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<p>This systematic literature review investigates how inclusive curricular interventions and pedagogy in undergraduate engineering education influence sense of belonging, professional identity, and persistence among historically underserved students. Analyzing 40 peer-reviewed studies published between 2000 and 2024, we employed thematic analysis across two coding cycles to identify patterns in intervention types and outcomes. Multiple curricular themes emerged: fostering personal connections through representation and mentorship; implementing student-centered pedagogies; cultivating collective responsibility for inclusivity; increasing structural access; empowering students through introspection and critical analysis; reframing narratives of belonging; and leveraging professional engineering organizations. These interventions yielded three primary outcomes: cultivating community cultural wealth (navigational, social, aspirational, familial, resistance, and linguistic capital), fostering inclusive engineering identities characterized by heightened awareness of systemic barriers, and improving belonging, professional identity, and persistence intentions. Identity-matched mentorship and participation in identity-based organizations significantly enhanced retention among women and underrepresented minority students. However, findings reveal a persistent gap between students’ awareness of inequities and their translation of this knowledge into equitable practice. We conclude that isolated interventions are insufficient; inclusive curricula must be integrated longitudinally across engineering education. Future research should employ rigorous mixed-methods designs with larger samples to establish efficacy and facilitate replication.</p>

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Inclusive curricular interventions and pedagogy in undergraduate engineering: a literature review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月19日

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  • Brooke Heller,
  • Krishna Pakala,
  • Patrick R. Lowenthal,
  • Eric Jankowski,
  • Anne Hamby,
  • Sara Adams

摘要

This systematic literature review investigates how inclusive curricular interventions and pedagogy in undergraduate engineering education influence sense of belonging, professional identity, and persistence among historically underserved students. Analyzing 40 peer-reviewed studies published between 2000 and 2024, we employed thematic analysis across two coding cycles to identify patterns in intervention types and outcomes. Multiple curricular themes emerged: fostering personal connections through representation and mentorship; implementing student-centered pedagogies; cultivating collective responsibility for inclusivity; increasing structural access; empowering students through introspection and critical analysis; reframing narratives of belonging; and leveraging professional engineering organizations. These interventions yielded three primary outcomes: cultivating community cultural wealth (navigational, social, aspirational, familial, resistance, and linguistic capital), fostering inclusive engineering identities characterized by heightened awareness of systemic barriers, and improving belonging, professional identity, and persistence intentions. Identity-matched mentorship and participation in identity-based organizations significantly enhanced retention among women and underrepresented minority students. However, findings reveal a persistent gap between students’ awareness of inequities and their translation of this knowledge into equitable practice. We conclude that isolated interventions are insufficient; inclusive curricula must be integrated longitudinally across engineering education. Future research should employ rigorous mixed-methods designs with larger samples to establish efficacy and facilitate replication.