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Cited by 11Career Development and DiversityHigher Education Research StudiesEducation, Achievement, and Giftedness

What prevents STEM universities from widening participation? A systematic literature review on global experiences

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Liu, Zhuhuan, Kringos, Nicole·2025·International Journal of STEM Education
DOI 10.1186/s40594-025-00580-0
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Abstract

A prevailing concern in higher education, especially within the fields of Science, Technology, Engineering, and Mathematics (STEM), often refers to underrepresentation of certain social groups. While the public attention is drawn to the aggregated statistics reflecting participation issues at a macro societal level, the essence of the debate is the real underrepresented individuals behind each number that have been hindered by any tangible or impalpable reasons. Thus, how to address existing disparities in education systems by looking beyond the aggregate number to the nuanced barriers faced by different groups becomes vital. Based on a systematic literature review, this research aims to explore the complex barriers and opportunities regarding the expansion of participation in STEM education. By analyzing global examples, the study identifies socioeconomic disadvantages, exclusionary institutional practices, and internal psychological barriers such as low confidence, lack of belonging, and stereotype threat as key factors that hinder the engagement of marginalized communities in STEM fields. Drawn on a meta-analysis, the research also evaluates successful intervention practices, such as role model-based initiatives and inclusive educational environments, and values-affirmation exercises, which have been shown to improve motivation, strengthen self-efficacy, and increase retention in STEM. Additionally, the study synthesizes these findings to propose systemic reforms at individual, institutional, and governmental levels. In summary, this research offers evidence-based and actionable strategies, leading to a more inclusive STEM landscape for sustainable development.

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  • Creating clear and accessible pathways from secondary to higher education, such as many SBPs reported here, is an area where governments can make a significant impact.

    “As Liu and Kringos (2025) state, creating clear and accessible pathways from secondary to higher education, such as many SBPs reported here, is an area where governments can make a significant impact.”

    From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Liu and Kringos (2025)

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Cited by

Sorted by citations

Authors
Liu, Z., & Kringos, N.
Affiliations
KTH Royal Institute of Technology (SE)
ORCID
Venue
International Journal of STEM Education
Publisher
Springer Science and Business Media LLC
Published
2025-11-05
Volume
12
Issue
1
ISSN
2196-7822 (ISSN-L)
DOI
10.1186/s40594-025-00580-0
OpenAlex
W4415926691
Cited by
11
References
5
Citations by year
2026: 11
FWCI
1.19
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of STEM Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • KTH Road2Science Center
  • Royal Institute of Technology
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
STEM education, widening participation, underrepresentation, barriers to participation, marginalized communities, socioeconomic deprivation, institutional exclusion, stereotype threat, sense of belonging, self-efficacy, role models, values affirmation, student retention, inclusive education, educational equity

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