Abstract:

The rise of the global economy in the past three decades has been accompanied by an increase in world-wide income inequality, as demonstrated by an increase in the Gini Income Coefficient, a mathematical measure of the disparity between the rich and poor. One theory is that the increase in a nation’s Gini is associated with large segments of its society being undertrained in STEM—Science, Technology, Engineering, and Mathematics. The Gini coefficient is highest in Latin America and Asia, where STEM education is lagging. By encouraging nations with high Gini Income Coefficients to focus their educational resources to emphasize STEM subject matter, we may reduce income inequality. As early as elementary school, curricula should emphasize such STEM-related studies as computer code, robotics, 3-D printing, and other cutting-edge technologies. Students should also be trained in ecology so that we may meet increasing world-wide demand for renewable and sustainable sources of energy. In this way, we will not only help such nations increase their standing in the global economy, but also achieve a higher average standard of living. By reducing a nation’s Gini Income Coefficient, we will not only help meet the needs of the twenty-first century global economy, but also reduce global unrest caused by poverty and social injustice.

Keywords:

STEM Education, Gini Coefficient, income inequality.