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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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Community-based participatory climate action
Non-technical summaryImproving the flow of information between governments and local communities is paramount to achieving effective climate change mitigation and adaptation. We propose five pathways to deepen participation and improve community-based climate action. The pathways can be summarized as visualization, simulations to practice decision-making, participatory budgeting and planning, environmental civic service, and education and curriculum development. These pathways contribute to improving governance by consolidating in governments the practice of soliciting and incorporating community participation while simultaneously giving communities the tools and knowledge needed to become active contributors to climate change adaptation and mitigation measures. Technical summaryCommunity participation is considered a key component in the design of responses to climate change. Substantial engagement of local communities is required to ensure information flow between governments and communities, but also because local communities are the primary sites of adaptation action. However, frontline communities are often excluded from decision-making and implementation processes due to political choices or failures to identify ways to make participatory frameworks more inclusive. Climate action requires the active engagement of communities in making consequential decisions, or what we termdeepened participation. We propose five pathways to deepen participation: visualization, simulations to practice decision-making, participatory budgeting and planning, environmental civic service, and education and curriculum development. The five pathways identify strategies that can be incorporated into existing organizational and institutional frameworks or used to create new ones. Shortcomings related to each strategy are identified. Reflection by communities and governments is encouraged as they choose which participatory technique(s) to adopt. Social media summaryClimate action requires the active engagement of communities. Learn five pathways to get started deepening participation.
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- Award ID(s):
- 1947096
- PAR ID:
- 10470281
- Publisher / Repository:
- CUP
- Date Published:
- Journal Name:
- Global Sustainability
- Volume:
- 6
- ISSN:
- 2059-4798
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1017/sus.2023.12
