The Makeup of a Makerspace: The Impact of Stereotyping, Self-Efficacy, and Physical Design on Women’s Interactions with an Academic Makerspace
Abstract
This article applies a qualitative ethnographic research approach to explore the perceptions of highly-skilled makers of gender and its role in their makerspace. It explores two research topics – common problems impacting makerspaces and the role of gender in makerspaces – and then analyses the results in the context of their impact on women’s sense of self-efficacy. Various factors relating to the overall makerspace culture contribute to women’s lowered sense of self-efficacy. In the makerspace under study in this work, a feminine-stereotyped Craft Area had been integrated among the more ‘traditional’ makerspace equipment, affecting women’s participation in the space. Ergonomic and accessibility problems in the masculine-stereotyped areas of the makerspace were more likely to negatively impact women’s use of the space. We discuss potential solutions to common problems in the makerspace and share recommendations to create a more universally accessible makerspace and impart the benefits of experiential learning more equitably.
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Women in makerspaces can experience lower self-efficacy due to gender stereotypes and the design of the physical environment.
“For instance, research by Schauer et al. (2023) illustrates that women in makerspaces can experience lower self-efficacy due to gender stereotypes and the design of the physical environment.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Schauer et al. (2023)
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- Authors
- Schauer, A. M. K., Schaufel, H., & Fu, K.
- Affiliations
- Georgia Institute of Technology (US)
- University of Wisconsin–Madison (US)
- Corresponding author
- Fu, Katherine
- Venue
- Engineering Studies
- Publisher
- Informa UK Limited
- Published
- 2023-05-04
- Volume
- 15
- Issue
- 2
- Pages
- 122-143
- ISSN
- 1937-8629 (ISSN-L)
- 1940-8374
- OpenAlex
- W4380589600
- Cited by
- 9
- References
- 63
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 3 · 2023: 1
- FWCI
- 3.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Engineering Studies (publishedVersion)
- Funders
- National Science Foundation
- Topics
- Social Sciences › Gender Studies › Gender and Technology in Education
- Social Sciences › Safety Research › Career Development and Diversity
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- makerspaces, gender, women in engineering, self-efficacy, gender stereotypes, human factors, accessibility, experiential learning, academic makerspaces
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