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B. Understanding the 21st Century STEM Workforce The Challenge of Defining the STEM Workforce The various workers who comprise the STEM workforce play distinct roles in meeting evolving occupational needs, in enabling innovation, and in enhancing U.S. competitiveness. In recognition of the importance of these workers to our economy, the concept of a STEM workforce is invoked regularly in policy discussions, reports, congressional testimony, and mainstream media. It has even been referenced in law and regulations. 17 However, despite frequent reference to the STEM workforce, there is no consensus definition of it (or, for that matter of the specific disciplines that constitute “STEM”). 18 In the absence of a consensus definition, analysts define the STEM workforce in the way best suited to their specific analyses. 19 In general, STEM workers are thought of as individuals who possess a STEM degree or who work in a STEM occupation. But reports differ in how expansively they view STEM. For example, some definitions of the STEM workforce omit workers with less than a bachelor’s degree or omit social scientists. Other commonly used definitions include some or all of those workers. Importantly, definitions that focus on degrees and occupations may also exclude STEM-capable workers who use significant levels of STEM expertise in the workplace, but who do not hold a STEM degree or who do not work in a STEM job. Capturing all STEM-capable workers is especially important if we wish to look beyond degree and occupational classifications and understand more broadly how STEM skills are used in the workplace and how STEM-capable workers add value to our economy (see “What are the STEM Capabilities?”). What are the STEM Capabilities? Efforts are underway to gather data on STEM knowledge and skills. This research promises to supplement degree- and occupation-based analyses by clarifying our understanding of the interconnections among skills, education, and occupation. The U.S. Department of Labor’s Occupational Information Network (O*NET) program is developing a database with detailed information on the competencies of workers in nearly 1000 occupations. 20 Anthony Carnevale and colleagues have analyzed O*NET data to identify which competencies are highly associated with STEM occupations. 21 Among the cognitive competencies associated with STEM are knowledge of math, chemistry, and other scientific and engineering fields; STEM skills, such as complex problem solving, technology design, and programming; and STEM abilities, including deductive and inductive reasoning, mathematical reasoning, and facility with numbers. Among the non-cognitive competencies associated with STEM are preferences for investigative and independent work. As the use of STEM knowledge and skills becomes more prevalent in the workplace, it is unsurprising that there is no one-size-fits-all definition of the STEM workforce. And while the absence of a consensus definition of the STEM workforce is not necessarily a problem, it presents a challenge for policymakers trying to develop sound, data-driven policies. The analyses in any report depend, in part, on who is included in the definition of the STEM workforce. Therefore, the findings of STEM workforce reports are sometimes not comparable to each other and the conclusions not necessarily generalizable. Confusion over definitions and conflicting beliefs about who is a STEM worker contribute to longstanding and prominent debates about the STEM workforce and exacerbate the challenge of generating consensus answers to specific questions about its adequacy (see “The STEM Worker Surplus – Shortage Debate”). 8 REVISITING THE STEM WORKFORCE
The STEM Worker Surplus–Shortage Debate Whether the United States has a shortage of STEM workers is a long-standing, highly contested policy issue. Claims of STEM worker shortages have appeared periodically since the 1950s. Once linked to Cold War anxieties about U.S. scientific manpower, 22 today’s shortage-surplus debate unfolds against the backdrop of globalization and a worldwide flow of STEM knowledge, expertise, and labor. 