, N.J (Sept. 2014) : IMPACT OF INNOVATIVE LEARNING ENVIRONMENT BASED ON RESEARCH ACTIVITIES ON SECONDARY SCHOOL STUDENTS' ATTITUDE TOWARDS RESEARCH AND THEIR SELF-EFFICACY, EJES, 1(3), 39-57|website=Ejes.eu|access-date=2017-08-20}}</ref>

===Singapore===
STEM is part of the Applied Learning Programme (ALP) that the Singapore Ministry of Education (MOE) has been promoting since 2013, and currently, all secondary schools have such a program. It is expected that by 2023, all primary schools in Singapore will have an ALP. There are no tests or exams for ALPs. The emphasis is for students to learn through experimentation – they try, fail, try, learn from it, and try again. The MOE actively supports schools with ALPs to further enhance and strengthen their capabilities and programs that nurture innovation and creativity.

The Singapore Science Centre established a STEM unit in January 2014, dedicated to igniting students' passion for STEM. To further enrich students' learning experiences, their Industrial Partnership Programme (IPP) creates opportunities for students to get early exposure to real-world STEM industries and careers. Curriculum specialists and STEM educators from the Science Centre will work hand-in-hand with teachers to co-develop STEM lessons, provide training to teachers, and co-teach such lessons to provide students with early exposure and develop their interest in STEM.

===Thailand===
In 2017, Thai Education Minister Teerakiat Jareonsettasin said after the 49th Southeast Asia Ministers of Education Organisation (SEAMEO) Council Conference in Jakarta that the meeting approved the establishment of two new SEAMEO regional centers in Thailand. One would be the STEM Education Centre, while the other would be a Sufficient Economy Learning Centre.<ref>{{Cite web |date=2017-07-25 |title=Thailand leads way with science education centre |url=https://www.nationthailand.com/in-focus/30321788 |access-date=2024-05-28 |website=nationthailand |language=en-US}}</ref>

Teerakiat said that the Thai government had already allocated Bt250 million over five years for the new STEM center. The center will be the regional institution responsible for STEM education promotion. It will not only set up policies to improve STEM education, but it will also be the center for information and experience sharing among the member countries and education experts. According to him, "This is the first SEAMEO regional center for STEM education, as the existing science education center in Malaysia only focuses on the academic perspective. Our STEM education center will also prioritize the implementation and adaptation of science and technology."<ref>{{cite web|url=http://www.seameo.org/Main_about/90|title=SEAMEO Secretariat|website=www.seameo.org|access-date=2019-11-18|archive-date=2019-10-05|archive-url=https://web.archive.org/web/20191005051451/http://www.seameo.org/Main_about/90|url-status=live}}</ref>

The Institute for the Promotion of Teaching Science and Technology has initiated a STEM Education Network. Its goals are to promote [[integrated learning]] activities improve student creativity and application of knowledge, and establish a network of organations and personnel for the promotion of STEM education in the country.<ref>{{cite news |last1=Boonruang |first1=Sasiwimon |title=A Stem education |url=https://www.bangkokpost.com/tech/456725/a-stem-education |access-date=2019-11-18 |work=[[Bangkok Post]] |date=14 January 2015 |language=en |archive-date=2021-12-02 |archive-url=https://web.archive.org/web/20211202004545/https://www.bangkokpost.com/tech/456725/a-stem-education |url-status=live }}</ref>

===Turkey===
Turkish STEM Education Task Force (or FeTeMM—Fen Bilimleri, Teknoloji, Mühendislik ve Matematik) is a coalition of academicians and teachers who show an effort to increase the quality of education in STEM fields rather than focussing on increasing the number of STEM graduates.<ref>{{cite web|title=FeTeMM Çalışma Grubu|url=http://fetemm.org/|access-date=3 September 2014|archive-date=16 July 2017|archive-url=https://web.archive.org/web/20170716104954/http://fetemm.org/|url-status=live}}</ref><ref>{{cite web|title=STEM Education Task Force|url=http://tstem.com/|website=Tstem.com|access-date=3 September 2014|archive-date=1 July 2019|archive-url=https://web.archive.org/web/20190701113000/https://www.tstem.com/|url-status=live}}</ref>

===United States===
In the United States, the acronym began to be used in education and immigration debates in initiatives to begin to address the perceived lack of qualified candidates for high-tech jobs. It also addresses concern that the subjects are often taught in isolation, instead of as an integrated curriculum.<ref name="STEM PA">{{cite web |url=http://www.iu1stemcenter.org/files/CMU_and_IU_STEM_Survey.pdf |title=STEM Education in Southwestern Pennsylvania |year=2008 |publisher=The Intermediate Unit 1 Center for STEM Education |access-date=2012-12-21 |archive-date=2013-05-13 |archive-url=https://web.archive.org/web/20130513114911/http://www.iu1stemcenter.org/files/CMU_and_IU_STEM_Survey.pdf |url-status=live }}</ref> Maintaining a citizenry that is well-versed in the STEM fields is a key portion of the [[public education]] agenda of the United States.<ref name="USNEWS2012">{{cite web |url=https://www.usnews.com/news/blogs/stem-education/2012/07/26/us-news-inducts-five-to-stem-leadership-hall-of-fame |title=U.S. News Inducts Five to STEM Leadership Hall of Fame |date=July 26, 2012 |author=Morella, Michael |publisher=U.S. News & World Report |access-date=2012-12-21 |archive-date=2019-07-21 |archive-url=https://web.archive.org/web/20190721155627/https://www.usnews.com/news/blogs/stem-education/2012/07/26/us-news-inducts-five-to-stem-leadership-hall-of-fame |url-status=live }}</ref> The acronym has been widely used in the immigration debate regarding access to United States [[work visa]]s for [[Immigration to the United States|immigrants]] who are skilled in these fields. It has also become commonplace in education discussions as a reference to the shortage of skilled workers and inadequate education in these areas.<ref name="Bill Clinton Lays Out">{{cite news
| last= Kakutani
| first= Michiko
| url= https://www.nytimes.com/2011/11/08/books/back-to-work-has-bill-clintons-ideas-for-america-review.html?pagewanted=2&_r=1
| title= Bill Clinton Lays Out His Prescription for America's Future
| work= The New York Times
| date= November 7, 2011
| access-date= 2012-12-21
| archive-date= 2018-11-15
| archive-url= https://web.archive.org/web/20181115203247/https://www.nytimes.com/2011/11/08/books/back-to-work-has-bill-clintons-ideas-for-america-review.html?pagewanted=2&_r=1
| url-status= live
}}</ref> The term tends not to refer to the non-professional and less visible sectors of the fields, such as electronics assembly line work.

