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Making Makers: Tracing STEM Identity in Rural Communities

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Bibliographic Details
Title: Making Makers: Tracing STEM Identity in Rural Communities
Language: English
Authors: Nixon, Jessie, Stoiber, Andy, Halverson, Erica, Dando, Michael
Source: Journal of Pre-College Engineering Education Research. 2021 11(1):214-229.
Availability: Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: STEM Education, Identification (Psychology), Rural Schools, Engineering Education, Interpersonal Relationship, Mentors, Informal Education, Teaching Methods, High School Students, College School Cooperation
DOI: 10.7771/2157-9288.1296
ISSN: 2157-9288
Abstract: In this article, we describe efforts to reduce barriers of entry to pre-college engineering in a rural community by training local teens to become maker-mentors and staff a mobile makerspace in their community. We bring a communities of practice frame to our inquiry, focusing on inbound and peripheral learning and identity trajectories as a mechanism for representing the maker-mentor experience. Through a longitudinal case study, we traced the individual trajectories of five maker-mentors over two years. We found a collection of interrelated factors present in those students who maintained inbound trajectories and those who remained on the periphery. Our research suggests that the maker-mentors who facilitated events in the community, taught younger community members about making, and co-facilitated with other maker-mentors were more likely to have inbound trajectories. We offer lessons learned from including a mentorship component in a pre-college maker program, an unusual design feature that afforded more opportunities to create inbound trajectories. A key affordance of the maker-mentor program was that it allowed teens to explore areas of making that were in line with their interests while still being a part of a larger community of practice. Understanding learning and identity trajectories will allow us to continually improve pre-college engineering programming and education opportunities that build on students' funds of knowledge.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303478
Database: ERIC
FullText Text:
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  Data: Making Makers: Tracing STEM Identity in Rural Communities
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pre-College+Engineering+Education+Research%22"><i>Journal of Pre-College Engineering Education Research</i></searchLink>. 2021 11(1):214-229.
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  Data: Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
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  Data: 10.7771/2157-9288.1296
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  Data: In this article, we describe efforts to reduce barriers of entry to pre-college engineering in a rural community by training local teens to become maker-mentors and staff a mobile makerspace in their community. We bring a communities of practice frame to our inquiry, focusing on inbound and peripheral learning and identity trajectories as a mechanism for representing the maker-mentor experience. Through a longitudinal case study, we traced the individual trajectories of five maker-mentors over two years. We found a collection of interrelated factors present in those students who maintained inbound trajectories and those who remained on the periphery. Our research suggests that the maker-mentors who facilitated events in the community, taught younger community members about making, and co-facilitated with other maker-mentors were more likely to have inbound trajectories. We offer lessons learned from including a mentorship component in a pre-college maker program, an unusual design feature that afforded more opportunities to create inbound trajectories. A key affordance of the maker-mentor program was that it allowed teens to explore areas of making that were in line with their interests while still being a part of a larger community of practice. Understanding learning and identity trajectories will allow us to continually improve pre-college engineering programming and education opportunities that build on students' funds of knowledge.
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