Wenrui Huang, Jason Jabbari, Yung Chun, Ranen Miao
Background and Context STEM occupations are growing rapidly and offer economic benefits, yet underrepresentation persists among women, racial and ethnic minorities, and low-income individuals. Coding bootcamps have emerged as an alternative education option that may mitigate these disparities, providing intensive, skill-focused training aligned with local labor market needs. Understanding the effectiveness of these coding bootcamps in broadening access to STEM careers, particularly in computer science, is essential for addressing workforce inequities and inefficiencies.Objective This study systematizes research on coding bootcamps, detailing their program characteristics, as well as the ways in which they have been researched. In doing so, we develop a conceptual framework to better understand how bootcamps can function as a bridge to computer science careers, while also identifying gaps for future research.Method A scoping review was conducted, analyzing 28 studies covering 26 coding bootcamp (and related) programs. This review categorized bootcamp characteristics by program design, learner demographics, instructional approaches, and employment outcomes, while also providing a comprehensive overview of the research landscape.Findings Coding bootcamps serve as accelerated pathways to STEM careers, particularly for underrepresented groups. Key facilitators of effective STEM transition include flexible formats, recruitment, industry-aligned curricula, the development of key skills, and providing signals to employers. However, there is a need for longitudinal studies to assess long-term impacts on employment and earnings.Implications This study informs policymakers and educators seeking to enhance the supply and diversity of the STEM workforce through alternative education models. By mapping the literature on coding bootcamps, we contribute to a deeper understanding of how bootcamps can reduce inequities and increase efficiencies in STEM career preparation.