Bridging the Digital Divide in Design and Mathematics through an Immersive Maker Program for Underrepresented Students

Abstract

Maker spaces engage students in learning by empowering them to explore ideas and problem-solving in a hands-on environment using digital and/or physical modalities. Design-based programs like this can increase learning by fostering student autonomy and promoting problem-solving and sensemaking. Our interdisciplinary team of researchers at this Midwest university, in conjunction with community partners, offered a program targeted at underrepresented and minority students in a school zone with an exceptionally high educational achievement gap, one of the worst in the nation. Our state ranks 48th and 50th in the high school graduation rates for African American and Hispanic students, respectively. Our work focused on design and mathematics learning and on using maker spaces to bridge the digital divide to create opportunities for underrepresented students. This chapter describes how we developed a culturally responsive pedagogy for underrepresented K-12 students to learn about design and mathematics. We share some short-term outcomes of providing equal access to immersive curricula to underrepresented students, and describe how we bridged learning losses due to the impact of the COVID-19 pandemic.