**1. Introduction**

Maker spaces engage students in learning by empowering them to explore ideas and problem-solving in a hands-on environment using digital and/or physical modalities. Design-based programs like these can increase learning fostering student autonomy and promoting problem-solving and sensemaking [1]. Our interdisciplinary team of researchers at a Midwest university, in conjunction with community partners, offered a program targeted at underrepresented and minority students in a school zone with an exceptionally high educational achievement gap, one of the worst in the nation. Minnesota, US ranks 48th and 50th in the high school graduation rates for African American and Hispanic students, respectively [2]. Our work focused on design and mathematics learning. Using maker spaces to bridge the digital divide creates

opportunities for underrepresented students. This chapter highlights how we developed a culturally responsive pedagogy and implemented it with underrepresented K-12 students to help them learn about design and mathematics. We discuss shortterm outcomes of providing equal access to immersive curricula to underrepresented students and bridging learning losses due to the impact of the COVID-19 pandemic. Long-term outcomes include increased diversity in design and mathematics and the development of a scalable model that can be replicated in other communities.
