Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students’ STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.

在美国，少数族裔学生占美国人口的30％，但这些族裔的学生在获得科学，技术，工程和数学（STEM）本科学位的学生中所占的比例较小。这种比例失调会导致与STEM职业相关的种族/族裔收入，地位和权力不平等。作者使用计票和叙述方法相结合的方法，综合了近50篇关于大学生STEM参与因素的文章。与累积不利条件和批判种族理论相一致，研究结果表明，在STEM中，种族少数族裔学生的不成比例与他们的中学成绩差有关；种族化的低质量教育环境的存在；与STEM成功相关的心理社会因素水平降低；减少接触包容性和吸引力的课程和教学的机会；较低的家庭社会，文化和金融资本水平，可促进学业成绩；补充STEM学习机会的前景更少。讨论结果的政策含义。