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

该项目将推进学生和教师创新技术体验（ITEST）计划的努力，以更好地理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做法。该项目旨在更好地了解非主流制造文化的创造过程和产品，并为将多样性视为资产的制造者文化创建一个框架。创客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，但目前还不能提供公平的创客空间和项目。该项目利用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，旨在通过仔细研究创客实践，身份和社区生活的相互交织的性质，加深对制作的看法。该项目的研究将有助于构建理论，以更公平地理解制造文化，并为公平的创客空间和创客实践的设计制定指导方针。 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创客社区、研究人员和其他从业人员。该项目将分两个阶段进行研究：（1）三个不同社区的民族志，代表至少三种制造文化，作为制造文化框架的基础，以及（2）设计干预，使学生能够与其他年轻制造者一起创建和分享自己的制造活动，这些年轻制造者可能无法获得反映其文化经验的制造类型。 该项目的设计框架是基于规划设计（PD），它利用了民族志阶段形成的关系，参与的过程和产品，与从事实践的青年合作，为其他人设计参与文化相关制作的指导方针。 该项目利用参与式设计作为民主创新的框架，利用年轻制造者的产品和想法来推动具有文化代表性的制造活动指导方针的创新，以及使用现有工具增加制造公平的新方法。

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.