Literature Review in Educational Leadership, Policy, and Law within STEM Education

Abstract

STEM is the acronym for the fields of study in science, technology, engineering, and mathematics. This manuscript is to highlight the need to increase the number of females pursuing education and future employment opportunities in careers that requires study in STEM. Regarding STEM programs, education leaders must provide advantages that bridge the academic achievement gaps for females and other underrepresented minoritized (URM) student groups. Parents, teachers, and school administrators must fill the gaps often found in the academic areas of mathematics and science. The resolution is to introduce students at an early age to the American workforce in STEM-related fields. Students' early interventions include businesses, industries, and community mentorship programs. These mentorship programs are central to meeting every capable STEM worker's need to keep America in a global leadership position. At the forefront, educationalists, policymakers, and legislators are taking the initiative to establish a firm educational foundation that will increase the roles of women and minorities in STEM-related fields. STEM education must break traditional ethnic and gender roles. America must ensure that every gender, race, or ethnicity has a seat at the economic table. Minorities having a seat at the trade and industry table is essential for the nation to compete in a global economy. The educational systems must spark an interest in students pursuing a career in the various fields of STEM. Nevertheless, more people of color must sit at the economic negotiation table to decide their future.