The Need for Integrated Workforce Development Systems to Broaden the Participation of Underrepresented Students in STEM- Related Fields

Abstract

According to a recent Global Competitiveness Report, the United States has continued to lose its economic competitiveness and now ranks fi fth in the world behind Switzerland, Singapore, Sweden, and Finland (World Economic Forum, 2011). In the midst of this increased global competition fueled by dramatic changes in technology, a popular storyline has emerged in the literature pointing to the need for a well-prepared science, technology, engineering, and mathematics (STEM) workforce if the United States is to preserve its economic competitiveness ( Jobs for the Future, 2007; National Academy of Sciences, 2005, 2007). Although it has been projected that STEM occupations will represent only 5% of all jobs in the U.S. economy by 2018, STEM employment serves as a gauge of economic competitiveness, as it is directly tied to innovation and economic development (Carnevale, Smith, & Melton, 2011). To be sure, there is a growing concern for a balanced demand and supply of talent in STEM given the consistent reports from employers noting the absence of qualifi ed workers in related fi elds (Carnevale, Smith, & Strohl, 2010). Further, there is also a growing concern for the decline in participation of minorities and women in STEM occupations, prompting a movement for broadening their participation in the related education pipeline (George, Neale, Van Horne, & Malcom, 2001; Kim, 2011).