Academic Makerspaces in Context: An Exploratory Study of the Experiences of Black Men

• 出版年: Studies in Engineering Education
• 主要な著者: Mike Lorenzo Greene, Brooke Charae Coley, Debalina Maitra
• フォーマット: 論文
• 言語: 英語
• 出版事項: VT Publishing 2025-04-01
• 主題: black men in makerspace; inclusion in engineering; makerspace experiences of black males; makerspace for racial equity
• オンライン･アクセス: https://account.seejournal.org/index.php/vt-j-see/article/view/95

Background: In recent years, academic institutions have increasingly integrated makerspaces as extensions of teaching and learning environments for engineering students. However, for Black students, it is unknown whether these spaces serve as mere extensions of what have traditionally been marginalizing environments. Purpose/Hypothesis: This qualitative study addresses two research questions: What do Black male undergraduate engineering students gain from participating in maker spaces? What do the stories of these Black men reveal about the culture of makerspaces as microcosms of the institutions and engineering schools in which they are housed? Design/Method: Using an exploratory case study approach, we examined makerspaces across three different types of institutions: a traditionally White institution (TWI), an Asian American Native American Pacific Islander serving institution (AANAPISI), and a historically Black college and university (HBCU). We focused on the experiences of one Black male student at each institution. Their stories reveal a range of experiences and shed light on the cultural dynamics within these makerspaces as related to the institution types. Results: Our findings suggest makerspaces offer a unique setting where participants are recognized as makers and engineers first. This framing can be particularly empowering for Black male students, providing them with a unique opportunity to foster their engineering identity. However, the collaborative and creative nature of the makerspaces, while conducive for promoting identity, was challenged by extensions of marginalizing norms of engineering culture that resulted in racialized experiences for the Black men makers. Conclusions: Black men benefited from engaging in makerspaces, however such was at a cost to themselves. We acknowledge that makerspaces hold significant potential for fostering and promoting engineering identity among Black male undergraduate students and argue that their culture must be addressed with intentionality for such potential to ever be realized.