Alternative Pedagogies to Advance Equity in Undergraduate STEM Courses: A Systematic Review of Research

While much is known about general trends in STEM education research, there is a paucity of knowledge focusing on postsecondary reforms to STEM pedagogy and how that relates to broader equity goals for the STEM field. This systematic review of the literature investigates how empirical research on interventions to advance equity in undergraduate STEM courses have conceptualized and operationalized the study of equitable STEM teaching and learning. What prominent pedagogical frameworks do these interventions draw on, and how are the pedagogical frameworks applied to instruction as well as assessed for outcomes? Findings show a tendency towards conceptualizing equity as an underrepresentation of a particular subgroup of students, and operationalizing equity as evaluating gaps between demographic groups. We also found a focus on examining gender equity followed by race, and assessing the outcome of reducing gaps specifically in test scores and course grades. Finally, results show an overwhelming trend towards using active learning, with groupwork and peer collaboration at the center of instructional interventions; few empirical studies adopted a critical, socio-political lens to reforming pedagogy. We conclude with a discussion and conclusion aimed at shedding light on opportunities and gaps in equitable postsecondary STEM education scholarship and practice.