Beyond the “STEM Pipeline”: Expertise, Careers, and Lifelong Learning

Abstract Studies of education and careers in science, technology, engineering, math (STEM) commonly use a pipeline metaphor to conceptualize forward movement persistence. However, the “STEM pipeline” carries implicit assumptions regarding length (i.e. that it “starts” “stops” at specific stages one’s or career), contents some occupational fields are “in” while others not), perceived purpose “leakage,” leaving STEM, constitutes failure). Using National Survey College Graduates, we empirically measure each these dimensions. First, show majority STEM workers report skills training throughout their careers, suggesting no clear demarcation between work. Second, using on-the-job expertise requirements (rather than titles) paints very different portrait workforce—and persistence (where substantial attrition remains evident, especially among women African Americans). Third, STEM-educated well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding leaving. Collectively, results recommend expanded conceptions contribute studies science engineering workforce transitions diversity.