Words Matter: Defining opportunities in STEM to improve rural and urban student outcomes

In the United States, significant gaps remain for achieving gender and racial equity in science, technology, engineering, and math (STEM) careers. Although our K-12 education system has made some progress in innovating STEM curricula, the U.S. still lags behind other Organization for Economic Co-operation and Development countries. In addition, the COVID-19 pandemic has introduced new challenges in STEM education, which often require in-person experiential learning. Fortunately, with the advent of COVID-19 more people have come to appreciate the role technology can play in education. While technology certainly has many benefits for the educational process, there is a significant gap in opportunity between those from different socioeconomic and rural backgrounds in the U.S. To ensure the development of a diverse STEM workforce, the House of Representatives needs to take significant action to reduce inequity in STEM learning and outreach. We recommend that the House of Representatives Committee on Science, Technology, and Space clarify the wording within the Innovation for Informal STEM Learning Act (H.R. 3859) to better target underrepresented populations from both rural and urban communities and the House of Representatives Committee of Education and Labor specify the definition of ‘qualified apprenticeship program’ within the STEM K to Career Act (H.R.4727).