High-impact practices (HIPs), such as undergraduate research, first-year seminars, and learning communities, have been shown to generally advance college student success. However, there are often disparities in access, participation, and outcomes between white and racially/ethnically minoritized students. While scholars have critiqued HIPs and provided alternative approaches to better serve minoritized students, we know little about how federally funded programs aiming to broaden participation can serve as a mechanism advance equity. Drawing on the literature, we developed an equity-minded HIP framework to critically examine the prominence and characteristics of 38 programs aiming to broaden participation in undergraduate US STEM education funded by the National Science Foundation. We conducted a systematic examination of multimodal data from the STEM for All Multiplex repository. Findings reveal most programs included only one to two HIPs, with undergraduate research being most prominent followed by internships. Most programs included only a few elements of equity-minded design, such as providing students additional resources and faculty training, and implemented HIPs to include peer and faculty interactions. Last, most programs utilized cognitive, psychosocial, or sociocultural measures to assess the benefits to students. Only a few measured equity-mined outcomes pertaining to institutional change such as policies, resources, and practices. We highlight two exemplar programs and offer recommendations for researchers and funders to more effectively implement equity-minded HIPs to broaden participation in undergraduate STEM education.

本科生研究、一年级研讨会和学习社区等高影响力实践 (HIP) 已被证明可以普遍促进大学生的成功。然而，白人和少数族裔学生在入学、参与和结果方面往往存在差异。虽然学者们批评了 HIP 并提供了替代方法来更好地为少数族裔学生服务，但我们对旨在扩大参与的联邦资助项目如何作为促进公平的机制知之甚少。根据文献，我们开发了一个注重公平的 HIP 框架，以批判性地审视 38 个项目的突出地位和特点，这些项目旨在扩大美国国家科学基金会资助的美国本科 STEM 教育的参与范围。我们对来自 STEM for All Multiplex 存储库的多模态数据进行了系统检查。调查结果显示，大多数项目仅包含一到两个 HIP，其中本科生研究最为突出，其次是实习。大多数项目只包含公平意识设计的几个要素，例如为学生提供额外的资源和教师培训，并实施 HIP 以纳入同伴和教师的互动。最后，大多数项目利用认知、社会心理或社会文化措施来评估对学生的好处。只有少数衡量了与制度变革有关的股权开采成果，例如政策、资源和实践。我们重点介绍两个示范项目，并为研究人员和资助者提供建议，以更有效地实施注重公平的 HIP，以扩大本科 STEM 教育的参与。