How can we STEM the tide of science dropouts?

 STEM courses, as you know, are those in the disciplines of science, technology, engineering and maths. Dropout rates in STEM are very high, and that’s across the board and across the world. But why? The Irish Times has reported dropout rates of 80 per cent in some of the rural third-level colleges. The European Union has a whole program set up to combat this attrition. In the US it’s been a matter of concern for years, one study showing that “a total of 48 per cent of bachelor’s degree students …who entered STEM fields between 2003 and 2009 had left these fields by spring 2009”.* My simple answer to why: the courses are boring and hard. But surely they’re not THAT boring, with modern techniques and awareness of student attention spans.

So is this because “the computers” are “the bank” of the 21st century? Whereas your mammy in the 1950s, 60s, even 70s, might have wished for you a nice safe job in the bank, are the contemporary parents seeing the same security and rewards in the IT industry? It’s not for everyone, but this is often overlooked when young Johnny or Evie doesn’t know what to do after school (and really doesn’t want to do anything). Become a programmer, a data analyst, a systems designer, the voices say. That’s where the future is. And don’t even think of a liberal arts course, Evie, because you’ll never get a job. 

 

I had a look at what jobs indeed.com (thank you) suggests for STEM graduates, and they range from dentist to actuary, with systems designers and computer programmers mentioned but not emphasised. Engineers are in there too. The range sounds broad enough, though I wonder how many STEMMies end up living the high life as an actuary. Proportionally, the internet does tell me that most computer science grads end up as software developers. A gent named Marcus Body, research chief at Work Group, declared pre-pandemic that “technical recruiters are just not making their opportunities sound exciting enough”. And that’s when the students have struggled through to complete the course – then walk away.

 

Perhaps only a few people are really suited to these child-of-STEM roles. I can do simple sums in my head but run shrieking if people start talking physics. And look at how many of us can work the platforms and programs we need for our job, but apart from that the intricacies behind the laptop or phone screen are a complete mystery. Maybe personkind needs to evolve for a few more centuries before our brains take easily to the calculations and ruthless logic of the mathematical universe. And by then, surely we’ll all have chips in our brains to do our thinking for us anyway.

 

*Chen & Soldner, 2013

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