Board 282: Finding Meaning in Makerspaces: Exploring How Gender Influences Makerspace Definitions Among First-Year Engineering Students

Hannah Budinoff; Ann Shivers-McNair; Jannatul Bushra; Edward J. Berger

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 12
DOI: 10.18260/1-2--46857
Permanent URL: https://peer.asee.org/46857
Download Count: 79

Paper Authors

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Hannah Budinoff The University of Arizona orcid.org/0000-0001-5556-4389

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Hannah Budinoff is an Assistant Professor of Systems and Industrial Engineering at the University of Arizona. Her research interests include additive manufacturing, geometric manufacturability analysis, design for manufacturing, and engineering education.

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Ann Shivers-McNair University of Arizona

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Ann Shivers-McNair is associate professor and director of professional and technical writing in the Department of English and affiliated faculty in the School of Information at the University of Arizona, on the lands of the Tohono O'odham and Pascua Yaqui.

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Jannatul Bushra The University of Arizona

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Jannatul Bushra is a Ph.D. student at the Department of Systems and Industrial Engineering at the University of Arizona.

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Edward J. Berger Purdue University, West Lafayette orcid.org/0000-0003-0337-7607

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Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessmen

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Abstract

Makerspaces, intended for open and collaborative learning, often struggle to attract a diverse group of users, particularly concerning gender diversity. These issues include makerspaces becoming associated primarily with white male students, gendered connotations of machines and materials, and women’s perceived lack of self-efficacy in using makerspace tools. As a result, women may view makerspaces as unwelcoming, and societal stereotypes can affect their engagement in these spaces. Efforts to create more inclusive makerspaces are essential to fully realize the potential of makerspaces, encourage and boost confidence in marginalized groups to pursue careers in different engineering areas, and promote a diverse and collaborative maker culture. Moreover, defining makerspaces is challenging due to conflicting perceptions, the uniqueness of spaces, and the abstract elements in these environments, revealing a gap between academic definitions and the diverse voices of people interested in utilizing makerspaces. Our goal is to see if there are differences in the fundamental academic makerspace definition and makerspace definition by different genders, providing insights into how inclusive our makerspace is. We focus on gender because our interviewees focused more on gender than other identity markers in our conversations, but we also report additional demographic data that likely impacted participants’ experiences, namely, their racial and ethnic identities.

Our corpus is drawn from semi-structured interviews with students enrolled in an introductory first-year engineering course. Out of 28 students interviewed, 10 identified as women, 16 as men, one as both women and questioning or unsure, and one as women and nonbinary and transgender. In terms of racial/ethnic identifications, nine participants identified as White or Caucasian; six identified as Latinx or Hispanic; five identified as Latinx or Hispanic, White or Caucasian; three identified as Black or African American; two identified as Asian, Desi, or Asian American; one identified as Latinx or Hispanic, Native American or Alaska Native; one identified as Southwest Asian, Middle Eastern, or North African, White or Caucasian; and one identified as Native African. In this ongoing study, from interview transcripts, we extracted participant responses to questions regarding their definitions of and impressions of makerspaces to identify commonalities and differences. Specifically, we use natural language processing techniques to extract word frequency and centrality and synthesize commonalities into a shared definition of a makerspace. We also separated responses from participants by gender identities to evaluate how definitions varied with gender. These emergent definitions are compared with commonly accepted definitions derived from research papers. Additionally, we conduct a complementary discourse analysis of students’ definitions and impressions of makerspaces, qualitatively examining how diverse students characterize ways of being and doing in the makerspace.

Citation
Format

Budinoff, H., & Shivers-McNair, A., & Bushra, J., & Berger, E. J. (2024, June), Board 282: Finding Meaning in Makerspaces: Exploring How Gender Influences Makerspace Definitions Among First-Year Engineering Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46857

TY  - CPAPER
AB  - Makerspaces, intended for open and collaborative learning, often struggle to attract a diverse group of users, particularly concerning gender diversity. These issues include makerspaces becoming associated primarily with white male students, gendered connotations of machines and materials, and women’s perceived lack of self-efficacy in using makerspace tools. As a result, women may view makerspaces as unwelcoming, and societal stereotypes can affect their engagement in these spaces. Efforts to create more inclusive makerspaces are essential to fully realize the potential of makerspaces, encourage and boost confidence in marginalized groups to pursue careers in different engineering areas, and promote a diverse and collaborative maker culture. Moreover, defining makerspaces is challenging due to conflicting perceptions, the uniqueness of spaces, and the abstract elements in these environments, revealing a gap between academic definitions and the diverse voices of people interested in utilizing makerspaces. Our goal is to see if there are differences in the fundamental academic makerspace definition and makerspace definition by different genders, providing insights into how inclusive our makerspace is. We focus on gender because our interviewees focused more on gender than other identity markers in our conversations, but we also report additional demographic data that likely impacted participants’ experiences, namely, their racial and ethnic identities. 

Our corpus is drawn from semi-structured interviews with students enrolled in an introductory first-year engineering course. Out of 28 students interviewed, 10 identified as women, 16 as men, one as both women and questioning or unsure, and one as women and nonbinary and transgender. In terms of racial/ethnic identifications, nine participants identified as White or Caucasian; six identified as Latinx or Hispanic; five identified as Latinx or Hispanic, White or Caucasian; three identified as Black or African American; two identified as Asian, Desi, or Asian American; one identified as Latinx or Hispanic, Native American or Alaska Native; one identified as Southwest Asian, Middle Eastern, or North African, White or Caucasian; and one identified as Native African. In this ongoing study, from interview transcripts, we extracted participant responses to questions regarding their definitions of and impressions of makerspaces to identify commonalities and differences. Specifically, we use natural language processing techniques to extract word frequency and centrality and synthesize commonalities into a shared definition of a makerspace. We also separated responses from participants by gender identities to evaluate how definitions varied with gender. These emergent definitions are compared with commonly accepted definitions derived from research papers. Additionally, we conduct a complementary discourse analysis of students’ definitions and impressions of makerspaces, qualitatively examining how diverse students characterize ways of being and doing in the makerspace. 
AU  - Hannah Budinoff
AU  - Ann Shivers-McNair
AU  - Jannatul Bushra
AU  - Edward J. Berger
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 282: Finding Meaning in Makerspaces: Exploring How Gender Influences Makerspace Definitions Among First-Year Engineering Students
UR  - https://peer.asee.org/46857
DO  - 10.18260/1-2--46857
ER  -