“Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-10-26 DOI:10.1080/10665684.2022.2131195

Sagit Betser, R. Ambrose, Lee M. Martin

引用次数: 0

Abstract

ABSTRACT This ethnographic study examines a girls-only summer maker program designed to empower girls who learned to use power tools to build their own designs. Drawing from theories of identity construction within figured worlds, the article shows how girls in the program authored themselves into roles that run counter to patriarchal notions of making and femininity. Illustrative examples show how girls played with gender presentation, produced gender-bending artifacts that became identity resources, and learned to collectively navigate traditionally male spaces. The article concludes with implications for the design of equitable maker learning environments.

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“很兴奋能参加派对”：女孩们在一个仅供女孩设计/建造的空间里自我书写自己的创造者身份

摘要：这项民族志研究考察了一项仅限女孩参加的夏季制造者计划，该计划旨在增强那些学会使用电动工具制作自己设计的女孩的能力。这篇文章借鉴了人物世界中的身份建构理论，展示了该项目中的女孩是如何将自己塑造成与父权制和女性气质观念背道而驰的角色的。示例展示了女孩如何处理性别表现，制作出扭曲性别的工件，这些工件成为身份资源，并学会集体驾驭传统的男性空间。文章最后对公平的创客学习环境的设计提出了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.