“We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making
Out-of-school time (OST) makerspaces are spaces for youth to engage in exploratory practices and deepen STEM interests in personally meaningful ways. Many youth—especially teens—additionally benefit from supportive relationships (e.g., caring adult mentors, peer mentors) in these spaces to help them...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1033742/full |
| _version_ | 1797950610037800960 |
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| author | Maggie Dahn Kylie A. Peppler Mizuko Ito |
| author_facet | Maggie Dahn Kylie A. Peppler Mizuko Ito |
| author_sort | Maggie Dahn |
| collection | DOAJ |
| description | Out-of-school time (OST) makerspaces are spaces for youth to engage in exploratory practices and deepen STEM interests in personally meaningful ways. Many youth—especially teens—additionally benefit from supportive relationships (e.g., caring adult mentors, peer mentors) in these spaces to help them uncover their interests and translate them into long-term trajectories of maker practice. Using a connected learning lens, this paper focuses on supportive adult relationships at a high school OST program (Sunrise of Philadelphia), and the ways in which practices around interest identification and development within its makerspace entrepreneurship program meaningfully impacted learning trajectories for youth by connecting them to new STEM opportunities, knowledge, and experiences. Through an illustrative case study, we present a portrait-of-practice that shows how OST educators facilitated brokering to connect youth to resources, mentoring, materials, and new communities that transcended their specific program. This manuscript contributes to known practices for translating youth interests in makerspaces, including incorporating youth voice and choice and making cultural connections to entrepreneurship opportunities. This case contributes to an understudied area of entrepreneurship education programs and activities that are needed in educational (K-12) makerspaces. |
| first_indexed | 2024-04-10T22:18:44Z |
| format | Article |
| id | doaj.art-80dcdd44e0d54895a63fc7528546af8c |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-10T22:18:44Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-80dcdd44e0d54895a63fc7528546af8c2023-01-18T06:26:56ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-01-01710.3389/feduc.2022.10337421033742“We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial makingMaggie Dahn0Kylie A. Peppler1Mizuko Ito2Department of Informatics, University of California, Irvine, Irvine, CA, United StatesDepartment of Informatics & School of Education, University of California, Irvine, Irvine, CA, United StatesDepartment of Informatics, University of California, Irvine, Irvine, CA, United StatesOut-of-school time (OST) makerspaces are spaces for youth to engage in exploratory practices and deepen STEM interests in personally meaningful ways. Many youth—especially teens—additionally benefit from supportive relationships (e.g., caring adult mentors, peer mentors) in these spaces to help them uncover their interests and translate them into long-term trajectories of maker practice. Using a connected learning lens, this paper focuses on supportive adult relationships at a high school OST program (Sunrise of Philadelphia), and the ways in which practices around interest identification and development within its makerspace entrepreneurship program meaningfully impacted learning trajectories for youth by connecting them to new STEM opportunities, knowledge, and experiences. Through an illustrative case study, we present a portrait-of-practice that shows how OST educators facilitated brokering to connect youth to resources, mentoring, materials, and new communities that transcended their specific program. This manuscript contributes to known practices for translating youth interests in makerspaces, including incorporating youth voice and choice and making cultural connections to entrepreneurship opportunities. This case contributes to an understudied area of entrepreneurship education programs and activities that are needed in educational (K-12) makerspaces.https://www.frontiersin.org/articles/10.3389/feduc.2022.1033742/fullmaker educationinterestSTEM—science technology engineering mathematicsentrepreneurshipconnected learning |
| spellingShingle | Maggie Dahn Kylie A. Peppler Mizuko Ito “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making Frontiers in Education maker education interest STEM—science technology engineering mathematics entrepreneurship connected learning |
| title | “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making |
| title_full | “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making |
| title_fullStr | “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making |
| title_full_unstemmed | “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making |
| title_short | “We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making |
| title_sort | we hear everyday this isn t me navigating tensions and opportunities to translate interests toward entrepreneurial making |
| topic | maker education interest STEM—science technology engineering mathematics entrepreneurship connected learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1033742/full |
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