Abstract
Numerous papers have identified weakening of math and science education in the United States. In addition, numerous researchers and policy makers have emphasized STEM (science, technology, engineering, and mathematics) programs in secondary and postsecondary schools. After conducting review of surrounding Midwestern state governments, national institutions, and nonprofits, we find an inconsistent definition of STEM is being employed. We propose a conceptual definition of STEM based on the history and philosophy of science. We operationalize the definition by choosing a list of programs that fit within the framework. Finally, we use the definition to evaluate whether women and minorities are equally represented in STEM programs at Iowa community colleges. While minorities are proportionally represented, females are significantly underrepresented.
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