Making Makers: Tracing STEM Identity in Rural Communities

Autor/inn/en	Nixon, Jessie; Stoiber, Andy; Halverson, Erica; Dando, Michael
Titel	Making Makers: Tracing STEM Identity in Rural Communities
Quelle	In: Journal of Pre-College Engineering Education Research, 11 (2021) 1, S.214-229, Artikel 12 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
Schlagwörter	STEM Education; Identification (Psychology); Rural Schools; Engineering Education; Interpersonal Relationship; Mentors; Informal Education; Teaching Methods; High School Students; College School Cooperation + Suchen Sie Ihr Suchwort? STEM; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ingenieurausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01