The makerspace movement in K-12 schools emerged from the early 2000s DIY culture, which celebrated hands-on exploration and innovation. As it has grown in popularity, advocates often exclaim that makerspaces naturally provide students, particularly those who might not otherwise be exposed to or consider STEM careers, the opportunity to explore and engage with these fields. While claims that makerspaces are inherently equitable are compelling, we cannot assume that the presence of makerspaces alone will create a level playing field.
Groups historically underrepresented in STEM—women, people of color, students with disabilities, and LGBTQ+ community members—may not see themselves reflected in these spaces and thus be hesitant to engage. Similarly, students who have not found success in math and/or science might also be prone to avoid spaces that hold skills such as coding in high regard. To create truly inclusive environments, makerspaces need to leverage intentional strategies: incorporating diverse materials and tools, ensuring accessibility, embracing hands-on learning approaches, and celebrating a range of role models.
Just as social, corporate, and political efforts have helped diversify STEM fields, consider embracing the following approaches to ensure all K-12 students see themselves as makers and innovators.
1 Invite Everyone
Materials such as electronics and robotics can be intimidating for some maker-curious students. However, Dale Dougherty, founder for Make: Magazine, reminds us that “making sits at the intersection of art and science, and at the crossroads of technology and design.” Thus, expand the scope of your makerspace to include art supplies, sewing machines, and hot glue guns that could invite students who feel more comfortable or familiar with these tools. This approach can open the door to new areas of making, encouraging students to try exploring STEM disciplines they might not have considered before.
Similarly, be sure to display a range of maker creations. An exhibit of 3D-printed masterpieces can be intimidating for newcomers. The maker process is often nonlinear and regularly involves rounds of prototyping with low-fidelity materials such as cardboard. Reflect the reality of making and create a more inviting space by displaying pieces that celebrate every stage of the creative process.
2 Champion Accessibility
Makerspaces introduce students to a wide range of new products that they are often excited to get their hands on; however, some of these new tools will create challenges for certain populations of students. For example, when establishing your makerspace, ensure that a student who uses a wheelchair can move through the space and reach the tools needed to tinker and build. Additionally, supplement written directions and signs with translations and visual cues so that English language learners and striving readers feel confident following policies and procedures, know where items belong, and can understand how to properly use more complex devices. Furthermore, clearly label colored paper, vinyl, filament, markers, etc. so that colorblind students can make with confidence.
This rundown is far from an exhaustive list. For additional accessibility considerations, review the University of Washington’s makerspace “Guidelines for Accessibility and Universal Design.”
3 Break from Traditional Learning
Makerspaces offer a refreshing alternative for students who struggle with traditional education by embracing hands-on learning and problem-solving techniques. To foster a welcoming environment, create a casual space where students are invited to explore tools at their own pace. You might also consider starting an after-school maker club, the informality of which serves as a sharp contrast to a STEM course during the school day. Additionally, embracing a challenge-based approach in your makerspace will encourage students to work on projects that address real-world concerns affecting their communities: helping women feel more safe walking alone at night, making school supplies easier to use for students with physical disabilities, etc. In turn, students will gain a deeper connection to their work and begin to understand that everyone is a maker.
4 Embrace Representation
Representation in makerspaces includes not only who is visible, but also the materials at hand. For example, if 3D printing anatomical models for an anatomy and physiology course, ensure the printers have filament that reflects the pigment of all skin tones—much like Band-Aid’s “OurTone” products. It’s also important to recognize how many demo videos still predominantly feature cisgendered, white men as STEM experts. To increase representation, find tutorials from diverse role models on platforms such as YouTube and TikTok. Another way to be visually inclusive is through makerspace decorations and displays. Celebrate diverse makers, such as the Black female scientists from Hidden Figures or Alan Turing, a gay man and computing pioneer, to help underrepresented students recognize that their communities also share a history of innovation.
Makerspaces are an exciting development in K-12 education. However, to harness their promise for all, we must be intentionally inclusive. True equity in these spaces requires more than equal access to tools; it means creating environments where students of every background and skill level are represented. By incorporating diverse materials and tools, ensuring accessibility, embracing hands-on learning approaches, and celebrating a range of role models, we can curate makerspaces that are inviting and transformative for every learner.
