Funnel Students Into STEM Careers

Careers in STEM offer some of the best-paying jobs on the market.

Unfortunately, most people place themselves out of the running for great jobs in science and technology by quitting STEM before they acquire the skills or degrees they need to qualify for one. Find out how virtual labs are helping to change that by enhancing students’ academic success, building their self confidence, and increasing their interest in STEM careers. 

Difficult material is a barrier

52% of adults in the U.S. say they did not pursue a STEM degree because the subjects are too difficult to learn (1).

Students are curious about STEM

40% of surveyed adults say they were interested in pursuing a STEM career at some point in their lives, but only 13% of workers in the U.S. are employed in STEM jobs (1).

STEM is rewarding long term

STEM workers earn 1.6 times more than workers in non-STEM occupations, on average (3).

Changing a student’s decision about staying in STEM from a “maybe” to a “yes” largely depends on helping them improve two things: their academic performance and their belief in their own abilities. Trying and succeeding in a challenging subject helps learners build self-efficacy — their belief in themselves. 

Take the Product Tour to discover how Labster can help your STEM program drive long-term student career success.

Foster STEM Career Pathways

Discover how Labster can help your program funnel students into STEM careers.


(1) Kennedy, B., Hefferon, M., & Funk, C. (2018). Half of Americans think young people don’t pursue STEM because it is too hard. 

(2) Lander, E. & Gates, J. (2010). Report to the President Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's future. 

(3) Kennedy, B., Fry, R., & Funk, C. (2021). 6 facts about America’s STEM workforce and those training for it.

(4) Barnes & Noble. (2015). Getting to Know Gen Z: Exploring Middle and High Schoolers’ Expectations for Higher Education. 

(5) Dimock, M., Doherty, C., & Keeter, S. (2013). Public’s Knowledge of Science and Technology.

(6) Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Worth Publishers. 

(7) Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.

(8) Chen, X. (2013). STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. National Center for Education Statistics.

(9) Beier, M. E., Miller, L. M., & Wang, S. (2012). Science games and the development of scientific possible selves. Cultural Studies of Science Education, 7(4), 963–978.

(10) Makransky, G., Bonde, M. T., Wulff, J. S., Wandall, J., Hood, M., Creed, P. A., ... & Nørremølle, A. (2016). Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Medical Education, 16(1), 1-9. Retrieved from 

(11) Schechter, R., Chase, P., Shivaram, A. (2023). Virtual Labs Boost STEM Success: Insights from Contemporary Science Courses in Higher Education.