Inclusion in Practice: A Systematic Review of Diversity-Focused STEM Programming in the United States

• In Event: Assessment, Research, and Equitable Practice

Abstract

U.S. colleges have shown a commitment to advancing diversity and inclusion in STEM by creating “STEM intervention programs” (SIPs) for minoritized students. In this systematic review, we examined 82 articles about SIPs and categorized key features of these programs, their outcomes, and which program components have the most empirical support. We found six common program components and five common program outcomes. We also found support for the effectiveness of all coded components for improving student outcomes, though multiple components often occurred within the same program simultaneously, making it difficult to disentangle their relationships with outcomes. We conclude that multicomponent interventions that create a welcoming environment and focus on minoritized student successes are a promising step towards diversity in STEM.

Authors

• Olivia Palid, University of Illinois at Urbana-Champaign
  Presenting Author

• Sarah E. Cashdollar, University of Illinois System
  Presenting Author

• Meg Bates, University of Illinois System
  Presenting Author

• Sarah Deangelo, University of Illinois at Chicago
  Non-Presenting Author

• Chu Chu
  Non-Presenting Author