A Systematic Literature Review of Equity, Identity, and Persistence Among Underrepresented Students in STEM and Engineering Education

The persistent underrepresentation of minoritized students in science, technology, engineering, and mathematics (STEM) fields, particularly engineering, remains a critical issue in higher education. While national efforts have aimed to broaden participation, structural, cultural, and institutional barriers continue to limit access, persistence, and success for students from historically marginalized communities, including Black, Latinx, Indigenous, first-generation, and low-income populations. This paper presents a systematic literature review focused on studies published between 2016 and 2025 that examine equity, identity, and persistence among underrepresented students in STEM and engineering education. Guided by the PRISMA framework and independent screening by two researchers, 51 peer-reviewed publications met the inclusion criteria for final analysis. These publications were organized into four emergent themes: (1) structural norms and institutional barriers; (2) identity, belonging, and persistence: (3) mentorship, relationships, and community support; and (4) curricular and institutional change. Findings highlight persistent inequities in institutional culture, the importance of culturally responsive mentorship, and the role of identity development in student persistence. This review contributes to the growing body of scholarship on equity in engineering education and offers implications for research, practice, and policy reform aimed at supporting the success of underrepresented students in STEM.