====National Science Foundation====
Many organizations in the United States follow the guidelines of the [[National Science Foundation]] on what constitutes a STEM field. The NSF uses a broad definition of STEM subjects that includes subjects in the fields of [[chemistry]], [[Computer science|computer]] and [[information technology]] science, engineering, geoscience, life sciences, mathematical sciences, physics and astronomy, [[social sciences]] ([[anthropology]], [[economics]], [[psychology]], and [[sociology]]), and STEM education and learning research.<ref name="fas.org"/><ref name="nsf.gov">{{cite web|url=https://www.nsf.gov/pubs/2012/nsf12599/nsf12599.htm#appendix|title=Graduate Research Fellowship Program|work=nsf.gov|access-date=2018-04-06|archive-date=2019-09-06|archive-url=https://web.archive.org/web/20190906091750/https://www.nsf.gov/pubs/2012/nsf12599/nsf12599.htm#appendix|url-status=live}}</ref>
The NSF is the only American federal agency whose mission includes support for all fields of fundamental science and engineering, except for medical sciences.<ref>{{cite web |url=https://www.nsf.gov/about/what.jsp |title=What We Do |publisher=The National Science Foundation |access-date=2012-12-21 |archive-date=2019-02-03 |archive-url=https://web.archive.org/web/20190203184422/https://www.nsf.gov/about/what.jsp |url-status=live }}</ref> Its disciplinary program areas include scholarships, grants, and fellowships in fields such as biological sciences, computer and [[information science]] and engineering, education and human resources, engineering, environmental research and education, geoscience, international science and engineering, mathematical and physical sciences, social, behavioral and economic sciences, cyberinfrastructure, and polar programs.<ref name="nsf.gov" />

====Immigration policy====
Although many organizations in the United States follow the guidelines of the [[National Science Foundation]] on what constitutes a STEM field, the [[United States Department of Homeland Security]] (DHS) has its own functional definition used for immigration policy.<ref>{{cite web|url=https://fas.org/sgp/crs/misc/R42530.pdf|title=Immigration of Foreign Nationals with Science, Technology, Engineering, and Mathematics (STEM) Degrees|website=Fas.org|access-date=2017-08-21|archive-date=2017-11-19|archive-url=https://web.archive.org/web/20171119063201/https://fas.org/sgp/crs/misc/R42530.pdf|url-status=live}}</ref> In 2012, DHS or ICE announced an expanded list of STEM-designated degree programs that qualify eligible graduates on student visas for an optional practical training (OPT) extension. Under the OPT program, international students who graduate from colleges and universities in the United States can stay in the country and receive up to twelve months of training through work experience. Students who graduate from a designated STEM degree program can stay for an additional seventeen months on an OPT STEM extension.<ref>{{cite web |title=DHS Expands List of STEM designated-degree programs |url=http://www.natlawreview.com/article/dhs-expands-list-stem-designated-degree-programs |publisher=Fowler White Boggs P.A. |author=Jennifer G. Roeper |date=May 19, 2012 |access-date=2012-10-01 |archive-date=2017-06-30 |archive-url=https://web.archive.org/web/20170630000109/http://www.natlawreview.com/article/dhs-expands-list-stem-designated-degree-programs |url-status=live }}</ref><ref>{{cite web|url=http://www.ice.gov/doclib/sevis/pdf/stem-list.pdf|title=STEM-Designated Degree Program List : 2012 Revised List|website=Ice.gov|access-date=2017-08-21|archive-date=2017-12-07|archive-url=https://web.archive.org/web/20171207084952/https://www.ice.gov/doclib/sevis/pdf/stem-list.pdf|url-status=live}}</ref>

As of 2023, the U.S. faces a shortage of high-skilled workers in STEM, and foreign talents must navigate difficult hurdles to immigrate. Meanwhile, some other countries, such as Australia, Canada, and the United Kingdom, have introduced programs to attract talent at the expense of the United States.<ref>{{Cite news |last=Kim |first=Tae |date=July 20, 2023 |title=The Chip Act's Big Problem |work=Barron's |url=https://www.barrons.com/amp/articles/chips-act-immigration-reform-ebf3144f |access-date=July 21, 2023 |archive-url=https://archive.today/20230720142135/https://www.barrons.com/amp/articles/chips-act-immigration-reform-ebf3144f |archive-date=July 20, 2023}}</ref> In the case of China, the United States risks losing its edge over [[Second Cold War|a strategic rival]].<ref>{{Cite news |last=Das |first=Moumita |date=July 13, 2023 |title=Opinion: The World is Coming for US Science Talent |work=APS News |url=https://www.aps.org/publications/apsnews/202307/backpage.cfm |access-date=July 26, 2023}}</ref>

====Education====
{{See also|Mathematics education in the United States}}
By cultivating an interest in the natural and social sciences in preschool or immediately following school entry, the chances of STEM success in high school can be greatly improved.<ref>{{Cite web |last=steamadmin |date=2024-01-24 |title=STEM Education for Preschoolers – Importance of Early STEM Education |url=https://steamacademies.org/stem-education-for-preschoolers/ |access-date=2024-03-28 |website=STEAM Academies |language=en-US}}</ref>
 
STEM supports broadening the study of [[engineering]] within each of the other subjects and beginning engineering at younger grades, even elementary school. It also brings STEM education to all students rather than only the gifted programs. In his 2012 budget, President Barack Obama renamed and broadened the "''Mathematics and Science Partnership (MSP)''" to award block grants to states for improving teacher education in those subjects.<ref>{{cite web |url=http://news.sciencemag.org/scienceinsider/2012/02/obamas-budget-shuffles-stem.html |title=Obama's Budget Shuffles STEM Education Deck |date=14 February 2012 |author=Jane J. Lee |publisher=American Association for the Advancement of Science |access-date=2012-12-21 |url-status=dead |archive-url=https://web.archive.org/web/20120829185052/http://news.sciencemag.org/scienceinsider/2012/02/obamas-budget-shuffles-stem.html |archive-date=29 August 2012 }}</ref>
[[File:U.S._college_major_change_between_2011_and_2018.png|center|thumb|680x680px|Healthcare and STEM, especially computer science, grew in popularity while the liberal arts and social studies, especially history, have declined due to market forces.<ref>{{Cite news |last=Dutt-Ballerstadt |first=Reshmi |date=March 1, 2019 |title=Academic Prioritization or Killing the Liberal Arts? |work=Inside Higher Ed |url=https://www.insidehighered.com/advice/2019/03/01/shrinking-liberal-arts-programs-raise-alarm-bells-among-faculty |access-date=March 1, 2021}}</ref><ref>{{Cite news |date=April 3, 2023 |title=Was your degree really worth it? |newspaper=The Economist |url=https://www.economist.com/international/2023/04/03/was-your-degree-really-worth-it |access-date=April 14, 2023 |archive-url=https://archive.today/20230408160109/https://www.economist.com/international/2023/04/03/was-your-degree-really-worth-it |archive-date=April 8, 2023}}</ref>]]
In the 2015 run of the international assessment test the Program for International Student Assessment (PISA), American students came out 35th in mathematics, 24th in reading, and 25th in science, out of 109 countries. The United States also ranked 29th in the percentage of 24-year-olds with science or mathematics degrees.<ref>{{cite web|url=https://nces.ed.gov/surveys/pisa/|title=Program for International Student Assessment (PISA) - Overview|website=nces.ed.gov|language=EN|access-date=2018-09-04|archive-date=2019-09-04|archive-url=https://web.archive.org/web/20190904112157/https://nces.ed.gov/surveys/pisa/|url-status=live}}</ref>

STEM education often uses new technologies such as [[3D printers]] to encourage interest in STEM fields.<ref>J.L. Irwin, D.E. Oppliger, J.M. Pearce, G. Anzalone, [http://www.asee.org/file_server/papers/attachment/file/0005/4988/asee_K-12_2015_finalpaper.pdf Evaluation of RepRap 3D Printer Workshops in K-12 STEM] {{Webarchive|url=https://web.archive.org/web/20151002232721/http://www.asee.org/file_server/papers/attachment/file/0005/4988/asee_K-12_2015_finalpaper.pdf |date=2015-10-02 }}. ''122nd ASEE 122nd ASEE Conf. Proceedings'', paper ID#12036, 2015. [https://www.academia.edu/13378869/Evaluation_of_RepRap_3D_Printer_Workshops_in_K-12_STEM open access]</ref> STEM education can also leverage the combination of new technologies, such as [[photovoltaics]] and [[environmental sensor]]s, with old technologies such as [[compost]]ing systems and [[irrigation]] within [[land lab]] environments.

