Indigenous populations in STEM careers: a systematic review of programs and studies

Abstract There is a persistent gap in Indigenous students’ access to higher education in Science, Technology, Engineering, and Mathematics (STEM) across multiple world regions. In response, a growing number of initiatives have emerged to support this underrepresented population. This article presents a systematic literature review of programs and empirical studies that aim to strengthen Indigenous participation in STEM higher education between 2015 and 2025. Using a PRISMA-guided protocol and a PICOC framework, 29 publications were identified across international contexts. The findings show that the most effective initiatives integrate Indigenous knowledge systems, culturally grounded mentoring, community-based and land-based learning, and academic supports adapted to local contexts. Empirical studies highlight recurring themes, including epistemic tensions between Western STEM norms and Indigenous ways of knowing, structural and socioeconomic barriers, the importance of belonging, and the role of relational and culturally responsive practices. Overall, the programs reviewed demonstrate a general alignment with global frameworks such as the Sustainable Development Goals, particularly in promoting educational equity and reducing inequalities. The review concludes by outlining methodological limitations and recommending that future research expand to additional world regions to broaden the global understanding of Indigenous-centered STEM programs.