I have long disagreed with the unique focus on STEM, the actual STEM needs that should be addressed, and the identification of the issues limiting getting those with potential into STEM careers.
This NYTimes article by Queens College professor Andrew Hacker arguing that the expectation for advanced math courses in high school is misguided encouraged me to combine and restate some of the arguments I have already made. Trends tend to feed on themselves, but education is close to a closed system so what is offered in one area is subtracted from another. It is important to be careful when jumping on a bandwagon.
When I consider what I feel are the most significant problems facing humanity, I am not convinced that many or perhaps even most are issues that will be solved by math, physics, chemistry, biology or coding. The inequities that exist in society, the corruption in the finance sector and our ineffective political system are not STEM problems and require far greater attention. Challenging future generations with the critical thinking, problem solving, and creativity necessary to deal with these core issues is being neglected.
There is no doubt that the science and math problems of our time need individuals of great talent and dedication. Addressing these issues whether as a matter of national competitiveness or human need requires a different approach than “more STEM for all”. A broad focus on STEM is inefficient and does not focus educational opportunities on the individuals best suited to these careers.
I agree with Hacker, the number of students taking advanced math is unnecessary. A greater focus on statistics and research methods (quantitative reasoning) would have far more general value. The general public needs to have the mental tools necessary to interpret the data that we all encounter daily. These quantitative skills are ignored in the main line STEM courses.
Perhaps we should be asking why talented students ignore STEM careers. Why are women so underrepresented in computer science? Why do so many talented college students pursue an MBA rather than a science major? These are the real problems and these issues have more to do with values and social acceptance than the number of courses available. But again, recognizing root causes do not follow from a STEM perspective.
