How Can Educators Drive STEM Workforce Readiness?

There’s no dispute that a dearth of STEM workforce readiness is a global concern. With the STEM workforce projected to grow by nearly 11% by 2031, today’s students are literally the answer to the problem.
 
“They (the students) are the individuals who will make the next big discoveries, solve the next great challenges and make the world a better place,” according to a post on the Challenger Center blog. “That’s why ensuring students have access to a strong STEM education early on and showing them all the incredible STEM career possibilities is so critical.”
 
Today’s educators are poised to play one of the most significant roles in making sure that students are ready for careers that will require science, technology, engineering, and math acumen. Even for those children that won’t ultimately fill STEM jobs, they will still benefit from the critical thinking and problem solving skills acquired during these classroom lessons.
 

Workforce Preparedness Pillars

So how do we address this massive challenge? Let’s look at three of the core pillars of workforce preparedness:

• Increased student self-efficacy (STEM identity).
• Academic rigor and achievement.
• Access to hands-on STEM education opportunities with real-world applications.

 

First, it’s essential to increase self-efficacy (STEM identity) among students.

This is a complex undertaking that the National Math and Science Initiative addressed in a recent article, “Why Schools Should Cultivate STEM Identity in Students.”
 
So how do we foster a child’s STEM identity? We start by recognizing that it is a multi-faceted form of social identity that is driven by two key factors:

• Typicality: This is the belief that you are a person who is compatible with being a STEM student or professional because you see yourself as someone with the traits of those who work in STEM disciplines.
• Centrality: This is the level to which your beliefs, abilities and knowledge are aligned with STEM fields. It also includes the feeling that members of the STEM discipline(s) you are interested in accept you (or will accept you as you move into the workforce).

 
Helping students of all ages cultivate a mindset that they are both compatible with being a STEM student or professional and that they will be accepted within the STEM community takes time — and it takes representation.
 
Students who don’t see others with their same attributes often struggle to believe that they deserve to have a STEM identity — or that they’re even capable of participating in STEM learning. As much as it is possible, children and teens need to see people who look just like them participating in science, technology, engineering, and math at a variety of levels.
 
Today’s ubiquitous access to technology can also be a hurdle. Although students are comfortable with their devices and uses tech in a myriad of situations, that doesn’t equate digital literacy. We must intentionally approach digital literacy as a learned skill, rather than a by-product of growing up in a world of technology.
 
One analogy is to compare it to a young child who knows how to flip the pages of a variety of books, but they haven’t been taught how to read and understand the words. Such is the experience of today’s students that have been given access to devices since they were infants — they need to be taught how to optimize those tools in a way that leads to learning.
 

Second, we need to provide students with access to academic rigor and achievement.

Unfortunately, just offering more STEM classes during middle school isn’t the solution. Setting Advanced Placement® enrollment goals for high school students won’t do it either. Putting up posters of diverse individuals who have “made it” in science, technology, engineering, and math is just window dressing. Of course, none of these things are bad — but they are not enough.
 
Without a student having even an inkling of a STEM identity, they won’t pursue those opportunities or seek out mentors to support their goals. In many cases, they have been unintentionally shielded from STEM exposure and they don’t even have goals in these disciplines.
 
That’s why we need hands-on, boots-on-the-ground engagement with students to help them feel empowered to pursue the rigorous offerings. We know that many teachers have this desire in their hearts and minds, but we also know that having that extra time to nurture students at this level is a rare and precious commodity.
 
High-quality professional development (PD) helps educators take on this gargantuan task. But how do you know if the PD you’re considering is effective? Ultimately, it comes down to training that equips teachers to improve student outcomes. NMSI recently evaluated the effect of our Professional Development Services in middle school classrooms by partnering with West Coast Analytics, a third-party research firm.
 
Based on three one-year cohorts over the 2021-2024 academic years, the approach utilized assessments developed in partnership with the Berkeley Educational Assessment Research Center, focusing on mathematical problem solving and reasoning with data. We found that teacher PD impacts middle school student achievement.
 
Along with improved student confidence in STEM, the study found that interest in STEM careers increased significantly for Black students in Cohort 2, although Hispanic students showed less of an increase in interest compared to non-Hispanic students.
 
One of the more significant findings showed that gains in student achievement were consistent across gender and ethnic boundaries, indicating that the program effectively supports diverse student populations. You can find more results of the NMSI Middle School Longitudinal Study here.
 
The results of this research underscore the effectiveness of NMSI’s enhanced program in positively influencing both student mindsets and academic achievement in STEM subjects. By providing middle school teachers with a comprehensive, practice-based professional development experience, the program equipped educators with the tools and strategies necessary to improve student outcomes significantly.
 

Third, we must provide access to hands-on STEM education opportunities with real-world applications.

Like many things, this is easier said than done. Tight budgets, time constraints, teacher shortages, competing priorities and even transportation issues can stand in the way of providing students with real-world exposure to the wonders of STEM.
 
Project-based learning (PBL) is a dynamic approach that engages students and prepares them for real-world challenges. PBL is a teaching method that starkly contrasts traditional rote learning. Instead of passively receiving information, students actively engage in an extended investigation and response to a complex question, problem, or challenge. The hands-on, student-centered approach fosters a deeper understanding and prepares students for the complexities of the world they live in.
 
In addition to providing real-world applications, PBL delivers concrete understanding, enhances engagement, improves retention and hones critical thinking skills. Project-based learning transforms STEM classrooms from flat, lecture-driven experiences to vibrant environments where students develop a passion for science, technology, engineering, and other indispensable life skills.
 
Project-based learning revolutionizes STEM education by making learning more engaging, relevant, and practical. It also creates situations that help students practice soft skills, such as teamwork, time management, compromise, and effective communication — abilities that translate into career-ready skills. As students experience collective success and celebrate together, it allows them to begin picturing the possibilities of a lifelong pursuit of STEM and creates a mindset that is open to STEM career exploration.
 

Taking the Next Steps Toward STEM Immersion

As educators continue to adopt innovative approaches to STEM enrichment, students will excel academically and acquire the soft skills needed to succeed in the modern world — and they will even have fun while they’re doing it!
 
As educators seek to develop or enhance STEM cultures and structures in their schools, districts and administrators must consider several key factors:

• Teacher Training and Support
• Curriculum Integration
• Resource Allocation
• Assessment Strategies

At the National Math and Science Initiative, we help educators and districts build the three workforce preparedness pillars — increased student STEM identity, academic rigor and achievement, and access to hands-on STEM activities. We are committed to helping students not only learn about STEM, but also to become passionate learners who will grow into an enthusiastic and well-equipped global workforce.
 
We believe that STEM education is the greatest lever to accessing opportunity and is unmatched in unlocking student potential. Learn how we work with local, state, and national partners to increase educational opportunities and empower better outcomes for all students. We look forward to supporting you and your colleagues.