Reimagining Informal STEM Learning Ecosystems: A Systematic Review of Outcomes for Underrepresented and Underserved Learners

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 3
  In Roundtable Session: Meta-analytic and Systematic Reviews of Learning Environments

Abstract

Despite substantial investments in STEM Learning Ecosystems, empirical evidence supporting their effectiveness for Underrepresented Racially Minoritized and Underrepresented and Racially and Ethnically Minoritized learners remains fragmented. This systematic literature review (2013–2024) addresses this critical gap by synthesizing research on informal SLEs that include URM and UUREM K–12 learners across diverse U.S. contexts. Applying Ecological Systems Theory and STEM Learning Ecosystem frameworks to ten empirical studies, this review identifies five key themes spanning individual to societal level outcomes: STEM identity, interest, engagement, social capital, and 21st-century skills. Findings reveal both promising potential and persistent equity challenges. This review offers insights for reimagining equitable STEM futures through research, policy, and practice.

Author

• Saki L. Milton, Southern Methodist University