Who Gets Engaged? Zoomed in on Diversity Interventions in STEM Education
Popp C, Wengler D, Stoeger H, Ziegler A (2026)
Publication Type: Journal article, Review article
Publication year: 2026
Journal
Book Volume: 16
Article Number: 1563
Journal Issue: 9
Abstract
Successfully engaging and retaining underrepresented individuals in science, technology, engineering, and mathematics (STEM) offers benefits not only economically but also from an equity perspective, as increasing participation reduces structural barriers and stereotypes and provides access to high-paying jobs. However, traditionally underrepresented groups, such as women, ethnic minorities (especially Black, Hispanic, and Latinx), or students with special educational needs (e.g., learning disabilities or mathematics difficulties), still constitute only a small percentage in STEM, especially in technology-intensive fields like physics, engineering, or computer science. There is significant potential to close gaps among groups hindered from pursuing STEM by structural barriers, stereotypes, or gender roles. STEM participation initiatives vary widely and include curriculum reforms, extracurricular programs, and structural changes to teaching and learning environments. This scoping review mapped diversity-oriented intervention approaches and reported outcomes. Following a systematic literature search, we identified and analyzed 104 relevant articles to map intervention types, target groups, educational contexts, and reported outcomes. The included studies showed a broad range of approaches across educational levels, with a clear focus on ages 15 and older. Most studies were from the U.S., indicating a lopsided representation of educational systems in this review. Reported interventions include mentoring programs, summer schools, hands-on activities, and curriculum-integrated lessons designed to increase STEM engagement and performance, foster belonging, and build self-efficacy among underrepresented populations. The review also highlights gaps in the literature. It thus provides a vital foundation and starting point for future research.
Authors with CRIS profile
Charlotte Popp
Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung
Albert Ziegler
Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung
Involved external institutions
Germany (DE)How to cite
APA:
Popp, C., Wengler, D., Stoeger, H., & Ziegler, A. (2026). Who Gets Engaged? Zoomed in on Diversity Interventions in STEM Education. Education Sciences, 16(9). https://doi.org/10.3390/educsci16091563
MLA:
Popp, Charlotte, et al. "Who Gets Engaged? Zoomed in on Diversity Interventions in STEM Education." Education Sciences 16.9 (2026).
BibTeX: Download