TY - CHAP
T1 - A Grey Web Analysis of Existing STEAM Diversity Initiatives
AU - Hasti, Henry
AU - Amo-Filva, Daniel
AU - Fonseca, David
AU - Sánchez-Sepúlveda, Mónica
AU - Olivella, Roger
AU - García-Holgado, Alicia
AU - García-Peñalvo, Francisco José
AU - Maffeo, Giuseppe
AU - Keskin, Yasin
AU - Quass, Kirsten
AU - Hofmann, Christian
AU - Sevinç, Gülay
AU - Yiğit, Ömer
N1 - Funding Information:
With the support of the Erasmus+ Programme of the European Union in its Key Action 2 “Cooperation and Innovation for Good Practices. Strategic Partnerships for school education”. Project CreaSTEAM (Co-thinking and Creation for STEAM diversity-gap reduction) (Reference number 2020-1-ES01-KA201-082601). The content of this publication does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in the publication lies entirely with the authors.
Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2023
Y1 - 2023
N2 - STEAM (science, technology, engineering, art, and math) and student-centered instruction are seeing a rapid growth in popularity, but their reach is not adequately distributed across diversity groups (diversity can include different genders, economic backgrounds, immigrant backgrounds, abilities, and races, among other characteristics). The CreaSTEAM project intends to address diversity gaps through the development of STEAM-Labs, which are student-centered spaces that combine components of fab labs, media labs, and user labs to specifically target diversity gaps. To gather data on existing best practices that will be used in the STEAM-Labs, this paper carried out an informal PRISMA systematic review on a collection of 124 worldwide STEAM diversity initiatives. The analysis studied the initiatives’ founding years, as well as the overall STEAM content area prevalence and diversity target area prevalence of the set. The analysis found that STEM was the most common content area, and gender was the most common diversity target area. There has been a large increase in initiative creation since the early 2010s.
AB - STEAM (science, technology, engineering, art, and math) and student-centered instruction are seeing a rapid growth in popularity, but their reach is not adequately distributed across diversity groups (diversity can include different genders, economic backgrounds, immigrant backgrounds, abilities, and races, among other characteristics). The CreaSTEAM project intends to address diversity gaps through the development of STEAM-Labs, which are student-centered spaces that combine components of fab labs, media labs, and user labs to specifically target diversity gaps. To gather data on existing best practices that will be used in the STEAM-Labs, this paper carried out an informal PRISMA systematic review on a collection of 124 worldwide STEAM diversity initiatives. The analysis studied the initiatives’ founding years, as well as the overall STEAM content area prevalence and diversity target area prevalence of the set. The analysis found that STEM was the most common content area, and gender was the most common diversity target area. There has been a large increase in initiative creation since the early 2010s.
KW - Diversity gap
KW - Erasmus+ project
KW - PRISMA
KW - STEAM
KW - STEAM lab
UR - http://www.scopus.com/inward/record.url?scp=85158104185&partnerID=8YFLogxK
U2 - 10.1007/978-981-99-0942-1_43
DO - 10.1007/978-981-99-0942-1_43
M3 - Chapter
AN - SCOPUS:85158104185
T3 - Lecture Notes in Educational Technology
SP - 424
EP - 430
BT - Lecture Notes in Educational Technology
PB - Springer Science and Business Media Deutschland GmbH
ER -