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Abstract BackgroundMakerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost urgency and importance for STEM education researchers; one way to foreground equity is through theoretical frameworks that critically examine the structure, environment, participation, and pedagogy within STEM makerspaces. PurposeThus, we investigate the following: (1) what are the theoretical frameworks applied and (2) how, if at all, is equity addressed in research exploring STEM makerspaces? In synthesizing prior work, we aim to provide recommendations for using theoretical frameworks in supporting inclusivity in STEM makerspaces. Scope/MethodWe conducted a systematic review of articles that examine a STEM makerspace, apply a theoretical framework, and consider diversity, equity, and/or inclusion. We identifiedn = 34 relevant studies and coded each for basic characteristics. ResultsWe highlight 10 exemplars that use critical theoretical frameworks as a way to foreground equity in the research design. The authors of these exemplar studies are reflective throughout their research processes and position themselves as learning in tandem with their participants. Further, they take active steps to transfer agency and power to their participants, and in doing so, lift forms of knowing not widely valued in STEM spaces. ConclusionsWe conclude with recommendations for educators, makerspace staff, and researchers relevant to expanding dominant conceptions of what counts as making and thereby, supporting inclusivity in STEM makerspaces.