Following emancipation from foster care, youth often transition into adulthood without the support of family or school. For some emancipated emerging adults (EEAs), alternative support may come from informal educational programs like makerspaces—safe spaces to learn, explore identities, build relationships, and become entrepreneurs. This exploratory study uses Lave and Wenger’s concept of legitimate peripheral participation as a lens to for analyzing the diverse relationships of three EEAs (ages 20, 22, and 25) to the maker community of practice, as they live in a transitional housing facility and engage with its on-site makerspace and its affiliated museum.
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