February 27th, 2016 | RESEARCH
The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time, in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making, while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes.
Document
CalabreseBarton-and-Tan-AERJ.pdf
Team Members
Angela Calabrese Barton, Author, Michigan State UniversityEdna Tan, Author, University of North Carolina at Greensboro
Citation
Identifier Type: DOI
Identifier: 10.3102/0002831218758668
Publication: American Education Research Journal
Volume: 55
Number: 4
Page(s): 761-800
Funders
Funding Source: NSF
Funding Program: AISL
Award Number: 1421116
Related URLs
Making for Change: Becoming Community Engineering Experts through Makerspaces and Youth Ethnography
Tags
Access and Inclusion: Black | African American Communities | Ethnic | Racial | Hispanic | Latinx Communities | Low Socioeconomic Status | Women and Girls
Audience: Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Art | music | theater | Engineering | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Making and Tinkering Programs | Public Programs