In 2006 the [[United States National Academies]] expressed their concern about the declining state of STEM education in the United States. Its Committee on Science, Engineering, and Public Policy developed a list of 10 actions. Their top three recommendations were to:
*Increase America's talent pool by improving K–12 science and mathematics education
*Strengthen the skills of teachers through additional training in science, mathematics, and technology
*Enlarge the pipeline of students prepared to enter college and graduate with STEM degrees<ref name="Slsd-2017">{{cite web|url=http://www.slsd.org/webpages/rcolelli/resources.cfm?subpage=493006|title=STEM Education|website=Slsd.org|access-date=2016-06-09|url-status=dead|archive-url=https://web.archive.org/web/20170126095634/http://www.slsd.org/webpages/rcolelli/resources.cfm?subpage=493006|archive-date=2017-01-26}}</ref>

The [[National Aeronautics and Space Administration]] also has implemented programs and curricula to advance STEM education to replenish the pool of scientists, engineers, and mathematicians who will lead space exploration in the 21st century.<ref name="Slsd-2017" />

Individual states, such as [[California]], have run pilot after-school STEM programs to learn what the most promising practices are and how to implement them to increase the chance of student success.<ref>{{cite web|url=http://powerofdiscovery.org/sites/default/files/cde_report_task_10_and_11.pdf|title=Final Report : California Department of Education : CDE Agreement|website=Powerofdiscovery.org|access-date=2017-08-21|archive-date=2016-07-02|archive-url=https://web.archive.org/web/20160702044501/http://powerofdiscovery.org/sites/default/files/cde_report_task_10_and_11.pdf|url-status=live}}</ref> Another state to invest in STEM education is Florida, where Florida Polytechnic University,<ref>{{cite web|url=https://floridapoly.edu/|title=Florida Polytechnic University|website=Florida Polytechnic University|access-date=July 25, 2019|archive-date=September 3, 2019|archive-url=https://web.archive.org/web/20190903001047/https://floridapoly.edu/|url-status=live}}</ref> Florida's first public university for engineering and technology dedicated to science, technology, engineering, and mathematics (STEM), was established.<ref>{{cite web|title = About Florida Polytechnic University|url = https://floridapolytechnic.org/about/|website = Florida Polytechnic University|access-date = 2015-10-26|archive-date = 2019-05-05|archive-url = https://web.archive.org/web/20190505171657/https://floridapolytechnic.org/about/|url-status = live}}</ref> During school, STEM programs have been established for many districts throughout the U.S. Some states include [[New Jersey]], [[Arizona]], [[Virginia]], [[North Carolina]], [[Texas]], and [[Ohio]].<ref>{{cite web|url=https://www.olentangy.k12.oh.us/domain/1012|title=STEM Academy / Overview|website=OLENTANGY SCHOOLS|language=en|access-date=2018-10-12|archive-date=2019-05-05|archive-url=https://web.archive.org/web/20190505171656/https://www.olentangy.k12.oh.us/domain/1012|url-status=dead}}</ref><ref>{{cite web|url=https://www.usnews.com/education/best-high-schools/national-rankings/stem|title=Best STEM High schools|access-date=2018-10-12|archive-date=2020-05-24|archive-url=https://web.archive.org/web/20200524212721/https://www.usnews.com/education/best-high-schools/national-rankings/stem|url-status=live}}</ref>

Continuing STEM education has expanded to the post-secondary level through masters programs such as the University of Maryland's STEM Program<ref>{{cite web |url=http://www.education.umd.edu/MathEd/Outreach/DDP_MCPSSTEM%20.html |title=Center for Mathematics Education |access-date=2014-07-05 |url-status=dead |archive-url=https://web.archive.org/web/20140910215842/http://www.education.umd.edu/MathEd/Outreach/DDP_MCPSSTEM%20.html |archive-date=2014-09-10 }}</ref> as well as the University of Cincinnati.<ref>{{cite web |url=http://mastersed.uc.edu/masters-degree-in-education-online-programs/stem-science-technology-engineering-mathematics-teacher-degree/stem-degree-that-inspires-innovation/ |title=A STEM Degree that Inspires Innovation &#124; UC's Master of Education Online Program |access-date=2014-07-05 |url-status=dead |archive-url=https://web.archive.org/web/20140910200320/http://mastersed.uc.edu/masters-degree-in-education-online-programs/stem-science-technology-engineering-mathematics-teacher-degree/stem-degree-that-inspires-innovation/ |archive-date=2014-09-10 }}</ref>

====Racial gap in STEM fields====
{{main|Racial minorities in STEM fields}}
[[File:Algebra_I_by_Sex_or_Race_(2015-16).png|thumb|500x500px|Significant race or sex differences exist in the completion of Algebra I.<ref>{{Cite web |date=November 2018 |title=A Leak in the STEM Pipeline: Taking Algebra Early |url=https://www2.ed.gov/datastory/stem/algebra/index.html |access-date=May 13, 2023 |website= |publisher=U.S. Department of Education |language=en}}</ref>]]
In the United States, the National Science Foundation found that the average science score on the 2011 National Assessment of Educational Progress was lower for black and Hispanic students than for white, Asian, and Pacific Islanders.<ref>"Science and Engineering Indicators 2014." S&E Indicators 2014 - Figures - US National Science Foundation (NSF). N.p., n.d. Web.</ref> In 2011, eleven percent of the U.S. workforce was black, while only six percent of STEM workers were black.<ref>Landivar, Liana C. Disparities in STEM Employment by Sex, Race, and Hispanic Origin . Rep. N.p.: n.p., 2013.</ref> Though STEM in the U.S. has typically been dominated by white males, there have been considerable efforts to create initiatives to make STEM a more racially and gender-diverse field.<ref>"FACT SHEET: President Obama Announces Over $240 Million in New STEM Commitments at the 2015 White House Science Fair." National Archives and Records Administration. National Archives and Records Administration, n.d. Web.</ref> Some evidence suggests that all students, including black and Hispanic students, have a better chance of earning a STEM degree if they attend a college or university at which their entering academic credentials are at least as high as the average student's.<ref>Gail Heriot, [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3112683 Want to Be a Doctor? A Scientist? An Engineer?: An Affirmative Action Leg Up May Hurt Your Chances] {{Webarchive|url=https://web.archive.org/web/20200111022256/https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3112683 |date=2020-01-11 }}, Engage (2010).</ref>

====Gender gaps in STEM====
Although women make up 47% of the workforce<ref>[https://www.commerce.gov/news/reports/2017/11/women-stem-2017-update "Women in STEM: 2017 Update"] {{Webarchive|url=https://web.archive.org/web/20201022181844/https://www.commerce.gov/news/reports/2017/11/women-stem-2017-update |date=2020-10-22 }}, U.S. Department of Commerce.</ref> in the U.S., they hold only 24% of STEM jobs. Research suggests that exposing girls to female inventors at a young age has the potential to reduce the gender gap in technical STEM fields by half.<ref>[http://www.equality-of-opportunity.org/assets/documents/inventors_summary.pdf "Who Becomes an Inventor in America? The Importance of Exposure to Innovation"] {{Webarchive|url=https://web.archive.org/web/20210717224202/http://www.equality-of-opportunity.org/assets/documents/inventors_summary.pdf |date=2021-07-17 }}, Opportunity Insights.</ref> Campaigns from organizations like the [[National Inventors Hall of Fame]] aimed to achieve a 50/50 gender balance in their youth STEM programs by 2020. The gender gap in Zimbabwe's [[STEAM fields|STEM fields]] is also significant, with only 28.79% of women holding STEM degrees compared to 71.21% of men.<ref>{{Cite journal |last=Maisiri |first=James |date=2024-02-28 |title=Preparing Zimbabwean Women for the Future of Work: The Role of STEM Education in The So-Called Fourth Industrial Revolution |journal=South African Review of Sociology |volume=54 |language=en |pages=5–22 |doi=10.1080/21528586.2024.2311399 |issn=2152-8586|doi-access=free }}</ref>

