Abstract

Constructionist approaches in learning have emerged in national conversations in the past few years with the rising popularity of project-based learning and makerspaces in schools. What is missing from the conversation is a deeper understanding of who benefits. We celebrate the 4 P's of Creative Learning and the Maker Mindset, but the disproportionate rates of discipline in schools and data from the achievement gap suggest that Black and Brown youth may not benefit from these ideas. This thesis explores the development of an educator guide called "Uncovering Hidden Pathways" a term I use to describe the anti-racist approach to encouraging non-dominant youth to leverage the creativity and knowledge they already possess to feel more confident in participating in STEM activities while helping them make connections to professional opportunities. The guide builds off of the work of programs such as the Computer Clubhouse, Technology Access Foundation, and Digital Youth Network, which are rooted in the anti-racist idea that non-dominant youth have the right to technological fluency -- and give them access to the tools and opportunities needed to accomplish this. These programs demonstrate that it is possible to radically improve the trajectories of the lives of non-dominant youth by addressing the race, class, and social barriers in education that prevent access to participation in 21st century careers in STEM fields. This thesis includes a historical analysis of racist ideas in the United States, and how that history created inequalities such as the achievement gap and the digital divide, in an effort to justify centering the guide in anti-racist ideas. The guide is composed of four sections: designing equitable spaces, activities, mentorship, and making connections. This thesis discusses the significance of each section, and the research conducted to support the design decisions.