Asee peer logo

Board 97: MAKER: Identifying Practices of Inclusion in Maker and Hacker Spaces with Diverse Participation

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/30148

Download Count

76

Request a correction

Paper Authors

biography

Adam Stark Masters Virginia Tech

visit author page

Adam S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. They received a B.S. in Mechanical Engineering from University of Delaware and are currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Adam's research interests include access, equity and social justice in engineering with particular attention to the experiences of women & LGBTQ+ engineering students.

visit author page

biography

Lisa D. McNair Virginia Tech

visit author page

Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.

visit author page

biography

Donna M. Riley Purdue University, West Lafayette (College of Engineering)

visit author page

Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engineering Education at Purdue University.

visit author page

Download Paper |

Abstract

Project funded by Division of Engineering Education and Center (EEC) ------ Some have hailed the emergence of maker spaces as an opportunity to broaden participation of underrepresented groups in science, technology, engineering, and math (STEM) education, engaging participants in open, creative, and supportive spaces for learning and applying practical STEM knowledge. Others have questioned the potential of these spaces, as many maker and hacker spaces seem to be enacting norms that are more conducive to participation of white, male, middle-class, able-bodied hobbyists. So while there are maker spaces noted for their engagement of homeless makers, women, people of color, veterans, LGBTQ+ folks and people with disabilities, there are many more maker spaces that intentionally or unintentionally exclude these populations. This project considers how diverse maker spaces are conceived, constructed and operated to actively involve groups traditionally underrepresented in STEM, and collectively identify practices that can inform the design and operation of campus and community maker or hacker spaces that presently struggle to achieve diversity.

In 2018, we report an update on the project’s data collection and the June 2018 unconference where we will bring all our partners together.

This Participatory Action Research (PAR) employs ethnographic methods and Critical Discourse Analysis (CDA) to characterize spaces in terms of their physical and linguistic artifacts. Here we report an update on our preliminary results shared last year, including information related to our direct observation and participation in events held at diverse makerspaces across the U.S.

Research questions explored through this project include: (1) What practices and artifacts do participants in diverse maker and hacker spaces employ to establish and maintain environments that are diverse and inclusive? (2) What does the discourse in diverse maker and hacker spaces reveal about how meaning and value are co-constructed around identity, creativity, and the culture of production / the production of culture in engineering? (3) What best practices emerge from diverse maker and hacker spaces, and how can these translate to design or transformation of existing maker spaces on campuses and in communities?

Masters, A. S., & McNair, L. D., & Riley, D. M. (2018, June), Board 97: MAKER: Identifying Practices of Inclusion in Maker and Hacker Spaces with Diverse Participation Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30148

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015