A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities

The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes.

创客运动因其在打破STEM（科学、技术、工程和数学）学习障碍方面的作用而引发了人们的兴趣。然而，很少有实证研究记录青少年在富含STEM的创客项目中是如何随着时间推移得到支持的，以及这些项目的成果如何。这项纵向批判性民族志研究追踪了两个以社区为中心的创客项目中41个青少年创客项目的发展情况。作者为一种以公平为导向的创客文化构建了一个概念性的论点，并讨论了在社区中与社区一起进行创客活动如何为青少年提供机会，使他们能够将社区丰富的文化知识和智慧融入到他们的创作中，同时也对他们所经历的历史遗留的不公正现象提出质疑并进行协商。作者还讨论了社区参与如何使共同创作的实践合法化，这种实践支持了以公平为导向的目标和成果。