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Abstract We draw from ecological systems and social psychological theories to elucidate macrosystem‐ and microsystem‐level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender‐STEM stereotypes undermine girls’ (and women's), but boosts boys’ (and men's), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender integroup relations. We propose seven practice recommendations to improve STEM K‐12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near‐peer mentorship programs, and (7) re‐imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation, (2) re‐evaluate standardized testing, and (3) reallocate and increase government funding for public schools. 

Increasing academic participation among students from ethnic-racial underrepresented groups in STEM yields societal benefits including ameliorating economic ramifications of the labor shortages in STEM, improving scientific innovation, and providing opportunity, access, and participation in high-status STEM fields. Two longitudinal studies with students from underrepresented groups investigated the role of active learning interventions in the development of STEM self-efficacy and intentions to pursue STEM in the future. Study 1 longitudinally tracked high school students participating in a 4-week geoscience program that applied active learning techniques ranging from hands on experiments to peer discussion. High school student participants displayed increases in self-efficacy and STEM intentions from the start to completion of the program, an effect that was observed exclusively among those who reported strong program quality. Study 2 examined the role of mentorship effectiveness with a sample of community college STEM students interested in transferring to a 4-year college. Students’ relatively strong self-efficacy and STEM intentions at the start of the semester remained stable through the end of the semester. Altogether, the present research highlights the role of positive, inclusive educational climates in promoting STEM success among students from underrepresented group members. 

Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistent underrepresentation of minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multiphase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Pre-College Summer; Phase 3: College First Year; and Phase 4: College Second Year through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions.