Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a diverse body of STEM literature, I discuss the histories and rationales that sustain the promotion of STEM. In doing so, I appropriate two concepts -Michel Foucault's Regime of Truth and Hayden White's Emplotment- for the purpose of analyzing the complex interests embodied by STEM discourse. I argue that the Sputnik Narrative is the prevailing story in STEM advocacy discourse. I claim that STEM advocates typically emplot this history as a Romance. Furthermore, I classify two major bases of appeal (rationales) that appear within this literature to justify STEM projects and proposals, "competition" and "equity." Throughout my writing, I cite discursive strategies for challenging and reimagining STEM history. My goal in indicating these sites of narrative possibilities is broaden the discursive field to new, perhaps liberating possibilities.