Thereâs been an increased importance placed on careers in science, technology, engineering and math (STEM) to solve tomorrowâs problems. The U.S. Bureau of Labor Statistics projects STEM occupations to grow twice as fast as non-STEM occupations by 2030.
Here in Missouri, the stateâs Department of Higher Education & Workforce Development found similar data: The statewide average growth for STEM-related occupations exceeds the growth rate for all occupations in the state.
As a proud resident of St. Louis and an employee of a life science company with 2,500 employees in St. Louis city, I am dedicated to bridging this gap between education and the STEM workforce.
The pipeline to these careers needs to be expanded to fill the open jobs of tomorrow. However, thereâs an issue: Young minds ages 8 to 13 that will study STEM and fill the influx of careers arenât yet confident in their abilities. They need a guiding hand to show them they are already great scientists.
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Recent data from Wakefield Research showed two out of three students surveyed dream about a career that uses science or math, but itâs not translating as it should into a STEM career, as 48% find it hard to see them themselves as scientists.
This doubt could be explained because they donât see their favorite activities as science when they are building things, exploring or taking toys apart, for example. Simply put, they donât see that STEM is all around them.
On the other hand, parents surveyed struggled to see the connection between their childrenâs favorite activities and a future career in STEM. In fact, three in five parents surveyed would discourage their child from a STEM career.
Potentially explaining this discouragement, almost a third of parents cite theyâre unaware of the breadth of career options available in STEM, close to a quarter worry the career would be too challenging and 21% are daunted by the education required.
Between studentsâ own doubts and potential discouragement from parents, the pipeline leading to a career in STEM isnât being filled as it should. However, there is a solution and hereâs how you get there.
1. Provide and increase access to hands-on science experiences.
Industry experts agree hands-on science experiences are crucial to generating interest and aptitude in science. The American Chemistry Society compiled a position statement in 2024 highlighting the benefits of sustained investment in this area of education: developed problem-solving and critical-thinking skills, practical exposure to real-world settings, and increased inspiration and preparation for high-technology careers. Through this effort, we can help bridge the confidence gap young minds have in their abilities and push them in the right direction.
2. Help parents embrace STEM outside school settings.
Research also showed that nearly four in five parents surveyed faced challenges engaging their children in STEM outside of school. More importantly, a quarter donât know where to start. However, many parents already foster an interest in STEM through daily activities: watching science shows, exploring real-world examples and building toys, to name a few. We can help parents realize science education is everywhere and help enable their childrenâs interest in science.
3. Show students that STEM professionals look just like them.
This is where I see the most potential for impact. When you ask a student what a scientist looks like, theyâll most likely describe someone that looks like Albert Einstein. This common interpretation of what a scientist looks like is actually the minority, in fact, according to the National Science Foundation, the majority of scientists and engineers (51%) are women and people of color. The issue here is that students will grow up thinking they donât have what it takes to be a scientist, but the truth is, anyone can be a scientist. As an example of this in action, I want to share how the private sector can help lead the charge.
Representation is vital, especially to diverse populations who may feel the negative impact of stereotypes around what professions exist in STEM or what they physically look like. As such, one key method to break down these notions and increase interest in STEM is through mentorship. Even better yet, mentorship that provides access to hands-on science experiences that can influence interest in STEM careers. Who better to do this than private companies with diverse groups of employees that can offer work-study opportunities or can bring science programming into learning environments?
Future STEM professionals will solve future problems, but we need to do a better job today of pushing young minds towards these fields of study. We need to spark their curiosity, show parents that theyâre already embracing STEM with their children, and most importantly, make sure students see themselves as scientists now and in the future. If we can do this, we can drive more students into the STEM workforce pipeline to fill tomorrowâs jobs and solve tomorrowâs problems.