A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?

Abstract Background Integrated science, technology, engineering, and mathematics (STEM) education initiatives are becoming an increasingly popular approach to narrow the opportunity gap among underrepresented minority (i.e., Black, Hispanic, first-generation) students. However, there limited studies on impact of exposure integrated STEM academic achievement even lesser amount performance (URM) groups. Students exposed programming in middle school more likely pursue a field college or STEM-related career. despite increases initiatives, graduation rates have declined, particularly URM populations. This meta-analysis aims determine effectiveness school, focusing Results A total 20 containing 45 independent samples met study criteria. The included were published from January 1, 2011 May 2022, identified following databases: ERIC, Google Scholar, ProQuest Dissertations Theses, SCOPUS. was most impactful when: engineering incorporated into science courses at full integration, occurring over one year ( d = 0.89) 8th grade 1.55). Overall, effect size estimate demonstrated heterogeneity, with large positive significant across (d 0.558, 95% CI [0.514–0.603], p < 0.001), indicating student achievement. notable finding lack empirical involving groups, only reported for Black students other groups 40 estimates non-minority revealing non-significant difference estimates. Conclusions benefit program participation, average outperforming approximately 70% their same-age, same-grade peers not participating programming. In particular, quality given caveat—students must be opportunity. We conclude that issue is academically benefiting programs, based available research—they merely participating. highlight need suggest interventions providing collaborative focused attention societal cultural factors impacting participation retention programs.