====Intersectionality in STEM====
STEM fields have been recognized as areas where underrepresentation and exclusion of marginalized groups are prevalent. STEM poses unique challenges related to [[Marxist feminism|intersectionality]] due to rigid norms and [[stereotypes]], both in [[higher education]] and professional settings. These norms often prioritize objectivity and [[meritocracy]] while overlooking structural inequities, creating environments where individuals with intersecting marginalized identities face compounded barriers.

For instance, individuals from traditionally underrepresented groups may experience a phenomenon known as "chilly climates" which refers to incidents of [[sexism]], isolation, and pressure to prove themselves to peers and high level academics.<ref>{{cite web |author=Hall, Roberta M., and Bernice R. Sandler |date=February 1, 1982 |title=The Classroom Climate: A Chilly One for Women? |url=https://eric.ed.gov/?id=ED215628}}</ref> For minority populations in STEM, loneliness is experienced due to lack of belonging and [[social]] isolation.<ref>Gregory, Al, and M Walton, A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students,2011</ref>

====American Competitiveness Initiative====
In the [[State of the Union Address]] on January 31, 2006, President [[George W. Bush]] announced the [[American Competitiveness Initiative]]. Bush proposed the initiative to address shortfalls in federal government support of educational development and progress at all academic levels in the STEM fields. In detail, the initiative called for significant increases in federal funding for advanced [[R&D]] programs (including a doubling of federal funding support for advanced research in the physical sciences through [[United States Department of Energy|DOE]]) and an increase in U.S. higher education graduates within STEM disciplines.

The ''NASA Means Business'' competition, sponsored by the Texas Space Grant Consortium, furthers that goal. College students compete to develop promotional plans to encourage students in middle and high school to study STEM subjects and to inspire professors in STEM fields to involve their students in outreach activities that support STEM education.

The [[National Science Foundation]] has numerous programs in STEM education, including some for K–12 students such as the ITEST Program that supports The Global Challenge Award ITEST Program. STEM programs have been implemented in some [[Arizona]] schools. They implement higher cognitive skills for students and enable them to inquire and use techniques used by professionals in the STEM fields.

[[Project Lead The Way]] (PLTW) is a provider of STEM education curricular programs to middle and high schools in the United States. Programs include a high school engineering curriculum called ''Pathway To Engineering'', a high school biomedical sciences program, and a middle school engineering and technology program called ''Gateway To Technology''. PLTW programs have been endorsed by President [[Barack Obama]] and [[United States Secretary of Education]] [[Arne Duncan]] as well as various state, national, and business leaders.{{citation needed|date=February 2019}}

====STEM Education Coalition====
''The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition''<ref>{{Cite journal
| last1 = Bybee | first1 = R. W.
| title = What is STEM Education?
| doi = 10.1126/science.1194998
| journal = Science
| volume = 329
| issue = 5995
| page = 996
| year = 2010
| pmid = 20798284
|bibcode = 2010Sci...329..996B | doi-access = free
}}</ref> works to support STEM programs for teachers and students at the [[United States Department of Education|U.S. Department of Education]], the [[National Science Foundation]], and other agencies that offer STEM-related programs. Activity of the STEM Coalition seems to have slowed since September 2008.

====Scouting====
In 2012, the [[Boy Scouts of America]] began handing out awards, titled NOVA and SUPERNOVA, for completing specific requirements appropriate to the scouts' program level in each of the four main STEM areas. The [[Girl Scouts of the USA]] has similarly incorporated STEM into their program through the introduction of merit badges such as "Naturalist" and "Digital Art".<ref name="STEM - Girl Scouts">{{cite web|url=http://www.girlscouts.org/en/about-girl-scouts/girl-scouts-and-stem.html|title=STEM - Girl Scouts|website=Girl Scouts of the USA|access-date=2017-09-27|archive-date=2019-04-22|archive-url=https://web.archive.org/web/20190422015751/https://www.girlscouts.org/en/about-girl-scouts/girl-scouts-and-stem.html|url-status=live}}</ref>

[[SAE International|SAE]] is an international organization, and provider specializing in supporting education, award, and scholarship programs for STEM matters, from pre-K to college degrees.<ref name="SAE">{{cite web|url= http://saefoundation.org/About-Us|title= SAE - about us.|access-date= Jul 24, 2018|language= en|archive-url= https://web.archive.org/web/20171208000853/http://saefoundation.org/About-Us|website= saefoundation.org|archive-date= December 8, 2017|url-status= live}}</ref> It also promotes scientific and technological innovation.

====Department of Defense programs====
<ref>{{cite web|url=http://www.acq.osd.mil/chieftechnologist/stem.html|title=Research & Engineering Enterprise: STEM|website=Osd.mil|access-date=2017-08-21|archive-date=2017-10-20|archive-url=https://web.archive.org/web/20171020162334/http://www.acq.osd.mil/chieftechnologist/stem.html|url-status=live}}</ref>
[[eCybermission]] is a free, web-based science, mathematics, and technology competition for students in grades six through nine sponsored by the U.S. Army. Each [[webinar]] is focused on a different step of the scientific method and is presented by an experienced eCybermission CyberGuide. CyberGuides are military and civilian volunteers with a strong background in STEM and STEM education, who can provide insight into science, technology, engineering, and mathematics to students and team advisers.

[[STARBASE]] is an educational program, sponsored by the Office of the Assistant Secretary of Defense for Reserve Affairs. Students interact with military personnel to explore careers and make connections with the "real world". The program provides students with 20–25 hours of experience at [[National Guard of the United States|the National Guard]], [[United States Navy|Navy]], [[United States Marine Corps|Marines]], [[Air Force Reserve]], and [[United States Air Force|Air Force]] bases across the nation.

[[SeaPerch]] is an underwater robotics program that trains teachers to teach their students how to build an underwater remotely operated vehicle (ROV) in an in-school or out-of-school setting. Students build the ROV from a kit composed of low-cost, easily accessible parts, following a curriculum that teaches basic engineering and science concepts with a marine engineering theme.

====NASA====
[[File:NASA Goddard Hosts Young Women for STEM Girls Night In - 30830488027.jpg|thumb|STEM Girls' Night In at the NASA's [[Goddard Space Flight Center]], Greenbelt, Maryland (2018)]]
NASAStem is a program of the U.S. [[space agency]] [[NASA]] to increase diversity within its ranks, including age, disability, and gender as well as race/ethnicity.<ref name="NASAStem">{{cite web|url=https://missionstem.nasa.gov/diversity-inclusion-leadrshp.html|title=NASA Office of Diversity and Equal Opportunity (ODEO)|website=missionstem.nasa.gov|access-date=20 August 2017|archive-date=18 January 2020|archive-url=https://web.archive.org/web/20200118030747/https://missionstem.nasa.gov/diversity-inclusion-leadrshp.html|url-status=live}}</ref>

====Legislation====
The [[America COMPETES Act]] (P.L. 110–69) became law on August 9, 2007. It is intended to increase the nation's investment in science and engineering research and in STEM education from kindergarten to graduate school and postdoctoral education. The act authorizes funding increases for the [[National Science Foundation]], [[National Institute of Standards and Technology]] laboratories, and the [[United States Department of Energy|Department of Energy]] (DOE) Office of Science over FY2008–FY2010. Robert Gabrys, Director of Education at NASA's [[Goddard Space Flight Center]], articulated success as increased student achievement, early expression of student interest in STEM subjects, and student preparedness to enter the workforce.

