Early STEM Career Awareness Drives Future Success for Students and the Economy

Key points:

Since career interests and aspirations are formed starting at age 10, middle grades are the ideal time to begin making connections between students' academic work and their future career paths. By introducing students to STEM careers and sparking interest in essential industries like manufacturing, programming, and engineering, state leaders and district administrators are inspiring students to explore and learn about critical industries while paving the way for the workforce of tomorrow.

According to the US Bureau of Labor and StatisticsOccupations are expected to grow 10.4 percent by 2033, compared to 4 percent for all occupations. Additionally, the median annual salary for STEM occupations in 2023 was $101,650, compared to non-STEM occupations of $46,680. To meet the need for these high-wage, in-demand jobs, early STEM intervention and career awareness for middle grade students is necessary.

Additionally, students want to be exposed to emerging technologies and career possibilities. In the May 2022 report Question the quoAccording to the ECMC Group, the majority (63 percent) of teens said they would like more information about the variety of postsecondary opportunities available. By providing this academic relevance through career-related learning, students are less likely to drop out and more likely to engage in their academic journey.

When learning many concepts, students often ask, “When will I need this in real life?” According to the Association for Career and Technical Education (ACTE)students who explore careers are more likely to understand the relevance of their coursework. Career-connected learning helps students understand how academics connect to real-world careers, which can improve academic motivation.

Research shows that lack of awareness is the main reason students do not pursue STEM careers. In a recent survey42 percent of adults said they would have considered a STEM career if they had better understood the opportunities available. Research conducted by Battelle on students (grades 5-9) using a mission-based career exploration learning platform revealed that 84 percent of students were more likely to want a job that involved design or construction; There was a 56 percent increase in students interested in taking advanced math courses in high school, and 59 percent said they were more likely to pursue a career in STEM.

Early STEM intervention also provides many benefits beyond expanding career options. Supports the development of critical skills, such as encouraging critical thinking, problem solving, creativity and adaptability. These transferable employability skills are increasingly a competitive advantage for students. “(Those) who develop and increase their human or 'soft' skills could see their income grow twice as fast due to the growing need for skills such as customer service, digital literacy and time management,” according to a report of 2019. study.

Research by Educational Strategy Groupcommissioned by American Student Assistance, concerns the latest reauthorization of the Perkins Career and Technical Education Act (Perkins V), which allows middle school programs beginning in fifth grade to receive federal funds for career exploration. “States are off to a good start in this relatively new space, but without a unified state vision and commitment, a prioritization of students' need for more relevant, diverse and practical experiences on a continuum across K-12, and sustained financial support. and local capacity building, risk making career exploration a series of paper-and-pencil activities that miss the opportunity to help shape students' paths toward a fulfilling career that pays a living wage.”

The benefits of early STEM and career awareness are far-reaching. By providing middle grade students with engaging, career-related learning opportunities, we can spark their interest in emerging technologies and high-paying, in-demand careers.

Laura Ascione is the editorial director of eSchool Media. He graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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