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The Makerspace Movement: Sites of Possibilities for Equitable Opportunities to Engage Underrepresented Youth in STEM


by Angela Calabrese Barton, Edna Tan & Day Greenberg — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 6, 2017, p. 1-44
http://www.tcrecord.org ID Number: 21785, Date Accessed: 10/16/2017 11:53:33 PM
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About the Author
  • Angela Barton
    Michigan State University
    E-mail Author
    ANGELA CALABRESE BARTON is a professor of science education and teacher education at Michigan State University. Her research focuses on teaching and learning science with an emphasis on equity and social justice concerns in lower income urban communities. Drawing on critically oriented research methods (multi-sited ethnography, collaborative and participatory design-based research, and case study), she investigates youth learning and identity work across setting and over time. She also works closely with teachers to design/adapt curriculum/pedagogy towards incorporating youths’ cultural knowledge and experiences. She also engages in curriculum research and development focused on teaching engineering for sustainable communities in the middle grades. She has designed and taught after school and community-based science/engineering over two decades. Recent publications include: "Crafting a future in science: Tracing middle school girls’ identity work over time and space" in American Education Research Journal and "Putting on a green carnival: Youth taking educated action on socioscientific issues" in Journal of Research in Science Teaching.
  • Edna Tan
    University of North Carolina at Greensboro
    E-mail Author
    EDNA TAN is associate professor of science education at the University of North Carolina at Greensboro. She takes a critical, sociocultural ethnographic approach in her work with youth and science teachers, both in the classroom, informal science programs and across these spaces. Her work focuses on how youth from non-dominant backgrounds can be empowered to work with their teachers in creating hybrid spaces for meaningful science engagement, authoring positive science identities and identity trajectories. Recent publications include "Desiring a career in STEM fields: Girls’ narrated and embodied identities-in-practice" in Journal of Research in Science Education and "Urban girls identity trajectories through the participation between figured worlds" in American Educational Research Journal.
  • Day Greenberg
    Michigan State University
    E-mail Author
    DAY GREENBERG is a doctoral student at Michigan State University, studying educational psychology with a concentration in science education. Her work centers on witnessing, supporting, and honoring youth voices and journeys that are often silenced and marginalized in STEM. She studies the relationships, resources, and strategies that preadolescent youth identify as important or helpful for empowering them to conduct identity work in science and engineering as they author pathways with purpose and agency. The goal of this work is to make out-of-school STEM learning environments and programs more connected, accessible, empowering, and transformative for youth. This is her first publication.
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