====Jobs====
In November 2012 the [[White House]] announcement before the congressional vote on the STEM Jobs Act put President Obama in opposition to many of the Silicon Valley firms and executives who bankrolled his re-election campaign.<ref>{{cite web |url=http://news.cnet.com/8301-13578_3-57556074-38/obama-opposes-silicon-valley-firms-on-immigration-reform/ |title=Obama opposes Silicon Valley firms on immigration reform |date=November 28, 2012 |author=Declan McCullagh |publisher=CNET |access-date=2012-12-21 |archive-date=2014-01-05 |archive-url=https://web.archive.org/web/20140105181223/http://news.cnet.com/8301-13578_3-57556074-38/obama-opposes-silicon-valley-firms-on-immigration-reform/ |url-status=live }}</ref> The Department of Labor identified 14 sectors that are "projected to add substantial numbers of new jobs to [[Economy of the United States|the economy]] or affect the growth of other industries or are being transformed by technology and innovation requiring new sets of skills for workers."<ref>{{cite web |url=http://www.doleta.gov/Youth_services/pdf/STEM_Report_4%2007.pdf |title=The STEM Workforce Challenge: the Role of the Public Workforce System in a National Solution for a Competitive Science, Technology, Engineering, and Mathematics (STEM) Workforce |date=April 2007 |publisher=U.S. Department of Labor |access-date=2012-12-21 |archive-date=2018-09-08 |archive-url=https://web.archive.org/web/20180908183749/https://www.doleta.gov/youth_services/pdf/STEM_Report_4%2007.pdf |url-status=live }}</ref> The identified sectors were as follows: advanced manufacturing, [[Automotive]], [[Construction industry|construction]], [[financial services]], [[geospatial technology]], [[homeland security]], [[information technology]], [[Transportation]], [[Aerospace]], [[Biotechnology]], [[Energy industry|energy]], [[Health care industry|healthcare]], [[Hospitality industry|hospitality]], and [[Retail industry|retail]].

The [[United States Department of Commerce|Department of Commerce]] notes STEM fields careers are some of the best-paying and have the greatest potential for job growth in the early 21st century. The report also notes that STEM workers play a key role in the sustained growth and stability of the U.S. economy, and training in STEM fields generally results in higher wages, whether or not they work in a STEM field.<ref>{{cite web|url=http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future|title=STEM: Good Jobs Now and For the Future|work=doc.gov|access-date=2011-11-22|archive-date=2018-09-28|archive-url=https://web.archive.org/web/20180928054021/http://www.esa.doc.gov/reports/stem-good-jobs-now-and-future|url-status=live}}</ref>

In 2015, there were around 9.0 million STEM jobs in the United States, representing 6.1% of American employment. STEM jobs were increasing by around 9% percent per year.<ref>{{cite web|url=http://www.esa.doc.gov/reports/stem-jobs-2017-update|title=STEM Jobs: 2017 Update {{!}} Economics & Statistics Administration|website=esa.doc.gov|language=en|access-date=2018-09-04|archive-date=2018-09-27|archive-url=https://web.archive.org/web/20180927053129/http://www.esa.doc.gov/reports/stem-jobs-2017-update|url-status=dead}}</ref> Brookings Institution found that the demand for competent technology graduates will surpass the number of capable applicants by at least one million individuals.

According to Pew Research Center, a typical STEM worker earns two-thirds more than those employed in other fields.<ref>{{Cite web |title=The typical STEM worker now earns two-thirds more than non-STEM workers |work=Pew Research Center’s Social & Demographic Trends Project |url=https://www.pewresearch.org/social-trends/2018/01/09/women-and-men-in-stem-often-at-odds-over-workplace-equity/ps_2018-01-09_stem_1-09/}}</ref>

====Recent progress====
According to the 2014 US census "74 percent of those who have a bachelor's degree in science, technology, engineering and math — commonly referred to as STEM — are not employed in STEM occupations."<ref>{{cite web |title=Census Bureau Reports Majority of STEM College Graduates Do Not Work in STEM Occupations |url=https://www.census.gov/newsroom/press-releases/2014/cb14-130.html |website=United States Census Bureau |date=July 10, 2014 |access-date=June 25, 2019 |archive-date=August 25, 2019 |archive-url=https://web.archive.org/web/20190825101802/https://www.census.gov/newsroom/press-releases/2014/cb14-130.html |url-status=live }}</ref><ref>{{cite web |title=Where do college graduates work? A Special Focus on Science, Technology, Engineering and Math |url=https://www.census.gov/dataviz/visualizations/stem/stem-html/ |website=United States Census Bureau |date=July 10, 2014 |access-date=June 25, 2019 |archive-date=August 12, 2019 |archive-url=https://web.archive.org/web/20190812223425/https://www.census.gov/dataviz/visualizations/stem/stem-html/ |url-status=live }}</ref>

In September 2017, several large American technology firms collectively pledged to donate $300 million for computer science education in the U.S.<ref>{{Cite news|url=https://www.nytimes.com/2017/09/26/technology/computer-science-stem-education.html|title=Tech Firms Add $300 Million to Trump Administration's Computer Science Push|work=The New York Times |date=26 September 2017 |access-date=2018-09-04|language=en|archive-date=2019-08-15|archive-url=https://web.archive.org/web/20190815003244/https://www.nytimes.com/2017/09/26/technology/computer-science-stem-education.html|url-status=live|last1=Kang |first1=Cecilia }}</ref>

PEW findings revealed in 2018 that Americans identified several issues that hound STEM education which included unconcerned parents, disinterested students, obsolete curriculum materials, and too much focus on state parameters. 57 percent of survey respondents pointed out that one main problem of STEM is the lack of students' concentration in learning.<ref>{{cite web|url=https://thejournal.com/articles/2018/01/12/americans-rate-u.s.-stem-education-as-mediocre.aspx|title=Americans Rate U.S. K–12 STEM Education as Mediocre|website=THE Journal|language=en|access-date=2018-09-04|archive-date=2018-11-06|archive-url=https://web.archive.org/web/20181106142645/https://thejournal.com/articles/2018/01/12/americans-rate-u.s.-stem-education-as-mediocre.aspx|url-status=live}}</ref>

The recent National Assessment of Educational Progress (NAEP) report card<ref>{{cite web|url=https://nces.ed.gov/nationsreportcard/tel/|title=NAEP TEL - Technology and Engineering Literacy Assessment|website=nces.ed.gov|language=EN|access-date=2018-09-04|archive-date=2019-06-26|archive-url=https://web.archive.org/web/20190626023001/https://nces.ed.gov/nationsreportcard/tel/|url-status=live}}</ref> made public technology as well as engineering literacy scores which determines whether students can apply technology and engineering proficiency to real-life scenarios. The report showed a gap of 28 points between low-income students and their high-income counterparts. The same report also indicated a 38-point difference between white and black students.<ref>{{Cite news|url=https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/25/suddenly-trump-wants-to-spend-millions-of-dollars-on-stem-in-public-schools/|title=Analysis {{!}} Suddenly, Trump wants to spend millions of dollars on STEM in public schools|newspaper=Washington Post|language=en|access-date=2018-09-04|archive-date=2018-09-04|archive-url=https://web.archive.org/web/20180904052808/https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/25/suddenly-trump-wants-to-spend-millions-of-dollars-on-stem-in-public-schools/|url-status=live}}</ref>

