This Work in Progress Paper presents an NSF funded study focused on understanding the role that makerspaces play in the identity development of engineering students from underrepresented groups (URGs). In recent years, makerspaces have become a popular addition to universities, with an implicit assumption that makerspaces will increase students choosing to major in STEM disciplines. The research question that guided this work is the following: How well do I-poems and thematic analysis help us uncover complex and nuanced understandings of the identities of engineering students and makers who