Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hsiu-Wen Yang, Christine Harradine, Chih-Ing Lim, Douglas H. Clements, Megan Vinh, Julie Sarama
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Abstract

Given the increased diversity of the population in the United States and the importance of early science, technology, engineering, and mathematics (STEM) learning, it is crucial to identify ways to reduce racial, ethnic, and gender disparities in STEM education. This is particularly important for children with disabilities with intersecting identities, who are more likely to experience opportunity gaps in STEM. One way to address the issue of inequitable STEM learning opportunities is to make sure that research on evidence-based strategies is conducted with a wide range of children with diverse needs and characteristics, so that they can be generalized in real-life settings. To date, little is known about the representation of participants in the early STEM intervention literature. This review analyzed demographic reporting practices and participants’ demographic characteristics in the early STEM intervention literature. The findings suggest that there is a lack of consistency in the reporting of demographic data, particularly regarding race and ethnicity. This inconsistency presents a potential challenge to the field, as it may hinder progress toward achieving equity and reducing disparities in early STEM education. This review highlights the urgent need to establish a consistent method for collecting and reporting participants’ demographic data.

Abstract Image

美国早期 STEM 干预文献中的人口统计报告与分析:系统回顾
鉴于美国人口的日益多样化以及早期科学、技术、工程和数学(STEM)学习的重要性,找到减少 STEM 教育中种族、民族和性别差异的方法至关重要。这对于具有交叉身份的残疾儿童尤为重要,因为他们更有可能在 STEM 方面遭遇机会差距。解决 STEM 学习机会不公平问题的方法之一,是确保以证据为基础的策略研究是在具有不同需求和特征的广泛儿童中进行的,这样才能在现实生活环境中推广。迄今为止,人们对早期 STEM 干预文献中参与者的代表性知之甚少。本综述分析了早期 STEM 干预文献中的人口统计报告实践和参与者的人口统计特征。研究结果表明,人口统计学数据的报告缺乏一致性,尤其是在种族和民族方面。这种不一致性给该领域带来了潜在的挑战,因为它可能会阻碍早期 STEM 教育在实现公平和减少差异方面取得进展。本综述强调,迫切需要建立一种统一的方法来收集和报告参与者的人口统计数据。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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