The Smithsonian Science Education Center (SSEC) announced the release of a five-year strategic plan by the Committee on STEM Education of the National Science and Technology Council on December 4, 2018. The plan is entitled "Charting a Course for Success: America's Strategy for STEM Education."<ref>{{cite web |url=https://ssec.si.edu/stemvisions-blog/charting-course-success-americas-strategy-stem-education |title=Charting a Course for Success: America's Strategy for STEM Education |author=Carol O'Donnell |website=ssec.si.edu |date=December 10, 2018 |access-date=December 28, 2018 |archive-date=April 10, 2019 |archive-url=https://web.archive.org/web/20190410184748/https://ssec.si.edu/stemvisions-blog/charting-course-success-americas-strategy-stem-education |url-status=live }}</ref> The objective is to propose a federal strategy anchored on a vision for the future so that all Americans are given permanent access to premium-quality education in Science, Technology, Engineering, and Mathematics. In the end, the United States can emerge as a world leader in STEM mastery, employment, and innovation. The goals of this plan are building foundations for STEM literacy; enhancing diversity, equality, and inclusion in STEM; and preparing the STEM workforce for the future.<ref>{{cite web |url=https://www.bizjournals.com/phoenix/news/2018/12/19/envisioning-stem-education-for-all.html |title=Envisioning STEM education for all |author=Steve Zylstra |date=December 19, 2018 |publisher=[[Phoenix Business Journal]] |access-date=December 28, 2018 |archive-date=December 28, 2018 |archive-url=https://web.archive.org/web/20181228152901/https://www.bizjournals.com/phoenix/news/2018/12/19/envisioning-stem-education-for-all.html |url-status=live }}{{subscription required}}</ref>

The 2019 fiscal budget proposal of the White House supported the funding plan in President Donald Trump's Memorandum on STEM Education which allocated around $200 million (grant funding) for STEM education every year. This budget also supports STEM through a grant program worth $20 million for career as well as technical education programs.<ref>{{cite web|url=https://edscoop.com/trump-stands-by-stem-education-spending-in-fy19-budget|title=Trump stands by STEM education spending in fiscal 2019 budget|website=EdScoop|date=12 February 2018 |language=en|access-date=2018-09-04|archive-date=2018-11-18|archive-url=https://web.archive.org/web/20181118102002/https://edscoop.com/trump-stands-by-stem-education-spending-in-fy19-budget/|url-status=live}}</ref>

====Events and programs to help develop STEM in US schools====
*[[FIRST Tech Challenge]]
*[[VEX Robotics Competition]]s
*[[FIRST Robotics Competition]]

===Vietnam===
In Vietnam, beginning in 2012 many private education organizations have STEM education initiatives.

In 2015, the Ministry of Science and Technology and Liên minh STEM organized the first National STEM Day, followed by many similar events across the country.

in 2015, the Ministry of Education and Training included STEM as an area that needed to be encouraged in the national school year program.

In May 2017, the [[Prime Minister of Vietnam|Prime Minister]] signed a Directive No. 16<ref>{{Cite web |url=http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&mode=detail&document_id=189610 |title=Chỉ thị số 16/CT-TTG của Thủ tướng Chính phủ: Về việc tăng cường năng lực tiếp cận cuộc Cách mạng công nghiệp lần thứ 4 |access-date=2017-07-23 |archive-date=2018-01-06 |archive-url=https://web.archive.org/web/20180106175726/http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&mode=detail&document_id=189610 |url-status=live }}</ref> stating: "Dramatically change the policies, contents, education and vocational training methods to create a human resource capable of receiving new production technology trends, with a focus on promoting training in science, technology, engineering and mathematics (STEM), foreign languages, information technology in general education; " and asking "Ministry of Education and Training (to): Promote the deployment of science, technology, engineering and mathematics (STEM) education in general education program; Pilot organize in some high schools from 2017 to 2018.

==Women==
{{main|Female education in STEM|Women in STEM fields}}
{{see also|Women in science|Women in engineering|Women in computing|Sex differences in psychology|Sex differences in intelligence}}

Women constitute 47% of the U.S. workforce and perform 24% of STEM-related jobs.<ref>{{cite web|url=http://www.esa.doc.gov/reports/women-stem-2017-update|title=Women in STEM: 2017 Update|access-date=September 15, 2018|archive-date=October 3, 2018|archive-url=https://web.archive.org/web/20181003162455/http://www.esa.doc.gov/reports/women-stem-2017-update|url-status=dead}}</ref> In the UK women perform 13% of STEM-related jobs (2014).<ref>{{cite web|url=http://www.westminster.ac.uk/news-and-events/news/business/2014/science-careers-face-diversity-challenge|title=Science careers face diversity challenge|work=westminster.ac.uk|url-status=dead|archive-url=https://web.archive.org/web/20141018110732/http://www.westminster.ac.uk/news-and-events/news/business/2014/science-careers-face-diversity-challenge|archive-date=2014-10-18}}</ref> In the U.S. women with STEM degrees are more likely to work in education or healthcare rather than STEM fields compared with their male counterparts.
[[File:NASA Goddard Hosts Young Women for STEM Girls Night In 2018.jpg|thumb|Image of participants of NASA Goddard's STEM Girls Night in 2018]]
The gender ratio depends on the field of study. For example, in the [[European Union]] in 2012 women made up 47.3% of the total, 51% of the social sciences, business, and law, 42% of the science, mathematics, and computing, 28% of engineering, manufacturing, and construction, and 59% of PhD graduates in Health and Welfare.<ref>{{cite report|date= 2016|title= She Figures 2015|url= https://ec.europa.eu/research/swafs/pdf/pub_gender_equality/she_figures_2015-final.pdf#view=fit&pagemode=none|publisher= European Commission|access-date= 15 September 2018|isbn= 978-92-79-48375-2|doi= 10.2777/744106|archive-date= 19 June 2018|archive-url= https://web.archive.org/web/20180619140317/https://ec.europa.eu/research/swafs/pdf/pub_gender_equality/she_figures_2015-final.pdf#view=fit&pagemode=none|url-status= live|author1= European Commission. Directorate General for Research Innovation}}</ref>

In a study from 2019, it was shown that part of the success of women in STEM depends on the way women in STEM are viewed. In a study that researched grants given based primarily on a project versus primarily based on the project lead there was almost no difference in the evaluation between projects from men or women when evaluated on the project, but those evaluated mainly on the project leader showed that projects headed by women were given grants four percent less often.<ref>{{Cite journal |last1=Witteman |first1=Holly O |last2=Hendricks |first2=Michael |last3=Straus |first3=Sharon |last4=Tannenbaum |first4=Cara |date=2019-02-09 |title=Are gender gaps due to evaluations of the applicant or the science? A natural experiment at a national funding agency |journal=The Lancet |language=en |volume=393 |issue=10171 |pages=531–540 |doi=10.1016/S0140-6736(18)32611-4 |pmid=30739688 |s2cid=72334588 |issn=0140-6736|doi-access=free }}</ref>

