Early STEM learning in Latine family contexts

In this article, we review the literature highlighting early science, technology, engineering, and math (STEM) learning opportunities in U.S. Latine family contexts. We describe and synthesize research on Latine families' STEM-related beliefs and practices (i.e., STEM activities and STEM talk), as well as patterns related to the research areas, methodologies, and theoretical foundations among STEM learning studies focused on U.S. Latine families with young children (0–8 years old). Studies emphasize family interactions and strengths-based approaches to illustrate how Latine children are learning about STEM within the context of their families. This work positions Latine caregivers as leaders in promoting early STEM learning and partners in addressing gaps in Latine participation in STEM. We argue that more research is needed to show the wealth of STEM-related knowledge and skills that can be built on to promote meaningful and culturally sustaining learning experiences for children. This paper makes an important contribution to the literature by centering the experiential knowledge of Latine families, who are underrepresented due to the culture of power in STEM education.