The United States government has played a crucial role in shaping the definition and funding priorities of STEM (Science, Technology, Engineering, and Mathematics) education and research. Over time, the government’s approach to STEM has evolved in response to national needs, technological advancements, and economic pressures. This article explores how the U.S. government's definition of STEM has expanded and how funding priorities have shifted over the years.

The STEM acronym—representing Science, Technology, Engineering, and Mathematics—has served as a foundational concept in education and workforce development. However, as interdisciplinary approaches gain prominence, there have been numerous proposals to expand the acronym to include additional fields, such as the Arts (STEAM), Medicine (STEMM), Environment and Sustainability (STEMES), Social Sciences (STEMS), Legal (STEM+L), and Digital and Information Literacy (STEM-DIL). While these expansions aim to reflect the interconnectedness of modern challenges, there is a growing concern that adding too many fields to the acronym may dilute its original focus and render it less effective.

Science, Technology, Engineering, and Mathematics (STEM) have been integral to the progress of the United States, shaped by societal needs, technological advancements, and government policies. Over the decades, the U.S. government's definition of STEM and its funding priorities have evolved significantly, reflecting changes in national priorities and global challenges. This article explores the historical evolution of STEM in the U.S., focusing on how the government's definition of STEM has expanded and how funding priorities have shifted.