Measuring Contextual Shifts in Multidimensional Identity in Makerspaces
Document Type
Conference Paper
Journal/Book Title/Conference
The Interdisciplinarity of the Learning Sciences, 14th Internation Conference of the Learning Sciences (ICLS)
Volume
2
Publication Date
6-1-2020
First Page
845
Last Page
846
Abstract
Many students fail to see themselves as potential scientists or engineers based on established stereotypes of who "belongs" in STEM. Thust, identity and the extent to which it is considered compatible with STEM engagement is a fundamental issue of access. Studies suggest that the Maker Movement is a promising venue through which to build pro-STEM identities across diverse groups. Through the inclusion of materials that are not typical of traditional STEM activities (e.g., electronic textiles, recycled materials), Making creates opportunities to integrate individual and cultural identities into STEM work. However, successfully integrating and scaling up Making into formal school settings requires robust quantitative evidence that is typically valued in policy circles. This paper reports on the development and initial validation of a new approach to quantify shifts in multifaceted identity that are locally meaningful to participants in Making contexts.
Recommended Citation
Feldon, D., Tofel-Grehl, C., & Searle, K. (2020). Measuring contextual shifts in multidimensional identity in makerspaces. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 845-846). Nashville, Tennessee: International Society of the Learning Sciences.
