Improving Societal Well-Being by Changing STEM Education: Increasing Representation of Underrepresented Groups In STEM

U.S. policy statements promote the promise of STEM education for women and underrepresented groups’ career success. However, that success is severely compromised by the reality that high proportions of STEM students and graduates leave the field. This article integrates institutional research with interviews of 32 STEM educated individuals concerning their career decisions, while identifying systemic changes, including teaching business and entrepreneurial skills, all of which are needed to improve representation in STEM fields. Program requirements and case teaching are paramount to engage students in educational and work activities, including those provided by industry–educational consortia, which prepare them for the challenging realities of STEM careers.