Given the increased diversity of the population in the United States and the importance of early science, technology, engineering, and mathematics (STEM) learning, it is crucial to identify ways to reduce racial, ethnic, and gender disparities in STEM education. This is particularly important for children with disabilities with intersecting identities, who are more likely to experience opportunity gaps in STEM. One way to address the issue of inequitable STEM learning opportunities is to make sure that research on evidence-based strategies is conducted with a wide range of children with diverse needs and characteristics, so that they can be generalized in real-life settings. To date, little is known about the representation of participants in the early STEM intervention literature. This review analyzed demographic reporting practices and participants’ demographic characteristics in the early STEM intervention literature. The findings suggest that there is a lack of consistency in the reporting of demographic data, particularly regarding race and ethnicity. This inconsistency presents a potential challenge to the field, as it may hinder progress toward achieving equity and reducing disparities in early STEM education. This review highlights the urgent need to establish a consistent method for collecting and reporting participants’ demographic data.

鉴于美国人口多样性的增加以及早期科学、技术、工程和数学 (STEM) 学习的重要性，找到减少 STEM 教育中种族、民族和性别差异的方法至关重要。这对于具有交叉身份的残疾儿童尤其重要，他们更有可能在 STEM 中经历机会差距。解决 STEM 学习机会不公平问题的一种方法是确保对具有不同需求和特征的广泛儿童进行循证策略研究，以便将其推广到现实生活中。迄今为止，人们对早期 STEM 干预文献中参与者的代表性知之甚少。本综述分析了早期 STEM 干预文献中的人口统计报告实践和参与者的人口统计特征。调查结果表明，人口统计数据的报告缺乏一致性，特别是有关种族和民族的数据。这种不一致给该领域带来了潜在的挑战，因为它可能会阻碍早期 STEM 教育在实现公平和减少差距方面取得进展。本次审查强调迫切需要建立一致的方法来收集和报告参与者的人口统计数据。