Two Strategies to Secure Science, Technology, Engineering, and Mathematics (STEM) Capital in the United States

Seungil Yum

doi:10.51724/arise.13

Authors

Seungil Yum Design, Construction, and Planning, University of Florida, United States

DOI:

https://doi.org/10.51724/arise.13

Keywords:

Panel, stem, education

Abstract

The study proposes two strategies for education planners and governments to secure Science, Technology, Engineering, and Mathematics (STEM) capital. First, this paper highlights that essential knowledge and skills for STEM students are differentiated by their major. For instance, the knowledge of English ranked first in Science, and the knowledge of mathematics placed first in Technology. Second, the study employs panel models to exhibit factors that are related to the proportion of STEM workers in the U.S. states between 2003 and 2012. The panel models highlight the variables associated with the gradient of STEM workers as follows: (1) industrial structure, (2) housing price, and (3) foreign-born people. Therefore, governments and education planners should develop education policies or training programs differentiated by the STEM fields to provide proper knowledge and skills for STEM students and take into account the important factors to secure STEM capital.

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