American Educational Research Journal· 2018Q1
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
- 225citations
- Q1SCImago
- 2018year
Short summary
Equity-oriented making programs enabled 41 youth from marginalized communities to integrate their cultural knowledge into STEM projects, challenging historical injustices and fostering community-based co-creation.
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Key points
- Equity-oriented making programs support STEM learning for youth from marginalized communities.
- Youth integrated their communities' cultural knowledge and wisdom into 41 tracked maker projects.
- Making activities provided a space to trouble and negotiate historical injustices.
- Community engagement legitimized co-making practices aligned with equity goals.
AI-generated from the title and abstract; the full text is not read.
Abstract
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.
The authors' abstract, as published at the source. American Educational Research Journal, 2018 · DOI ↗
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