While advances have been made in studying engineering design learning in the classroom, to date, such advances have not addressed hands-on, real-world learning experiences in university makerspaces. This article explores how such spaces support women engineers as designers, learners, makers, and community members.

While advances have been made in studying engineering design learning in the classroom, to date, such advances have not addressed hands-on, real-world learning experiences in university makerspaces. Our particular interest was how such spaces support women engineers as designers, learners, makers, and community members. To investigate this, we initially completed two qualitative interview studies: 1) a three-series in-depth phenomenologically based interview methodology with five women students and 2) a targeted, single interview protocol with fifteen women students. The in-depth interviews were analyzed using grounded theory techniques and coding methods as a means to develop a typology. To explore the broader applicability of the findings, 19 additional interviews (5 women and 5 men at Big City U., 4 women and 5 men at Comprehensive U.) were also completed. Overall, makerspaces are confirmed to help provide women students with a diverse skillset that engages design, manufacturing, cultural knowledge, failure, collaboration, confidence, resilience, communication management, and ingenuity.