Chapter 11: Geographic Disparities in Science Achievement: The Case of Metropolitan St. Louis

In the United States, the rising demand for human capital in the fields of science, technology, engineering, and mathematics (STEM) continues to increase rapidly (Lacey & Wright, 2009). In addition, STEM occupations rank among those awarding the highest salaries during the beginning career stage (Beede et al., 2011). Results of international comparisons of students’ performance in science and mathematics, however, suggest that a substantial proportion of American children and youth, particularly students of color, might not be adequately prepared for STEM-related postsecondary majors and occupations (Gonzales et al., 2009; National Research Council [NRC], 2011). While some scholars have argued that international comparisons are helpful for thinking about federal policy, it is vitally important to understand the nature of science achievement and attainment in the context of urban metropolitan regions (Tate, Jones, Thorne-Wallington, & Hogrebe, 2012). The urban metropolitan region provides a context to understand the geography of opportunity for groups indigenous to a locale. To compete economically, urban regions should prioritize the recruitment of human capital. Failure to provide sufficient resources focused on education, training, and other strategies to support the development of indigenous residents might further exacerbate existing levels of poverty and of related negative social outcomes.