The US Science Job Market: A Conundrum?

18
Jul

The US Science Job Market: A Conundrum?

A recent report issued by the US Department of Commerce reported that job opportunities in science technology, engineering and math fields (STEM) are increasing in America. The report contends that over the past decade the number of people employed in STEM jobs has increased three times as much as the growth rate for non-STEM jobs growing by approximately 7.6 million workers. Further, the report predicts that between 2008 and 2018 that STEM jobs will grow by about 17 percent as compared with roughly 10 percent for non-STEM jobs. On average, in 2010 STEM employees earned about $25 per hour almost $9 more per hour than non-STEM workers.

While this may appear to be good news, a report published last year by the President’s Council on Science and Technology indicated that less than one-third of US eighth graders are considered proficient in math and science. Further, the report also found that there is a lack of qualified STEM teachers at most schools even those that are otherwise successful. Consequently, this has resulted in a student population that is not only unprepared to fill those predicted 1.3 million STEM jobs but also uninterested in STEM subjects. In other words, unless something changes, there won’t be enough trained American workers to meet future US STEM needs; thereby reducing US global competitiveness in STEM fields like biotechnology, computing and engineering.

However, it is important to note that previous reports predicting future shortages of science and technology employees have been flat-out wrong! Nevertheless, there is no doubt that America is lagging in STEM competitiveness. However, this is likely because of the way in which STEM subjects are taught in primary and secondary schools. There is more emphasis placed on memorizing STEM concepts rather than teaching and honing problem solving skills which is the most important factor when participating in real-life STEM endeavors.

The same conclusion was reached by an 18-member National Research Council committee that recently issued a report outlining a new framework to improve science curriculums in the US. The head of the committee that issued the report, a retired physicist said “kids are expected to learn a lot of things but not expected to be able to use them.” The last time the National Research Council—the operating arm of the National Academy of Sciences and the National Academy of Engineering—weighed in on STEM preparedness was 1996.

One way to improve STEM education in the US is to hire more PhDs as middle and high school science, math and engineering teachers. After all, problem solving skills are what the PhD degree is all about and most PhDs ought to be content area experts in the subjects that they teach. Unfortunately, in most PhD and postdoctoral programs the mere mention of possibly becoming a high school teacher is invariably “the kiss of death” and may result in a student or postdoc being thrown out of a laboratory. The irony of the US STEM conundrum is stark; there is a need for more problem solvers in the class room but the people who train the problem solvers refuse to empower them to become teachers! Go figure!

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