The term "STEM," used to describe science, technology, engineering, and mathematics, has come to prominence in Canada over the last decade, raising questions about its meaning. Here we examine its history in the United States and the sociopolitical commitments that have, in parallel, guided science education in Canada. The divergent nature of these histories suggests that STEM may be best viewed as a boundary object, highlighting its value as a collaboration gathering point. This can allow science educators to engage with STEM in ways that are meaningful without necessarily accepting associated definitions and priorities.