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Abstract Background As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results We situate our research findings in Perna's college choice model to highlight the key factors that may influence one's career and college decisions. The contextual factors are associated with the (1) social, economic, and policy context (e.g., racism, sexism, and classism); (2) STEM educational and community context (i.e., social perceptions and access); and (3) the local support context (i.e., teachers and family). Conclusions Our results represent the early workings of a “glass ceiling” above the heads of potential engineering students. The underrepresentation of Black Americans who thrive in engineering is a byproduct of the lack of accessibility to quality and advanced learning experiences that too often plague K–12 schools and communities that serve high populations of Black Americans. Such findings have implications for research and practice.
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