2026 ASEE Annual Conference & Exposition

University makerspaces serve as informal learning environments that support hands-on exploration, collaborative problem-solving, and technical skill development. Despite their educational benefits, participation in makerspaces remains inconsistent, with students facing barriers related to recruitment and retention. This systematic literature review examines strategies used to attract new users and retain existing participants in educational makerspace environments. Through a comprehensive search of peer-reviewed literature published from 2009 onward, 17 studies were identified and analyzed using inductive coding methods. Five interconnected themes emerged from the analysis. Findings indicate that recruitment is shaped by physical aesthetics, structured entry points, and social accessibility, while retention is strongly associated with ongoing mentorship from the makerspace staff, a sense of belonging, and perceived value. The review highlights that marginalized and minoritized students face compounded barriers related to representation, gatekeeping, and inequitable access. These findings suggest that improving makerspace participation requires coordinated attention to environmental design, social dynamics, identity signaling, and equity-centered practices. This review contributes to understanding how makerspaces can better support inclusive and sustained engagement in engineering education.