Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring algorithms that prioritize the White male experience. Though not a panacea, greater representation of traditionally marginalized groups in the STEM workforce will help reduce and safeguard against digital racism, sexism, and ableism. Advocates of greater representation in STEM fields suggest that makerspace pedagogy and design that is rooted in equity and inclusivity can attract students from traditionally marginalized groups and make STEM more accessible and welcoming to all. To this end, this paper proposes a modification of the TPACK theoretical framework (Koehler and Mishra in Contemp Issues Tech Teach Educ 9(1):60–70, 2009) that centers knowledge of technological and inclusive practices in Makerspaces, giving rise to the Maker Technology, Pedagogy, Inclusion, and Content Knowledge (MakerTPICK) theoretical framework. Additionally, this paper presents the Makerspace Planning, Implementation, Establishment, and Reassessment (PIER) conceptual framework. This framework outlines the process for makerspace leaders to create and sustain an inclusive makerspace through the MakerTPICK framework, be they teachers in a school setting or makerspace coordinators outside of the field of K-12 education. The paper describes future implications for these frameworks in terms of practical applications for makerspaces and applied to research settings.

在这个技术快速进步的时代，白人在 STEM 领域的主导地位的影响导致了现代技术的设计、实施和功能的不平等。这方面的证据包括延续种族和性别偏见的人工智能系统、与非白人医疗需求不相容的医疗设备，以及优先考虑白人男性体验的招聘算法。虽然不是万能药，但提高 STEM 劳动力中传统边缘化群体的代表性将有助于减少和防范数字种族主义、性别歧视和体能歧视。STEM 领域更多代表性的倡导者认为，植根于公平和包容性的创客空间教学和设计可以吸引来自传统边缘群体的学生，并使 STEM 更容易为所有人所接受和欢迎。为此，本文提出了对 TPACK 理论框架的修改（Koehler 和 Mishra 在 Contemp Issues Tech Teach Educ 9(1):60–70, 2009），该框架将技术和包容性实践知识集中在创客空间中，从而产生了创客技术、教育学、包容性和内容知识 (MakerTPICK) 理论框架。此外，本文还提出了创客空间规划、实施、建立和重新评估 (PIER) 概念框架。该框架概述了创客空间领导者通过 MakerTPICK 框架创建和维持包容性创客空间的过程，无论他们是学校环境中的教师还是 K-12 教育领域之外的创客空间协调员。该论文描述了这些框架在创客空间的实际应用和研究环境方面的未来影响。