A recent article published in the Journal for STEM Education Research examines the narrative of the “leaky pipeline” in STEM education and workforce policy. The study, titled “Reconceptualizing College STEM Pathways: Is ‘Leaving STEM’ the Problem?”, was authored by Hal Salzman, Ph.D., a professor at the Edward J. Bloustein School of Planning and Public Policy and senior faculty fellow at the Heldrich Center for Workforce Development; Daniel Douglas, Ph.D., assistant professor at Montclair State University; and Khudodod Khudododov, Ph.D., research project manager at the Heldrich Center.
Using data from two cohorts of four-year college students who began their studies in 2004 and 2012, drawn from nationally representative surveys by the U.S. Department of Education, the authors tracked first-year intentions and degree outcomes related to STEM majors.
The findings show that although many students leave their intended STEM majors during college, an equal number enter STEM fields after enrolling. This results in graduating classes with more STEM graduates than there were original first-year students intending to major in those fields. The authors note that nearly one-fifth of all graduating STEM majors began college as non-STEM or undeclared majors, referring to these students as “late entrants.”
The metaphor of a “leaky pipeline” has influenced education policy by suggesting that any departure from a STEM track is a loss to national competitiveness. The authors challenge this view: “Rather than a fixed pipeline dependent on early preparation alone, STEM pathways reflect a fluid process of exploration, major switching, and late entry — consistent with the U.S. education system’s emphasis on delayed choice and ‘contest mobility.’ The findings suggest that efforts to strengthen STEM outcomes should account for the significant role colleges play in drawing students into STEM fields after matriculation.”
They argue: “This assumption is not supported by empirical evidence.” According to their analysis, movement into and out of STEM majors is common and reflects broader patterns within higher education rather than failure or loss.
The study focuses on students who completed bachelor’s degrees within six years and seeks to provide an empirical perspective on student decision-making about academic pathways.
The Edward J. Bloustein School of Planning and Public Policy operates as part of Rutgers University, The State University of New Jersey (official website). The school advances social impact through its research centers addressing issues such as community development, transportation, health, workforce development, and energy policy (official website). It has received national recognition for its programs—its graduate urban planning program ranks third nationally while its undergraduate public health program ranks fourth (official website). In addition to its academic offerings, it aims to foster just, socially inclusive communities locally and globally (official website), under current dean Stuart Shapiro since 2023 (official website).