•HRES 867 IH 
Whereas diverse lived experiences in any field incorporate dif-
ferent perspectives and ideas that can lead to more cre-
ative, innovative, and pioneering solutions; 
Whereas the National Center for Science and Engineering 
Statistics shows that, in 2021, Hispanic workers rep-
resented only 15 percent of the STEM workforce, Black 
workers represented only 10 percent of the STEM work-
force, and American Indians and Alaska Natives together 
made up less than 1 percent of the STEM workforce; 
Whereas there are multiple STEM educational and STEM 
career 
attainment 
pathways, 
such 
as 
through 
preapprenticeship and apprenticeship programs, in addi-
tion to a 4-year degree from an institution of higher edu-
cation; 
Whereas STEM education and STEM literacy are necessary 
for well-functioning communities and society at large, be-
yond national workforce priorities, and the security of the 
United States in the 21st Century global economy largely 
depends on developing STEM-literate citizens and a na-
tional collection of communities that see STEM as a 
means to solving community problems; 
Whereas science, technology, and engineering are not consist-
ently prioritized in school day budgets, and thus minimal 
school-day curriculum is dedicated to science, technology, 
and engineering learning; 
Whereas afterschool, summer, and other out-of-school time 
STEM programs are essential complements to the school 
day, providing youth-led, hands-on, experiential, project- 
based learning opportunities that bridge the gap between 
classroom lessons and real-world STEM applications; 
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•HRES 867 IH 
Whereas a healthy STEM ecosystem is comprised of commu-
nity-based organizations, industry and private businesses, 
public entities, institutions of higher education, elemen-
tary and secondary schools, nonprofit organizations, and 
STEM professionals, both active and retired, working to-
gether as essential equity stakeholders; 
Whereas, through collaborative work, a thriving STEM eco-
system delivers vital STEM learning and engagement for 
youth of all ages and communities, with a particular 
focus on fostering intergenerational and peer-to-peer 
mentorship and supportive learning communities; 
Whereas STEM education is recognized as a lifelong learning 
journey, not restricted to the elementary and secondary 
school years; 
Whereas strengthening recruitment and retention across the 
STEM sectors, including improving recruitment and re-
tention of women, helps build a workforce that better re-
flects society and provides a wider range of role models 
to inspire students and young professionals from all 
backgrounds to pursue careers in STEM; 
Whereas there is a need to acknowledge the need to build 
bridges across technical sectors and understand different 
ways of knowing across communities; 
Whereas there is a need to acknowledge the need to work to-
gether across education sectors and build STEM edu-
cation-wide integration; and 
Whereas it is essential to acknowledge that learning doesn’t 
happen in isolation, and a STEM-literate citizenry is only 
as effective as its ability to communicate, collaborate, and 
coordinate across different sectors and with people unlike 
themselves: Now, therefore, be it 
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Resolved, That the House of Representatives— 
(1) acknowledges ‘‘National Science, Tech-
nology, Engineering, and Mathematics (STEM) 
Day’’; 
(2) recognizes the science, technology, engineer-
ing, and mathematics (STEM) education ecosystem 
(of people, entities, and technical areas) as an edu-
cation continuum and celebrates the importance of 
science, technology, engineering, and mathematics 
education in developing the workforce of the United 
States, nurturing a STEM-literate society, and uti-
lizing STEM to improve people’s lives; 
(3) reaffirms the United States responsibility to 
ensure that all students have access to STEM edu-
cation, including technological literacy, digital ac-
cess, and opportunities to experience computer 
science and artificial intelligence; 
(4) encourages STEM businesses and entities 
to engage meaningfully and responsibly with their 
local elementary and secondary schools, afterschool 
programs, and other STEM-learning spaces; 
(5) urges transdisciplinary collaboration across 
Federal agencies in supporting the entire STEM 
education ecosystem, such as by ensuring elementary 
and secondary STEM education (schools, commu-
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nity-based organizations, nonprofit organizations, 
and any entity serving students in the out-of-school 
time space) is supported financially, as well as via 
social and human capital, through any Federal con-
tract; and 
(6) urges the people of the United States to ob-
serve National Science, Technology, Engineering, 
and Mathematics (STEM) Day with appropriate 
programs and activities. 
Æ 
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