Authors:

Steven Li

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About Paper:

The CHIPS and Science Act (2022) demonstrates a strategic initiative to bring semiconductor manufacturing back to the United States, accelerating semiconductor hub growth. However, the industry faces a critical talent shortage, particularly due to geographic inequalities in STEM education pipelines. These disparities risk triggering "zero-sum" national growth and efficiency losses-where gains in certain regions come at the expense of others-leading to workforce displacements and localized economic shocks. This research examines approaches to how place-based/geographic K-12 education cultivates regional STEM identity and fosters the future STEM workforce. The initial research phase involves collecting data from the high school students who participated in the Purdue-Ivy Tech Chips Program (PITCH) through pre- and post-daily and focus group sessions. Current data, alongside prior program literature that used Photovoice and thematic analysis, present insights into students' awareness, self-efficacy, and regional identity to showcase STEM workforce development within their local communities. To contextualize these findings globally, literature reviews from various regions worldwide (including Taiwan, China, and the EU) will be analyzed using Bereday's four-stage model (description, juxtaposition, interpretation, and comparison). Through this framework, global trends in semiconductor engineering education are examined within the context of socioeconomic influences. This research contributes to the ongoing discourse on mitigating zero-sum risks, presents a critical case for equitable growth in the semiconductor industry, and offers a framework for policy strategies that invest in place-based K-12 STEM education. Keywords: K-12 Education; Semiconductor; Comparative Education; CHIPS Act; Place-Based Policy † Presenting Undergrad Author; ‡ Contributing Undergrad Author; * Undergrad Acknowledgment

Source:

Purdue University / 2025

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Co-authors:

Steven Li