Abstract
ABSTRACTMaking has been touted for its potential to democratize STEM yet could be replicating issues of limited participation of persons from educationally underserved populations. This version of making could be problematic for young women of color, limiting participation and aspirations for STEM careers. We present a counterexample with Critical Making, an approach of action, reflection, and community dialog to promote social change. We examine a multimedia design and implementation project as an expression of seven young Latinx1 women’s experiences. Participants were tasked with creating a maker artifact to display data from a community survey and produced an interactive (touch capacitive) heart-shaped word cloud capturing positive qualities of their community. We utilized cultural-historical activity theory to focus on relations of the teen participants, meanings conveyed by the word cloud, and how digital tools interacted with norms, division of labor, and community relationships to mediate understanding. We report tensions between group versus community values and between possible design features and tool limitations. We also report how participants authored intersecting identities as makers, group members, and contributors to their community. Our results document the dynamics of a Critical Maker program and expand understanding of how young Latinx women experience making and STEM learning.
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