Improving the experiences of women in STEM is a major component of increasing the number of women in STEM. One part of this includes the need for role models and mentors who are women in STEM. Along with this, having good resources for information and networking opportunities can improve women's ability to flourish in STEM fields.<ref>{{Cite journal |last1=Berryhill |first1=Marian E. |last2=Desrochers |first2=Theresa M. |date=2021-06-01 |title=Addressing the Gender Gap in Research: Insights from a Women in Neuroscience Conference |url=https://www.sciencedirect.com/science/article/pii/S0166223621000709 |journal=Trends in Neurosciences |language=en |volume=44 |issue=6 |pages=419–421 |doi=10.1016/j.tins.2021.03.004 |pmid=33883084 |s2cid=233292352 |issn=0166-2236|url-access=subscription }}</ref>

Adding to the complexity, global studies indicate that biology may play a significant role in the gender gaps in STEM fields because the propensity for women to pursue college degrees in STEM fields declines consistently as countries become more wealthy and egalitarian. As women are more free to choose their careers, they are more prone to choose careers that relate to people rather than objects.<ref>{{cite book |last1=Geary |first1=David |title=Male, Female: The Evolution of Human Sex Differences |date=2020 |publisher=American Psychological Association |isbn=9781433832642 |pages=432–433}}</ref>

== LGBTQ+ ==
{{See also|LGBT people in science|List of LGBT firsts by year}}

People identifying within the group LGBTQ+ have faced discrimination in STEM fields throughout history. Few were openly queer in STEM; however, a couple of well-known people are [[Alan Turing]], the father of computer science, and [[Sara Josephine Baker]], an American physician and public-health leader.<ref>{{Cite web |title=LGBTQ+ People in STEM |url=https://www.liverpoolmuseums.org.uk/stories/lgbtq-people-stem |access-date=2022-11-27 |website=National Museums Liverpool}}</ref>

Despite recent changes in attitudes towards LGBTQ+ people, discrimination still permeates throughout STEM fields.<ref>{{Cite web |last=Elsevier |title=LGBT in STEM: Progress but still many obstacles |url=https://www.elsevier.com/connect/lgbt-in-stem-progress-but-still-many-obstacles |access-date=2022-11-17 |website=Elsevier Connect |language=en}}</ref><ref name="Hughes-2018">{{Cite journal |last=Hughes |first=Bryce E. |date=2018-03-02 |title=Coming out in STEM: Factors affecting retention of sexual minority STEM students |journal=Science Advances |language=en |volume=4 |issue=3 |pages=eaao6373 |doi=10.1126/sciadv.aao6373 |issn=2375-2548 |pmc=5851677 |pmid=29546240|bibcode=2018SciA....4.6373H }}</ref> A recent study has shown that sexual minority students were less likely to have completed a bachelor's degree in a STEM field,<ref name=":1">{{Cite journal |last1=Carpenter |first1=Christoper C. |last2=Sansone |first2=Dario |year=2020 |title=Turing's children: Representation of sexual minorities in STEM |journal=PLOS ONE |volume=15 |issue=11 |pages=e0241596 |arxiv=2005.06664 |bibcode=2020PLoSO..1541596S |doi=10.1371/journal.pone.0241596 |pmc=7673532 |pmid=33206668 |doi-access=free |s2cid=218629971}}</ref><ref>{{cite web |last=Ennis |first=Dawn |date=Nov 30, 2020 |title=The New STEM Gap: Study Confirms Gay Men Are Less Likely Than Straight Men To Be In STEM Fields |url=https://www.forbes.com/sites/dawnstaceyennis/2020/11/30/the-new-stem-gap-study-confirms-gay-men-are-less-likely-than-straight-men-to-be-in-stem-fields/?sh=7f7270ca1930 |access-date=2017-10-12 |website=Forbes Magazine |publisher=}}</ref> having opted to switch their major. Those that remained in a STEM field were however more likely to participate in undergraduate research programs. According to the study sexual minorities did show higher overall retention rates within STEM related fields as compared to heterosexual woman.<ref name=":1" /><ref name="Hughes-2018" /> Another study concluded that queer people are more likely to experience exclusion, harassment, and other negative impacts while in a STEM career while also having fewer opportunities and resources available to them.<ref>{{Cite journal |last1=Cech |first1=E. A. |last2=Waidzunas |first2=T. J. |date=January 15, 2021 |title=Systemic inequalities for LGBTQ professionals in STEM |journal=Science Advances|volume=7 |issue=3 |doi=10.1126/sciadv.abe0933 |pmid=33523910 |pmc=7810386 |bibcode=2021SciA....7..933C }}</ref>

Multiple programs and institutions are working towards increasing the inclusion and acceptance of LGBTQ+ people in STEM. In the US, the National Organization of Gay and Lesbian Scientists and Technical Professionals (NOGLSTP) has organized people to address homophobia since the 1980s and now promotes activism and support for queer scientists.<ref name="Unsay-2020">{{Cite journal |last=Unsay |first=Joseph D. |date=2020-07-17 |title=LGBTQ+ in STEM: Visibility and Beyond |journal=Chemistry – A European Journal |language=en |volume=26 |issue=40 |pages=8670–8675 |doi=10.1002/chem.202002474 |pmid=32588929 |s2cid=220075368 |issn=0947-6539|doi-access=free }}</ref> Other programs, including 500 Queer Scientists and Pride in STEM, function as visibility campaigns for LGBTQ+ people in STEM worldwide.<ref name="Unsay-2020" /><ref>{{Cite web |last=Elsevier |title=On being LGBTQ+ in science – yes it matters, and here's why |url=https://www.elsevier.com/connect/on-being-lgbtq-in-science-yes-it-matters-and-heres-why |access-date=2022-11-18 |website=Elsevier Connect |language=en}}</ref>

==Criticism==
The focus on increasing participation in STEM fields has attracted criticism. In the 2014 article "The Myth of the Science and Engineering Shortage" in ''[[The Atlantic]]'', demographer [[Michael S. Teitelbaum]] criticized the efforts of the U.S. government to increase the number of STEM graduates, saying that, among studies on the subject, "No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelor's degrees or higher", and that "Most studies report that real wages in many—but not all—science and engineering occupations have been flat or slow-growing, and unemployment as high or higher than in many comparably-skilled occupations." Teitelbaum also wrote that the then-current national fixation on increasing STEM participation paralleled previous U.S. government efforts since [[World War II]] to increase the number of scientists and engineers, all of which he stated ultimately ended up in "mass layoffs, hiring freezes, and funding cuts"; including one driven by the [[Space Race]] of the late 1950s and 1960s, which he wrote led to "a bust of serious magnitude in the 1970s."<ref>{{cite web |title=The Myth of the Science and Engineering Shortage |url=https://www.theatlantic.com/education/archive/2014/03/the-myth-of-the-science-and-engineering-shortage/284359/ |first=Michael S. |last=Teitelbaum |work=The Atlantic |date=19 March 2014 |access-date=2017-03-11 |archive-date=2019-08-24 |archive-url=https://web.archive.org/web/20190824150255/https://www.theatlantic.com/education/archive/2014/03/the-myth-of-the-science-and-engineering-shortage/284359/ |url-status=live }}</ref>

