Intersectionality in STEM Education: Review and Categorization of Programs Focused on Indigenous Students

Abstract

United Nations Sustainable Development Goal 4 (SDG 4) focuses on education and seeks to promote inclusive, equitable, and quality education, providing opportunities for all. In this context, it seeks to promote intersectionality (gender and ethnicity) as a fundamental factor in education, and in science, technology, engineering, and mathematics (STEM) careers in particular. Similarly, it aims to support programs that include the gender gap in their studies to mitigate the lack of Indigenous women and/or students from native peoples in STEM careers. The objective of this work was to carry out a categorization of programs aimed at Indigenous students in their processes of access, retention, and follow-up in STEM careers, with the purpose of making visible the variety of approaches and programs that have been created in different regions of the world. A systematic review was conducted to analyze the programs, and the classical content analysis method of scientific production was employed. The main results of the analysis are classified into three main categories: the characteristics of the studies, the programs, and their results. In relation to the study’s contribution, the aim is to generate knowledge and understanding of the programs identified to promote the inclusion of this underrepresented population in STEM education.