EAGER: MAKER: A Cultural Framework for Equity in Maker Practices

该项目将推动学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践。该项目旨在更好地了解非主导制造文化的创作过程和产品，并为制造商文化创建一个框架，将多样性视为一种资产。Maker运动在帮助培养下一代科学家、工程师和企业家方面具有巨大的潜力，但目前它还不能提供公平的访问Maker空间和程序的机会。该项目利用对创客空间的比较案例研究，其中包括两个不同的代表性不足的社区，试图通过仔细检查创客做法、身份和社区生活的交织性质，加深对创客的视角。项目研究将有助于构建理论，以便更公平地理解制造文化，并制定设计公平制造空间和制造实践的指导方针。这些指南以及其他资源将通过Make杂志、在线网络和其他方式传播给Maker社区、研究人员和其他从业者。该项目将分两个阶段进行研究：(1)代表至少三套制作人文化的三个不同社区的民族志，作为制作文化框架的基础；(2)设计干预，使学生能够创作自己的制作人活动，并与其他年轻制作人分享，这些年轻制作人可能无法获得反映其文化经验的制作类型。项目设计框架以参与性设计(PD)为基础，它利用人种学阶段形成的关系、参与的过程和制作的产品，与从事实践的青年合作，为其他人参与文化相关的制定制定指导方针。利用参与设计作为民主创新的框架，该项目将利用青年制作人的产品和想法来推动具有文化代表性的制作活动指南的创新，以及使用现有工具的新方法，以增加制作中的公平性。

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The project seeks to better understand the creative processes and products of non-dominant cultures of making, and to create a framework for maker cultures that treats diversity as an asset. The maker movement has great potential for helping develop a future generation of scientists, engineers, and entrepreneurs, but it currently falls short of offering equitable access to maker spaces and programs. Using a comparative case study of makerspaces that includes two different underrepresented communities, the project seeks to deepen perspectives of making through close examination of the intertwined nature of maker practices, identities and community life. The project research will help to construct theories for a more equitable understanding of cultures of making and the development of guidelines for the design of equitable makerspaces and maker practices. These guidelines, as well other resources, will be disseminated to the maker community, researchers, and other practitioners through Make Magazine, online networks, and other means. The project will conduct research in two phases: (1) an ethnography of three different communities representing at least three sets of maker cultures as the basis for a cultural framework of making, and (2) a design intervention that empowers students to create and share their own maker activities with other young makers, who may not have access to the types of making that reflect their cultural experiences. The project design framework is based on Participatory Design (PD), which capitalizes on the relationships formed, processes engaged, and products made during the ethnographic phase, to collaborate with youth engaged in making practices to design guidelines for others to participate in culturally relevant making. Using Participatory Design as a framework for democratic innovation, the project use will the products and ideas of young makers to drive innovation of guidelines for culturally representative making activities and new ways of using existing tools that increase equity in making.