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Abstract BackgroundMakerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost urgency and importance for STEM education researchers; one way to foreground equity is through theoretical frameworks that critically examine the structure, environment, participation, and pedagogy within STEM makerspaces. PurposeThus, we investigate the following: (1) what are the theoretical frameworks applied and (2) how, if at all, is equity addressed in research exploring STEM makerspaces? In synthesizing prior work, we aim to provide recommendations for using theoretical frameworks in supporting inclusivity in STEM makerspaces. Scope/MethodWe conducted a systematic review of articles that examine a STEM makerspace, apply a theoretical framework, and consider diversity, equity, and/or inclusion. We identifiedn = 34 relevant studies and coded each for basic characteristics. ResultsWe highlight 10 exemplars that use critical theoretical frameworks as a way to foreground equity in the research design. The authors of these exemplar studies are reflective throughout their research processes and position themselves as learning in tandem with their participants. Further, they take active steps to transfer agency and power to their participants, and in doing so, lift forms of knowing not widely valued in STEM spaces. ConclusionsWe conclude with recommendations for educators, makerspace staff, and researchers relevant to expanding dominant conceptions of what counts as making and thereby, supporting inclusivity in STEM makerspaces.
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Participation pathways for women into university makerspaces
Abstract BackgroundEngineering education has observed considerable growth in academic makerspaces with initial data indicating significant potential for makerspaces to support learning. Purpose/HypothesisGiven gender disparities in engineering as a professional community of practice (CoP) and indications for makerspaces as sites for learning, educational researchers need to forge a better understanding of women's pathways into makerspaces, including the barriers that inhibit and the catalysts that broaden participation. Design/MethodThis study employed qualitative interviews with 20 women students who were identified as makers in order to gain insights into the characteristics of their pathways into university makerspaces. ResultsUsing grounded theory development, four major aspects of students' pathways emerged: (1) early forms of apprenticeship through mentors; (2) overcoming and resisting limiting gendered expectations imposed by others in early experiences in unfamiliar makerspace CoPs, resulting in failed articulations of related communities; (3) successful articulations of community grounded in making‐centered coursework and personal passions; and (4) relationships in college that expanded access, leadership, and visibility toward fuller participation in makerspace CoPs. ConclusionEducational interventions to broaden women's participation in makerspaces must be multipronged and attend to early childhood experiences, include supportive opportunities for women to participate in making in K‐12 and university curricula, expand definitions of making to legitimize the arts and crafts as part of design, and create apprenticeship opportunities for women to mentor women in makerspaces. We must change the narrative of who makers are, what making is, and who belongs in makerspaces to reduce barriers and create inclusive making communities.
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- PAR ID:
- 10449196
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 110
- Issue:
- 3
- ISSN:
- 1069-4730
- Page Range / eLocation ID:
- p. 700-717
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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