In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.
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