Stemming STEM Will Help Everyone Except the Billionaires

I have been railing for a number of years about the corporate socialism at work in the creation of an oversupply of scientists, technocrats, and engineers. Follow the links.

So here is a clip from a very thoughtful piece from the Atlantic today, which concludes that the creation of an oversupply of workers in science, tech, and engineering could, in fact, make these fields of endeavor so unattractive as career fields that the phony shortage may, indeed, become real.

So the short term goal of creating an oversupply to drive down wages serves no one except Bill Gates and Billionaires who manufactured this crisis.

. . . .A compelling body of research is now available, from many leading academic researchers and from respected research organizations such as the National Bureau of Economic Research, the RAND Corporation, and the Urban Institute. No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelors degrees or higher, although some are forecasting high growth in occupations that require post-high school training but not a bachelors degree. All have concluded that U.S. higher education produces far more science and engineering graduates annually than there are S&E job openings—the only disagreement is whether it is 100 percent or 200 percent more. Were there to be a genuine shortage at present, there would be evidence of employers raising wage offers to attract the scientists and engineers they want. But the evidence points in the other direction: Most studies report that real wages in many—but not all—science and engineering occupations have been flat or slow-growing, and unemployment as high or higher than in many comparably-skilled occupations.  . . . .

More evidence corroborating Professor Krashen and exposing the contrived skills and STEM crises

"...the impending shortage of scientists and engineers is one of the longest running hoaxes in the country" — Gerald W. Bracey

Schools Matter's Professor Stephen Krashen has been a long time critic of the media promulgated mythology that there's a shortage of qualified workers, particularly those in the Science Technology Engineering Math (STEM) fields. A quick survey of his posts here reveal his ongoing work to counter the skills/STEM propaganda that is most often used to justify some of the most pernicious corporate education reforms.

Whenever I see more evidence proving these skills/STEM myths wrong, I'm quick to forward them to Dr. Krashen for him to add to his burgeoning catalog of documentation. NPR's recent Are There Too Many Ph.D.s And Not Enough Jobs? is an example of the evidence contradicting all the outrageous lies by Bill Gates, Mark Zuckerberg, David Welch, Reed Hastings, Arne Duncan, et al. The NPR piece, which cites The Atlantic, contains gems such as:

"numbers released by the National Science Foundation show that people with doctoral degrees in those technical fields are struggling to find work in their industries."

and

"Worse yet, as of 2011, approximately one-third of people graduating with a doctoral degree in science, technology, math or engineering had no job or post-doctoral offer of any kind."

Krashen posted the above piece on his facebook page, and several of us commented. Still exhausted from the LAUSD election, I had forgotten what I wrote until I saw myself quoted by Peggy Robertson and Patsy Bain Wolf. Looking at the quote, I'm sure glad they preserved it, since it gets to the heart of the matter:

The manufactured STEM crisis. Robert D. Skeels states "The manufactured STEM 'crises' has from the onset been a means to drive down the salaries of those professionals who often don't see themselves as being working class. Starting with Bill Gates' drive to grant more H1B visas to certain workers under the guise of "not enough qualified candidates." What this really means is not enough candidates willing to work on the cheap. Ultimately the same market forces that allow the owners of the means of production drive wages down are at work. Sadly, since many professionals aren't class conscious, the only things that could reverse this trend — working class push-back and unionization — aren't being discussed."

Another recent article by In These Times entitled Study Demolishes the Myth That U.S. Workers Lack Skills further puts the lie to the notion that U.S. workers are lacking in the education or skills department. The piece, which discusses a paper by University of Wisconsin-Milwaukee's Professor Marc Levine, contains powerful quotes like: "There are still three unemployed people for every possible job opening."

The article proper enumerates the points of Levine’s report, only the headings of which are reproduced here.

• False: The skills of the workforce somehow dropped sharply between 2007 and 2009.
• False: There is a vast pool of high-skilled jobs waiting to be filled.
• False: Employers are trying in vain to attract skilled workers.
• False: Understaffed employers must make do with the skilled workers they have.
• False: New high-skill jobs have been created.
• False: Workers with advanced degrees are more highly sought-after.
• False: The American job market will increasingly demand higher-skilled workers.

Globalization has allowed the ownership class to increasingly pit workers against each other in ways the Robber Barons could have only dreamed of. When workers compete, their boses win! A major part of the impetus behind corporate education reform is the same momentum that's created a job market were workers are increasingly expected to work harder and harder for less and less, while being required to have ever more education and training (at their own expense, of course). Nearly all of Silicon Valley's plutocratic elites' whining about a skills shortage is part and parcel a cry to drive down wages and squeeze ever more profit out of workers who are expected to "lean in."

This race to the bottom for workers is accelerated by those same forces turning teaching into an act of Taylorism as well. Race to the Top and Common Core State Standards are part of a corporate consensus intended to create compliant workers ready to accept ever more abject working conditions. The daily experience in schools today is a grim reminder of what student's adult life will most likely look like. Brian Jones' recent commentary looks at this in depth and provides inescapable analysis. The byline, which couldn't be more apropos, reads 'When Karl Marx described the despotism of the modern workplace, he could have been describing schools in the era of education "reform."' Jones' essay is replete with insights like:

"The bourgeoisie," Marx noted, "cannot exist without constantly revolutionizing the instruments of production, and thereby the relations of production, and with them the whole relations of society."

