Making Mr. Evil French Cheetoh: In-school Makerspace Symbiotic Learning and Play of two Intersectionally-marginalized Girls

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Culturally Responsive Approaches to Equity in STEM+CS

Abstract

Children marginalized by systemic inequities often disengage from STEM education during middle school. In this paper we investigate how play can mediate participation in making and tinkering activities. We analyzed learning moments by a pair of girls of color as they playfully took up engineering tools, materials, and practices during an in-school 7th grade maker-centered activity. We observed that iterations in the construction of their own creative play-worlds was intrinsic to their engagement in the dynamic design processes necessary for bringing the physical project to life. Buy-in from mentors was key to maintaining this positive feed-back loop. In imagining futures for equitable E&D learning opportunities, we believe play offers a promising path.

Authors

• J.C. Leapman, University of California - Davis

• Lee Michael Martin, University of California - Davis

• Kurt Winsler, University of California - Davis