Who counts as part of STEM?
The study shows how differently STEM professionals can be categorised and what this means for STEM funding
STEM (Science, Technology, Engineering, and Mathematics) is central to technological progress. However, the inconsistent definition of STEM professionals raises the question of what STEM promotion actually means. This study by the Chair of Education Systems at ETH Zurich examines how STEM professionals can be classified. We take a broad understanding of STEM. This is particularly important for Switzerland, as vocational and professional education and training plays a central role, meaning that a classification based solely on institutes of higher education subjects is insufficient.
We visualise the various roles of STEM professionals through eight AI-generated prototypes, such as working in a laboratory or designing a machine. These images allow us to capture attitudes towards STEM employment in surveys, making abstract job titles more accessible, especially for children.
The STEM prototypes represent different STEM professionals in Switzerland. The weighting of the STEM prototypes varies depending on the definition: In a narrow approach that excludes medicine and upper secondary education, the prototype with the exemplary name computer scientist dominates (28%). In a broader approach, the mechanic prototype leads (29%). Additionally, the STEM prototypes differ in terms of gender representation and skill shortages. The results highlight the importance of a discussion on which STEM professionals should be promoted. This is particularly important, as neither the definition of STEM professionals nor their assignment to STEM prototypes is clear-cut.
This study is funded by the Strategic Initiatives of ETH Zurich within the framework of UP4mint by UBS and ETH Zurich.
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Report in german language