23 Analysts, media, and government reports highlight a variety of concerns regarding the size of the U.S. STEM workforce. These include meeting the demand for workers with scientific and technical knowledge and capabilities 24 ; remedying wide disparities in U.S. student achievement in math and science 25 ; attending to business sector reports of an inability to locate sufficiently skilled domestic STEM workers 26 ; and preparing for demographic shifts that will boost the proportion of the U.S. population hailing from groups that have been historically underrepresented in STEM. 27 In addition, our Nation’s reliance on foreign-born STEM workers at a time when these individuals increasingly have options for employment globally raises the question of whether the United States can depend on attracting a steady stream of foreign-born STEM talent. 28 In light of these concerns, some analysts contend that the United States has or will soon face a shortage of STEM workers. 29 Some point to labor market signals such as high wages and the fact that STEM vacancies are advertised for more than twice the median number of days compared to non- STEM jobs. 30 Other analysts note that the shortage of STEM workers is a byproduct of the ability of STEM-capable workers to “divert” into other high-skill occupations that offer better working conditions or pay. 31 Relatedly, some say even if the supply were to increase, the United States might still have a STEM worker shortage because an abundance of high-skill workers helps drive innovation and competitiveness and this might create its own demand. 32 Those analysts who contend the United States does not have a shortage of STEM workers see a different picture. 33 They suggest that the total number of STEM degree holders in the United States exceeds the number of STEM jobs, and that market signals that would indicate a shortage, such as wage increases, have not systematically materialized. 34 Analysts also raise concerns about labor market dynamics in academia—where a decreasing share of doctoral degree holders employed in the academic sector are tenured—and in industry—where there are reports that newly-minted degree holders and foreign “guestworkers” on temporary visas (e.g., H-1B, L-1) are displacing incumbent workers. 35 A few of these analysts go as far as to argue that firms claim shortages and mismatches in the hope of lowering compensation and training costs. 36 Close study of the surplus-shortage question reveals that there is no straightforward “yes” or “no” answer to whether the United States has a surplus or shortage of STEM workers. The answer is always “it depends.” It depends on which segment of the workforce is being discussed (e.g., sub-baccalaureates, PhDs, biomedical scientists, computer programmers, petroleum engineers) and where (e.g., rural, metropolitan, “high-technology corridors”). It also depends on whether “enough” or “not enough STEM workers” is being understood in terms of the quantity of workers; the quality of workers in terms of education or job training; racial, ethnic or gender diversity, or some combination of these considerations. The Board has noted that there are many areas of consensus within the surplus-shortage debate. Analysts on both sides of the debate invariably emphasize the value of STEM skills in jobs across our economy. Likewise, many analysts see a need to improve access to and the quality of STEM education at all levels and to address the lack of racial/ethnic and gender diversity in the STEM workforce. Finally, numerous analysts note the need to pay more attention to the demand for STEM workers and cite the necessity of collecting additional data to improve our understanding of career pathways. A COMPANION TO SCIENCE AND ENGINEERING INDICATORS 2014 9
Page 1 and 2: REVISITING THE STEM WORKFORCE A Com
Page 3 and 4: NSB-2015-10 REVISITING THE STEM WOR
Page 5 and 6: CONTENTS FRANCE A. CÓRDOVA, Member
Page 7 and 8: ACKNOWLEDGEMENTS The National Scien
Page 9 and 10: EXECUTIVE SUMMARY The condition of
Page 11 and 12: INTRODUCTION Since the National Sci
Page 13 and 14: I. The “STEM workforce” is exte
Page 15: The ‘Technical’ STEM Workforce
Page 19 and 20: II. STEM knowledge and skills enabl
Page 21 and 22: Examples of STEM Pathways: Engineer
Page 23 and 24: C. The Pathways Approach - Asking B
Page 25 and 26: FIGURE 2: Unemployment rate, by occ
Page 27 and 28: B. Assessing the Condition of Pathw
Page 29 and 30: y field decreased by 4-9 percentage
Page 31 and 32: Data on racial and ethnic minoritie
Page 33 and 34: DISCUSSION & NEXT STEPS An Approach
Page 35 and 36: ENDNOTES 1 The predecessor of Scien
Page 37 and 38: Policy in the Global Economy,” NB
Page 39 and 40: 42 Indicators 2014, Appendix Table
Page 41 and 42: 68 Indicators 2014, O-5 and 6-25. 6
Page 43 and 44: 92 For example, see: American Chemi
Page 45 and 46: NATIONAL SCIENCE BOARD RECENT PUBLI

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