Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review.
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| Title: | Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review. |
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| Authors: | Yang, Hsiu-Wen1 (AUTHOR) hsiu-wen.yang@unc.edu, Harradine, Christine1 (AUTHOR), Lim, Chih-Ing1 (AUTHOR), Clements, Douglas H.2 (AUTHOR), Vinh, Megan1 (AUTHOR), Sarama, Julie2 (AUTHOR) |
| Source: | Early Childhood Education Journal. Aug2025, Vol. 53 Issue 6, p2287-2301. 15p. |
| Subject Terms: | *STEM education, *Early intervention (Education), *Children with disabilities, *Gender inequality, Population statistics, Racial inequality |
| Geographic Terms: | United States |
| 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 FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187189970 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yang%2C+Hsiu-Wen%22">Yang, Hsiu-Wen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hsiu-wen.yang@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Harradine%2C+Christine%22">Harradine, Christine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lim%2C+Chih-Ing%22">Lim, Chih-Ing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Clements%2C+Douglas+H%2E%22">Clements, Douglas H.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vinh%2C+Megan%22">Vinh, Megan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sarama%2C+Julie%22">Sarama, Julie</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Aug2025, Vol. 53 Issue 6, p2287-2301. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Population+statistics%22">Population statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187189970 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01739-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 2287 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Gender inequality Type: general – SubjectFull: Population statistics Type: general – SubjectFull: Racial inequality Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yang, Hsiu-Wen – PersonEntity: Name: NameFull: Harradine, Christine – PersonEntity: Name: NameFull: Lim, Chih-Ing – PersonEntity: Name: NameFull: Clements, Douglas H. – PersonEntity: Name: NameFull: Vinh, Megan – PersonEntity: Name: NameFull: Sarama, Julie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 6 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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