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Peer-reviewed article

Equity and the Maker Movement: Integrating Children’s Communities and Social Networks into Making

March 1, 2018 | Public Programs
For many children, gaining access to STEM education is an uphill battle. Inequity and underrepresentation of children from marginalized communities persist. Research has pointed not only to an access opportunity gap but also to an identity gap--children from nondominant communities often do not "see" themselves in dominant STEM structures (Authors 2013). The maker movement has evoked interest for its potential role in breaking down barriers to STEM learning and attainment (Martin 2015). Characterized by hands-on working with materials (e.g., cardboard, fabric, wood) and digital components (e.g., 3D printing), making is highly sought after by educators as a productive STEM opportunity for children. However, many making experiences designed for children have been criticized for their trivial, "once-off" nature, without prolonged, meaningful engagement toward more complex projects (Blikstein and Worsley 2016).

TEAM MEMBERS

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    Author
    University of North Carolina at Greensboro
  • 2014 11 19 Calabrese Barton Angela 2014
    Author
    Michigan State University
  • Katie Schenkel
    Author
    Michigan State University
  • Citation

    Publication Name: Science and Children
    Volume: 55
    Number: 7
    Resource Type: Research Products
    Discipline: Engineering | General STEM | Technology
    Audience: Elementary School Children (6-10) | Educators/Teachers | Museum/ISE Professionals | Evaluators
    Environment Type: Public Programs | Making and Tinkering Programs

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