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STEM pipeline
The STEM pipeline is the educational pathway for students in the fields of science, technology, engineering, and mathematics (STEM). The start and end of this STEM pipeline are disputed, but it is often considered to begin in early education and extend into graduation or an adult career in STEM.
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyond, and devise programs and interventions to improve educational processes and outcomes. STEM programs focus on increasing social and academic supports for students. STEM programs may also focus on bringing students together with professionals in their field, to provide mentoring, role models and learning opportunities in industry.
Maintaining a healthy and diverse STEM pipeline has been a concern in several developed countries, such as the United Kingdom, the United States, and Germany.
In the United States, although efforts to increase the number of women and African Americans in STEM fields have been ongoing, as recently as 2010 the results have been evaluated as "poor". In 2014, one report declared that "traditionally underrepresented groups remain underrepresented", while another article commented, "You can go through your entire scholarly trajectory in computer science without seeing one face of color", where "of color" refers to African Americans.
STEM pipeline programs in the US have been created at various levels. Examples include: the Technology Leadership Institute at the University of Pittsburgh at the college and university level, the Nevada STEM pipeline at the state level, Stanford University's Women in Data Science Initiative offers workshops and educational resources at the secondary and university level, and the Broadening Participation in Computing Alliances at the national level.
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STEM pipeline
The STEM pipeline is the educational pathway for students in the fields of science, technology, engineering, and mathematics (STEM). The start and end of this STEM pipeline are disputed, but it is often considered to begin in early education and extend into graduation or an adult career in STEM.
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyond, and devise programs and interventions to improve educational processes and outcomes. STEM programs focus on increasing social and academic supports for students. STEM programs may also focus on bringing students together with professionals in their field, to provide mentoring, role models and learning opportunities in industry.
Maintaining a healthy and diverse STEM pipeline has been a concern in several developed countries, such as the United Kingdom, the United States, and Germany.
In the United States, although efforts to increase the number of women and African Americans in STEM fields have been ongoing, as recently as 2010 the results have been evaluated as "poor". In 2014, one report declared that "traditionally underrepresented groups remain underrepresented", while another article commented, "You can go through your entire scholarly trajectory in computer science without seeing one face of color", where "of color" refers to African Americans.
STEM pipeline programs in the US have been created at various levels. Examples include: the Technology Leadership Institute at the University of Pittsburgh at the college and university level, the Nevada STEM pipeline at the state level, Stanford University's Women in Data Science Initiative offers workshops and educational resources at the secondary and university level, and the Broadening Participation in Computing Alliances at the national level.