''[[IEEE Spectrum]]'' contributing editor Robert N. Charette echoed these sentiments in the 2013 article "The STEM Crisis Is a Myth", also noting that there was a "mismatch between earning a STEM degree and having a STEM job" in the United States, with only around {{frac|1|4}} of STEM graduates working in STEM fields, while less than half of workers in STEM fields have a STEM degree.<ref>{{cite web |title=The STEM Crisis Is a Myth |url=https://spectrum.ieee.org/the-stem-crisis-is-a-myth |first=Robert N. |last=Charette |publisher=IEEE Spectrum |date=August 30, 2013 |access-date=December 2, 2021 |archive-date=September 6, 2019 |archive-url=https://web.archive.org/web/20190906171001/https://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth |url-status=live }}</ref>

Economics writer [[Ben Casselman]], in a 2014 study of post-graduation earnings in the United States for ''[[FiveThirtyEight]]'', wrote that, based on the data, science should not be grouped with the other three STEM categories, because, while the other three generally result in high-paying jobs, "many sciences, particularly the [[life sciences]], pay below the overall median for recent college graduates."<ref>{{cite web |title=The Economic Guide To Picking A College Major |url=https://fivethirtyeight.com/features/the-economic-guide-to-picking-a-college-major/ |first=Ben |last=Casselman |publisher=FiveThirtyEight |date=September 12, 2014 |access-date=August 27, 2015 |archive-date=August 29, 2019 |archive-url=https://web.archive.org/web/20190829103926/https://fivethirtyeight.com/features/the-economic-guide-to-picking-a-college-major/ |url-status=live }}</ref>

A 2017 article from the [[University of Leicester]] concluded, that
"maintaining accounts of a ‘crisis’ in the supply of STEM workers has usually been in the interests of industry, the education
sector and government, as well as the lobby groups that represent them. Concerns about a shortage have meant the allocation of significant additional resources to the sector whose representatives have, in turn, become powerful voices in advocating for further funds and further investment."<ref>Shortage or Surplus? A Long-Term Perspective on the Supply of Scientists and Engineers in the USA and the UK. 2017. Review of Education. 5/171-199. {{doi|10.1002/REV3.3091}}.</ref>

A 2022 report from [[Rutgers University]] stated:
"In the United States, the STEM crisis theme is a perennial policy favorite, appearing every few years as an urgent concern in the nation’s competition with whatever other nation is ascendant, or as the cause of whatever problem is ailing the domestic economy. And the solution is always the same: increase the supply of STEM workers through expanding STEM education. Time and again, serious and empirically grounded studies find little evidence of any systemic failures or an inability of market responses to address whatever supply is required to meet workforce needs."<ref>Salzman, H., Douglas, D., 2023. In: Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 11. Elsevier. 
{{doi|10.1016/B978-0-12-818630-5.13065-9}}. {{ISBN|9780128186305}}</ref>

A study of the UK job market, published in 2022, found similar problems, which have been reported for the USA earlier: "It is not clear that having a degree in the sciences, rather than in other subjects, provides any sort of advantage in terms of short- or long-term employability... While only a minority of STEM graduates ever work in highly-skilled STEM jobs, we identified three particular characteristics of the STEM labour market that may present challenges for employers: STEM employment appears to be predicated on early
entry to the sector; a large proportion of STEM graduates are likely to never work in the sector; and there may be more movement out of HS STEM positions by older workers than in other sectors... "<ref>Moving along the STEM pipeline? The long-term employment patterns of science, technology, engineering and maths graduates in the United Kingdom. 2022. Research Papers in Education. 37/457-478. {{doi|10.1080/02671522.2020.1849374}}.
</ref>

==See also==
<!-- Please keep entries in alphabetical order & add a short description [[WP:SEEALSO]] -->
{{Div col}} 
*[[Career and technical education]] - academic and technical skills for workforce preparation
*[[Craft Academy for Excellence in Science and Mathematics]]
*[[Hard and soft science]]
*[[List of African American women in STEM fields]]
*[[Maker culture]]
*[[Mathethon]] - [[computational mathematics]] competition
*[[NASA RealWorld-InWorld Engineering Design Challenge]]
*[[National Society of Black Engineers|National Society of Black Engineers (NSBE)]]
*[[Pre-STEM]]
*[[Science, Technology, Engineering and Mathematics Network]]
*[[Society of Hispanic Professional Engineers]] (SHPE)
*[[STEM Academy (disambiguation)|STEM Academy]]
*[[STEM.org]]
*[[STEM pipeline]]
*[[Tech ed]]
*[[Underrepresented group]]
{{div col end}}

==References==
{{reflist|colwidth=30em}}

==Further reading==
*{{cite web |url=http://www.esa.doc.gov/sites/default/files/reports/documents/educationsupportsracialandethnicequalityinstem_0.pdf |title=Education Supports Racial and Ethnic Equality in STEM |date=September 2011 |author=David Beede|publisher=U.S. Department of Commerce |access-date=2012-12-21 |display-authors=etal}}
*{{cite web |url=http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf |title=Women in STEM: An Opportunity and An Imperative |date=August 2011 |author=David Beede|publisher=U.S. Department of Commerce |access-date=2012-12-21 |display-authors=etal}}
*Kaye Husbands Fealing, Aubrey Incorvaia, and Richard Utz, "Humanizing Science and Engineering for the Twenty-First Century." [[Issues in Science and Technology]], Fall issue, 2022: 54–57.
*{{cite web |url=http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf |title=STEM: Good Jobs Now and For the Future |date= July 2011 |author=David Langdon|publisher=U.S. Department of Commerce |access-date=2012-12-21 |display-authors=etal}}
*{{cite web |url=http://files.asme.org/ASMEORG/NewsPublicPolicy/GovRelations/PositionStatements/6954.pdf |title=Statement To House & Senate Appriopriators In Support Of STEM Education And NSF Education |date=May 24, 2005 |author=Arden Bement |publisher=STEM Coalition |access-date=2012-12-21 |url-status=dead |archive-url=https://web.archive.org/web/20121120215638/http://files.asme.org/ASMEORG/NewsPublicPolicy/GovRelations/PositionStatements/6954.pdf |archive-date=November 20, 2012 }}
*Carla C. Johnson, et al., eds. (2020) ''Handbook of research on STEM education'' (Routledge, 2020).
*{{cite book |author=Mary Kirk |title=Gender and Information Technology: Moving Beyond Access to Co-Create Global Partnership |year=2009 |publisher=IGI Global Snippet |isbn=978-1-59904-786-7 }}
*{{cite book |author1=Shirley M. Malcom |author2=Daryl E. Chubin |author3=Jolene K. Jesse |title=Standing Our Ground: A Guidebook for STEM Educators in the Post-Michigan Era |year=2004 |publisher=American Association for the Advancement of Science |isbn=0871686996 }}
*Unesco publication on girls education in STEM – Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) "http://unesdoc.unesco.org/images/0025/002534/253479E.pdf "
*{{cite web |url=https://www.openschool.hk/kol/article/5eebaa60-aa4c-11e7-8748-4759034df37a/STEM%E6%95%99%E8%82%B2%E7%89%B9%E5%88%8A/162/STEM%20Re-vitalisation,%20not%20trivialisation |title=STEM Re-vitalisation, not trivialisation |date=Oct 12, 2017 |author=Wing Lau – Chief Engineer at the Department of Physics, Oxford University |publisher=OpenSchool |access-date=2017-10-12 }}

==External links==
*{{commons category-inline|STEM}}

{{Glossaries of science and engineering}}

[[Category:Education by subject]]
[[Category:Education policy]]
[[Category:Experiential learning]]
[[Category:Science education]]
[[Category:Technology education]]
[[Category:Engineering education]]
[[Category:Mathematics education]]
[[Category:Learning programs]]
[[Category:Science and technology studies]]