Redefining STEM

STEM education

I hear about STEM all the time: Science, Technology, Engineering & Math education. As someone who works for a major oil company and also volunteers in the local school system, I feel constantly bombarded by rhetoric about pushing STEM education, particularly for young girls (who society ignorantly thinks are focused entirely on frivolities).

Our elementary and junior high students are the makers of either our future economic prosperity or hardship, so I can understand why so many individuals in both government and industry want STEM education raised as a national priority. But I am a proponent of small government and, still further, I don’t think a laser focus on STEM education will result in the desired outcome. If the desired outcome is a thriving economy, I believe in providing a well-rounded education, allowing for a natural synthesis of science and liberal arts in young minds, and then equipping people to do what they are passionate about.

America was built on creativity, passion, ingenuity and independence. More than forcing children into STEM careers, we should equip them to do what they love. Pushing students into engineering, if that’s not what interests them, is not the secret to building a great economy. They will end up frustrated and burned out, leaving for a different career path or, worse still, staying for the money, becoming a liability to their employer because their driving force is not intrinsic but financial.

Although less than a fifth of high school students report as being interested in STEM careers, I believe the situation is not as dire as some imagine. I have an engineering degree, but I never use anything I learned in school. My day job does not require me to do differential equations or engineering physics calculations. Could I figure out how to solve these complex math problems? Yes. But would I enjoy it? Probably not. Am I still able to do a good job working for a major oil company? Yes.

The girls in my Sunday school class constantly amaze me. This week, we talked about the bible’s most famous set of best friends: David and Jonathan. During craft time, my 1st and 2nd graders decorated large gold stars cut out of construction paper, writing kind notes to their best friends on the stars.

Earlier in the morning, Abigail – a sweet, quiet bookworm in the group – had been telling me about a children’s book she’s writing and illustrating. It’s about a unicorn who was once a fairy. I asked Abigail about her favorite subject in school. I wasn’t surprised at her answer: English. She wrinkled her nose when I told her that I love math and am an engineer. But I’ve seen in Abigail the makings of a brilliant engineer, despite her dislike of math.

While all of the other girls dug through bins of markers and stickers to decorate their stars, Abigail folded in four arms of her star to the center, taping them in place. Then she folded the fifth arm of the star into the center, tucking it into the pocket created by the four other points of the star. On a separate piece of paper, she wrote a note to her friend, which she tucked into her “star pocket”.

When everyone was finished, we hung the golden stars on the blackboard. I smiled to myself, seeing Abigail’s imaginative little “star pocket” standing out among all of the other stars stretched out along the blackboard. I almost took a picture so that I could caption it, “Dare to be different.”

After the other girls saw Abigail’s “star pocket”, they all wanted her to teach them how to make one, too. So I watched petite little Abigail lead the other elementary school girls in making pockets, too. Abigail is a leader, but she’s not a showy leader. She marches to the beat of her own drum. She displays a quiet confidence that draws others to her. The makings of greatness are written into the core of her being, but it’s not the result of a great STEM education. The intangibles that will make Abigail great are the result of natural giftings and great parenting.

Abigail doesn’t like math. She likes English. But she is constantly shining with inventiveness and creativity. And that –more than excellent math skills – is what we need in our future scientists and engineers.

Authentically Aurora

13 thoughts on “Redefining STEM

      • That is so sweet. That must be nice to have a little mini me to go back to. My mini me is a little different than me (he’s an extrovert), but he sure thinks the world of me right now (I have to enjoy it before he becomes a teen and starts hating me on the reg.).


        • You only get to see the Bitter and Bright side of me. There is a dark side too. But yeah, my 11 year old girl already thinks I tell bad dad jokes and stomps in her room when things don’t go her way, but when she is thinking like a human she does kind of adore me.


        • Yeah, well, the flesh is contrary to the Spirit and all that. I like bad dad jokes. I also like when people think like humans and not like room stomping tweens. 😉


        • Yeah I’m kind of a human thinker so it helps when she is acting like her pure sweet human side and not her door slamming alien side.

          I kind of enjoy dad jokes too, but that’s cause I am a dad.


        • “I’m kind of a human thinker” — Did I ever tell you that my boss (Patrick, not the German woman) calls me a robot and occasionally (jokingly) sends me emails in binary code? We have a special kind of relationship.


        • Yeah, I remember you saying that your boss is the only reason you are there, otherwise you would have jetted a long time ago. I’m just glad I get to see the more chill side of you. Though I’ve talked about being cyborg before, because how cool would it be to be about 50% or more metal. Like knees that weren’t always sore,but just kneeded a little shining?


  1. Amen, Aurora! The propaganda pushing girls into STEM fields irritates me too. It dishonors the other side of little girls and tries to push us in a direction that society perceives as more worthy, as more valuable.

    I was very blessed, my dad was a physicist and he would integrate math and music, science and art, in a way that totally changed how I perceived things. I was very bright, but he actually steered me more towards family, children, nursing, because he knew that would be what made me happy. What honors and respects little girl’s passions and talents is what is important, not what society believes they should do.

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    • Agreed. I was steered toward engineering because “math and science are what we do for our careers; liberal arts are what we do for our hobbies”. Now I’m miserable at work and trying to leave to start over at something that is more in line with my natural talents and interests. The material benefits are nice, but to me, they’re not worth being emotionally bereft.


  2. There are a whole range of jobs that require a pretty decent comprehension of some STEM field…but *not* the in-depth level required to get a degree in that field…combined with excellent communications skills and emotional intelligence. For example, to sell enterprise software (which can be very lucrative), one should understand the basics of software, combined with a little knowledge of how manufacturing and distribution is done, but you generally do not need a computer science degree or an MBA with a manufacturing or logistics focus. The educational system does not do a very good job in producing such combinations.

    Communications skills are very very important, and I am continually appalled at how many people there are whose jobs are largely *about* communication who still cannot give a good presentation or talk, or defend a position logically in a debate. I’d like to see Rhetoric again become a part of liberal arts education.


    • YES! I completely agree that communication skills and emotional intelligence are two of THE MOST IMPORTANT skills someone can have in life in general, regardless of their career path. Unfortunately, not only do we not teach those skills, but I also believe that to some extent, these skills are ingrained at a young age and someone either has them or does not.


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