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Barriers, motivations, and the path to gender parity in the maker communities

Year: 2026

Type: article

Abstract: The maker movement, characterized by do-it-yourself (DIY) innovation and collaborative production, has emerged as a potential driver of skill development, sustainability, and community engagement. However, despite its potential to foster inclusive and circular economies, gender disparities persist in participation within makerspaces. This study investigates the motivations, barriers, and gender differences influencing engagement in European makerspaces, drawing on a comprehensive survey of over 6000 respondents across 28 European countries, including Turkey. Using principal component analysis (PCA), we identify distinct dimensions of motivations and barriers, revealing that women are more motivated by skill enhancement, community engagement, and sustainability but express greater challenges related to access to information, time constraints, and technical skills. Men, on the other hand, are more concerned with externalities such as environmental and health impacts. The study also highlights minor concerns about inclusivity, with both men and women expressing dissatisfaction with the representation of age, gender, and ethnic diversity in makerspaces. Despite these barriers, women demonstrate a greater willingness to visit maker communities and to use makerspace facilities compared to men, yet do not actually use them more, even not when they have first-hand experience with them, suggesting persistent gendered barriers within the maker spaces. The findings underscore the need for targeted interventions, such as accessible training programs, mentorship opportunities, and financial support, to bridge the gap between motivation and participation. We discuss the findings in terms of how equitable design and support of makerspaces can foster circular economy practices while enhancing access to community-based skill development.

Source: Humanities and Social Sciences Communications

DOI: 10.1057/s41599-026-08331-4

Authors: Ebo Botchway, Julie Metta, Laurène Thil, Siegfried Dewitte, Jan Verpooten

Institutions: KU Leuven, ZHAW Zurich University of Applied Sciences, University of Antwerp

Language: English

Topic: Gender and Technology in Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Gender equality, Reduced inequalities, Decent work and economic growth

Open Access status: gold

Estimated APC paid: $1,890