This study describes a systematic literature review of the research and experiential area of DEI in STEM in publications and events of Engineering Associations and Councils of LATAM and the Caribbean. The study's main questions are: 1) Which conceptual and methodological frameworks exist to evaluate and intervene in DEI conditions in educating STEM professionals? 2)What are the questions, reflections, and discussions regarding DEI that have been formulated in engineering professional education? The review was conducted in four main phases: corpus configuration phase with PRISMA methodology, corpus description with automatic techniques, processing and analysis phase using ChatPDF tool and comparative matrices, and interpretation phase. The results show that there is a predominance of studies and experiences addressing the gender gap either by diagnosing it or intervening in it. The most of experiences are about organizations promoting actions to reduce or counteract the gender gap and stereotypes and generating capacities. The theoretical and methodological used frameworks include physical and structural aspects related to inclusion, curricular concepts, standardized tests, STEM abilities, gender studies concepts and theories, rhizomatic model, and discourse analysis. Regarding the reflections and discussions, it has been found a diverse set of works showing institutional achievements in diagnosing, reducing, or counteracting academic and cultural gender gaps, and promoting equitable access to education for women. The academic community claims to strengthen institutional capacities for these challenges, specifically to deepen knowledge of how to approach the gender gap phenomenon.