## 5 Conclusions  
This paper documents the first objective of the CreaSTEAM project, which is to create a mapping of existing STEAM diversity initiatives. This data will be used to complete the project's overall goal of designing a curriculum for interactive STEAM-Labs that will focus on improving diversity gaps. To accomplish this objective, we completed a pseudo-PRISMA systematic review, searching for STEAM diversity initiatives on the grey web that we filtered with inclusion and exclusion conditions. We then guided our data review through mapping questions that gave data on initiative countries, organizational structures, founding years, activity offerings, STEAM content area prevalence, and diversity target area prevalence, with the end goal of answering our research question of what diversity and STEAM trends could be observed in the selected initiatives. Our dataset included 124 worldwide initiatives focused on STEAM or diversity, the data for which are available online [19]. Most of these initiatives were founded relatively recently, with a jump beginning in the early 2010s that shows increasing interest in STEAM and diversity. STEM is the most common content area configuration, and Technology is the most common content area overall. Considering diversity target areas, gender is by far the most common, and its popularity has especially grown recently. Race is a major diversity area in the United States but is much less prominent in Europe. Throughout our discussion, we have compared the on-the-ground initiative results with academic publications collected in [20]. We have drawn the following conclusions:  
* Despite the bias in our search process, Spain is indeed a leader in STEAM education, as is the US. * We see a clearly increasing interest in STEAM education to diverse groups. There have been major setbacks due to the Coronavirus pandemic, but we expect that as we continue to leave the crisis, initiative creation and interest will return. * We see a lower interest in the art side of STEAM, but we expect its recent growth, from its addition to STEM in 2006 to its entry as a principal research theme in 2019, to continue. We see the addition of Art as a necessary component of developing creativity in diverse STEAM students. * We note strong interest in gender-based initiatives, with an increasingly inclusive idea of what gender is. That the recent growth in initiative creation comes from targeting gender shows how important it is as a diversity area, and we predict that STEAM growth in this area will continue. * STEAM diversity initiatives are an important way of bridging the gaps between offerings of standard educational curriculums and the demand from students and society. We acknowledge that these conclusions come with caveats. As a grey web search, this study comes with inherent limitations that we have attempted to minimize as much as possible. We acknowledge that the findings are not repeatable or verifiable; we accept this as necessary to complete the desired review. There is a country bias towards Spain, Italy, Germany, and Turkey in the results; we acknowledge this when making conclusions. The dataset was not created by a single entity or with a consistent process; we again see this as necessary if we wish to gather enough grey web data, and we have mitigated the effects by subjecting the entries to a final, single-researcher review. Despite these drawbacks, this research presents an indication of the current state of STEAM diversity initiatives and offers directions for future work, which we propose below. The most concrete next step will be linked to the CreaSTEAM project and the creation of its STEAM-Labs. As we explained in the introduction, the data from the initiatives analyzed in this paper will be used to find best practices and create a curriculum for the labs, which will then be tested. Beyond this, the next direction for future work is in maintaining and updating the dataset.