A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities

Autor/inn/en	Calabrese Barton, Angela; Tan, Edna
Titel	A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities
Quelle	55 (2018) 4, S.761-800 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Calabrese Barton, Angela) ORCID (Tan, Edna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Longitudinal Studies; Ethnography; Entrepreneurship; Community Programs; Prediction; Disadvantaged; Community Involvement; Middle School Students; Power Structure; Educational Opportunities; Technology Uses in Education; North Carolina; Michigan + Suchen Sie Ihr Suchwort? STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Unternehmungsgeist; Vorhersage; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsangebot; Bildungschance; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	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. [This article was published in "American Educational Research Journal" (EJ1185388).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04