Types of Infrastructure in Informal STEM Learning Environments and Their Connections to Systems of Power (Poster 3)

• In Event: Advancing Understanding of Infrastructuring in the Learning Sciences

Abstract

Introduction: We present a study of interviews with facilitators in informal learning settings that identifies infrastructures for supporting computational activities and connects these infrastructures with systems of power. Studying infrastructure allows us to attend to the invisibilized and relational work at play within local systems, practices, and environments (Star, 1999). When looking at an innovation whose aim is to disrupt inequity, attending to infrastructure is key to understanding how the innovation can be implemented and sustained over time (Penuel, 2019). Additionally, because power is always present in learning environments (Esmonde & Booker, 2017; Philip & Gupta, 2020), we aim to illuminate the complex relationship between infrastructure and power. Understanding this relationship can help answer “how” and “why” we can redesign infrastructures for equitable informal STEM education.

Methods: This work stems from a multi-year collaboration between research institutions and informal STEM education settings in the US, including a museum, library makerspaces, and community-based organizations. 16 facilitators were interviewed about their role, their organization’s goals, computational activities they have designed/facilitated, and their views on equity. To investigate what and how infrastructures supported computational work across informal learning environments, we used grounded theory and constant comparative methods (Glaser, 1965) to iteratively code transcripts and refine a codebook that was used for analysis. After summarizing thematic results, we drew on conceptualizations of power in learning environments (Esmonde & Booker, 2017; Philip & Gupta, 2020) to highlight moments where relationships between power and infrastructure were made visible.

Findings: In this poster we present two sets of findings. Firstly, we found seven types of infrastructure that support design and implementation of computing activities in informal STEM environments: institutional routines and resources; social and facilitation practices; institutional and facilitator values; facilitator expertise; tools and materials; physical space; and community knowledge and values. Secondly, we articulate how infrastructures are both impacted by and can challenge power dynamics. For example, upper management can make determinations around how funding will be allocated across tools and materials, or a focus on intergenerational learning can challenge expert vs. novice power dynamics in STEM. Analyzing these themes across sites showcased how power impacted the various networks and resources that institutions could access, as well as which values and practices were promoted. For instance, certain institutions may have connections to researchers at universities which facilitate access to new pedagogies and technologies, and a partner corporation can provide funding for tools and materials that may be out of reach for others.

Significance: Our findings highlight the ways that infrastructures are intertwined with systems of power at multiple levels - between participants, within institutions, and within STEM and broader society. Researchers must uncover relevant relationships between infrastructure and power in their own sites to determine what shifts or tweaks to infrastructure could result in more equitable learning environments. Facilitators experience these infrastructures daily, and may have the power to redesign them (Authors, 2022), providing a unique perspective on the infrastructures that support equitable approaches to STEM. Future research will involve site observations and additional interviews to triangulate these results.

Authors

• Ronni Hayden, University of Colorado - Boulder

• Stephanie Hladik, University of Manitoba

• Ricarose Roque, University of Colorado - Boulder