ABSTRACT
Critical race theory (CRT) is used as an analytical lens to review the most recent decade of literature on racial and ethnic minorities (REMs) in integrated STEM education. While many barriers exist, several factors can promote success in STEM for REMs, including: (1) parents, role models, and mentors, (2) access to rigorous curricula, (3) applied content, (4) culturally relevant pedagogy, and (5) affirming experiences and environments. Among these catalysts of success, we address challenges that arise. Then, we conclude with a section of implications for research, policy, and practice based on a CRT perspective and findings of the synthesis.