In those words, Marx put his finger on precisely what's happening in education--the relationship between teacher and student is being revolutionized. The student is, increasingly, evaluated not by the human being he or she speaks to every day, but by a harried, low-wage test scorer (sometimes hundreds of miles away) paid per test or worse, by a machine that scans the student's bubble sheet.

It's no small irony that the selfsame students whose tests are being graded by "harried, low-wage test scorer[s]" are being prepared for such futures as well.

The neoliberal project encroaches from every side and can only be defeated by collective resistance. My heart goes out to all those at the Occupy the Department of Education 2.0: The Battle for Public Schools event right now. I am there with you in spirit. We must continue organizing against these seemingly unstoppable forces, in hopes that eventually we can get our fellows in struggle to realize the meaning of Rosa Luxemburg's famous passage "those who do not move, do not notice their chains."

David Sirota on the Great Education Myth

Syndicated but copied here from the Seattle Times:

The Neoliberal Bait and Switch--The Great Education Myth 

Without reforming the trade, tax and regulatory policies that reward high-tech outsourcing and incentivize careers in finance, writes columnist David Sirota, our schools can never be an engine of value-generating information-age jobs.

 By David Sirota

Syndicated columnist

Related

In simplistic, Lexus-and-Olive-Tree terms, the neoliberal economic argument goes like this: Tariff-free trade policies are great because they increase commerce, and we can mitigate those policies' negative effects on the blue-collar job market by upgrading our education system to cultivate more science, technology, engineering and math (STEM) specialists for the white-collar sector.

Known as the bipartisan Washington Consensus, this deceptive theory projects the illusion of logic. After all, if the domestic economy's future is in STEM-driven innovation, then it stands to reason that trade policies shedding "low-tech" work and education policies promoting high-tech skills could guarantee success.
 
Of course, 30 years into the neoliberal experiment, the Great Recession is exposing the flaws of the Washington Consensus. But rather than admit any mistakes, neoliberals now defend themselves with yet more bait-and-switch sophistry — this time in the form of the Great Education Myth.

No doubt, you've heard this fairy tale from prominent politicians and business leaders who incessantly insist that our economic troubles do not emanate from neoliberals' corporate-coddling trade, tax and deregulatory policies, but instead from an education system that is supposedly no longer graduating enough STEM experts. Indeed, this was the message of this week's New York Times story about corporate leaders saying America isn't producing "enough workers with the cutting-edge skills coveted by tech firms."

As usual, it sounds vaguely logical. Except, the lore relies on the assumptions that 1) American schools aren't generating enough STEM supply to meet employer demand, 2) the education system — not neoliberalism — is driving this alleged STEM drought and 3) if America came up with more of such specialists, they would find jobs.

To know these suppositions are preposterous is to consider a recent study by Rutgers and Georgetown University that found colleges "in the United States actually graduate many more STEM students than are hired each year."

That debunks the supply-and-demand canard. But can we still blame the jobs crisis on schools failing to deliver more STEM graduates?
 
Nope.

As researchers discovered, many students are pursuing finance instead of STEM careers because Wall Street jobs "are higher paying" and offer "employment stability" and "less susceptib(ility) to offshoring."

This is the truth that the Great Education Myth aims to obscure. It's not that schools are ill-equipped to train STEM specialists. It's that the additional students who might boost our STEM work force are choosing to avoid STEM majors because they see an economy that is more hospitable to careers in Wall Street casinos rather than in high-tech innovation — a financialized economy based less on creating tangible assets than on encouraging worthless speculation.

This doesn't mean that our education system is perfect. But it does mean that without reforming the trade, tax and regulatory policies that reward high-tech outsourcing and incentivize careers in finance, our schools can never be an engine of value-generating information-age jobs.

Why, then, do neoliberals nonetheless press the Great Education Myth? Because it deliberately distracts from a situation that enriches neoliberals and the powerful interests they rely on.

Tariff-free trade pacts inflate the profits of transnational businesses by helping them troll the globe for cheap exploitable labor. Loopholes exempting foreign earnings from taxes encourage companies to move jobs overseas. And both deregulation and bailouts disproportionately balloon financial-industry revenues.

The neoliberal corporate class makes big money off this status quo and neoliberal lawmakers get their cut via campaign contributions. The last thing either wants is an honest debate about neoliberalism's downsides. And so they play to our lust for silver-bullet solutions, endlessly telling us that everything is the schools' fault.

As mythology goes, it's certainly compelling. If only the facts didn't get in the way.

David Sirota is the author of "Hostile Takeover" and "The Uprising." He blogs at OpenLeft.com. E-mail him at ds@davidsirota.com

Chopping off the STEM

Let's urge all our children to become scientists, technologists, engineers, and mathematicians (STEM), and then let's import foreign scientists and engineers, mathematicians and technologists, while continuing to off-shore as many of those jobs as feasible. This will surely create the needed oversupply that guarantees low pay and benefits for domestic and foreign workers, alike, while generating high profit margins for Oracle and Microsoft. Perfect.