Participation pathways for women into university makerspaces
Participation pathways for women into university makerspaces
复制标题
女性参与大学创客空间的途径
DOI：
10.1002/jee.20402
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发表时间：
2021
影响因子：
3.4
通讯作者：
Linsey, Julie
中科院分区：
文献类型：
--
作者：
Tomko, Megan;Alemán, Melissa W.;Newstetter, Wendy;Nagel, Robert L.;Linsey, Julie
背景工程教育已经观察到学术makerspaces与初始数据的显着潜力makerspaces支持learning.Purpose/HypothesGiven性别差距在工程作为一个专业的实践社区（CoP）和makerspaces作为学习网站的迹象，教育研究人员需要锻造一个更好的理解妇女的途径进入makerspaces，包括抑制的障碍和扩大参与的催化剂。设计/方法本研究采用定性访谈与20名女学生谁被确定为制造商，以深入了解他们的途径进入大学makerspaces.ResultsUsing扎根理论的发展，学生的途径出现了四个主要方面：（1）通过导师的早期学徒形式;（2）克服和抵制他人在不熟悉的创客空间CoP的早期经验中施加的限制性性别期望，导致相关社区的失败表达;（3）成功地表达以制作为中心的课程和个人激情为基础的社区;和（4）在大学里的关系，扩大了机会，领导，和能见度，以更充分地参与创客空间CoPs.ConclusionEducational干预，以扩大妇女的参与创客空间必须多管齐下，并参加幼儿期的经验，包括支持妇女参与K-12和大学课程的制作机会，扩大制作的定义，使艺术和手工艺合法化，作为设计的一部分，并为女性创造学徒机会，在创客空间指导女性。我们必须改变关于谁是创客、什么是制造以及谁属于创客空间的叙述，以减少障碍并创建包容性的制造社区。
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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