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

References

• Ali, N. (2012). From riot grrrl to girls rock camp: gendered spaces, musicianship and the culture of girl making. Networking Knowledge: Journal of the MeCcsa Postgraduate Network, 5(1), 141–160.
   Google Scholar
• Allen, K., Daro, V., & Holland, D. C. (2007). Becoming an environmental justice activist. In R. Sandler & P. C. Pezzullo (Eds.), Environmental justice and environmentalism. The social justice challenge to the environmental movement (pp. 105–134). The MIT Press.
   Google Scholar
• Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). “Balancing acts’‘: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96(6), 967–989.
   Web of Science ®Google Scholar
• Betser, S. (2019). Under Construction: Identity Development in a Girls-only Maker Program. Davis: University of California.
   Google Scholar
• Buchholz, B., Shively, K., Peppler, K., & Wohlwend, K. (2014). Hands on, hands off: Gendered access in crafting and electronics practices. Mind, Culture, and Activity, 21(4), 278–297. https://doi.org/10.1080/10749039.2014.939762
   Web of Science ®Google Scholar
• Buse, C., & Twigg, J. (2014). Women with dementia and their handbags: Negotiating identity, privacy and ‘home’ through material culture. Journal of Aging Studies, 30, 14–22. https://doi.org/10.1016/j.jaging.2014.03.002
   PubMed Web of Science ®Google Scholar
• Chachra, D. (2015). Why I am not a maker: When tech culture only celebrates creation, it risks ignoring those who teach, criticize, and take care of others. The Atlantic.
   Google Scholar
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
   Google Scholar
• Currie, D., Kelly, D. M., & Pomerantz, S. (2009). ‘Girl power’: Girls reinventing girlhood. Peter Lang.
   Google Scholar
• Fields, D. A., Kafai, Y., Nakajima, T., Goode, J., & Margolis, J. (2018). Putting making into high school computer science classrooms: Promoting equity in teaching and learning with electronic textiles in exploring computer science. Equity & Excellence in Education, 51(1), 21–35. https://doi.org/10.1080/10665684.2018.1436998
   Web of Science ®Google Scholar
• Fine, G. A., & Van den Scott, L. J. (2011). Wispy communities: Transient gatherings and imagined micro-communities. The American Behavioral Scientist, 55(10), 1319–1335.
   Web of Science ®Google Scholar
• Fox, S., Ulgado, R. R., & Rosner, D. (2015, February). Hacking culture, not devices: Access and recognition in feminist hackerspaces. In Proceedings of the 18th ACM conference on Computer supported cooperative work & social computing, Vancouver, BC, Canada (pp. 56–68).
   Google Scholar
• Gilligan, C., & Snider, N. (2018). Why does patriarchy persist?. Polity Press.
   Google Scholar
• Handelman, D. (2001). Postlude: Framing, braiding, and killing play. Focaal: European Journal of Anthropology, 37, 145–156.
   Google Scholar
• Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Agency and identity in cultural worlds. 1997. Harvard University Press. Jarvis, J., & Robinson.
   Google Scholar
• Holland, D., Price, C., & Westermeyer, W. (2018). Political becoming in movements: Lessons from the environmental, tea party, and rastafari movements. In C. Strauss & J. Friedman (Eds.), Political Sentiments and Social Movements, Culture, Mind, and Society (pp. 265-293). Cham: Palgrave McMillan.
   Google Scholar
• Joseph, N. M., Hailu, M. F., & Matthews, J. S. (2019). Normalizing black girls’ humanity in mathematics classrooms. Harvard Educational Review, 89(1), 132–155.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. University Press.
   Google Scholar
• Lewis, J. (2015). Barriers to women’s involvement in hackspaces and makerspaces. Access as spaces. http://access-space.org/wp-content/uploads/2015/10/Barriers-to-womens-involvement-in-hackspaces-and-makerspaces. pdf.
   Google Scholar
• Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 4
   Google Scholar
• Martin, L., Dixon, C., & Betser, S. (2018). Iterative design toward equity: Youth repertoires of practice in a high school maker space. Equity & Excellence in Education, 51(1), 36–47. https://doi.org/10.1080/10665684.2018.1436997
   Web of Science ®Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
   Google Scholar
• Nasir, N. I. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475.
   Web of Science ®Google Scholar
• Nasir, N. I. S., & Vakil, S. (2017). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences, 26(3), 376–406.
   Web of Science ®Google Scholar
• National Science Board. (2018). Science and engineering indicators 2018. National Science Foundation. NSB-2018-1.
   Google Scholar
• Norris, A. (2014). Make-her-spaces as hybrid places: Designing and resisting self constructions in urban classrooms. Equity & Excellence in Education, 47(1), 63–77. https://doi.org/10.1080/10665684.2014.866879
   Google Scholar
• Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199
   Web of Science ®Google Scholar
• Roberts, K., & Hughes, R. (2019). Girls’ STEM identity growth in co-educational and single-sex STEM summer camps. Journal of STEM Outreach. https://doi.org/10.15695/jstem/v2il,7
   Google Scholar
• Roldan, W., Hui, J., & Gerber, E. M. (2018). University makerspaces: Opportunities to support equitable participation for women in engineering. International Journal of Engineering Education, 34(2), 751–768.
   Web of Science ®Google Scholar
• Ryoo, J. J., & Calabrese Barton, A. (2018). Equity in STEM-rich making: Pedagogies and designs. Equity & Excellence in Education, 51(1), 3–6. https://doi.org/10.1080/10665684.2018.1436996
   Web of Science ®Google Scholar
• Sengupta-Irving, T., & Vossoughi, S. (2019). Not in their name: Re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls. Race Ethnicity and Education, 22(4), 479–501. 10.1080/13613324.2019.1592835
   Web of Science ®Google Scholar
• Star, S. L. (2010). This is not a boundary object: Reflections on the origin of a concept. Science, Technology, & Human Values, 35(5), 601–617. https://doi.org/10.1177/0162243910377624
   Web of Science ®Google Scholar
• Styring, K. (2007). In your purse: Archeology of the American Handbag. AuthorHouse.
   Google Scholar
• Tan, E., & Calebrese Barton, A. (2018). Towards a critical justice: Exploring intersectionality in community-based STEM-rich making with youth from non-dominant communities. Equity & Excellence in Education, 51(1), 48–61. https://doi.org/10.1080/10665684.2018.1439786
   Web of Science ®Google Scholar
• Waters, M. ( Director). (2004). Mean girls [Motion picture]. Paramount Pictures.
   Google Scholar