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This paper examines the motivations, activities, and ideals of people organizing feminist hackerspaces: collaborative workspaces developed to support women's creative and professional pursuits. Drawing on interviews, participant observation and archival data collected across the Pacific Northwest over nine months, we show how members of these spaces use small-scale collaborative design and acts of making to work out their place in society in ways that contest widely accepted understandings of hacking, technology, and collaboration. In designing how the space should look, feel, and run, members reframe activities seldom associated with technical work (e.g., weaving, identity workshops) as forms of hacking. In so doing, they shift concerns for women in technology from questions of access (who is included) to questions of recognition (who is visible) while grappling with productive ambiguities in between. We describe lessons these tension present for examining women's relations with technology in CSCW.

Autism Spectrum Disorder (ASD) is often characterized by a deficit in social skills, including the ability to interview successfully for jobs, a key hurdle to be overcome for independent living. One effective way that individuals with ASD can learn and retain valuable life skills is through the use of video modeling. Peer video modeling focuses on individuals imitating models similar to themselves (i.e., physical characteristics, age, ethnicity, gender, etc.), and self-modeling focuses on watching oneself successfully completing tasks. In this paper, we describe the design of VidCoach, a mobile application built to support both peer modeling and self-modeling for individuals with ASD. VidCoach can aid adolescents in work transition programs with learning and retaining job interview skills, and we present a scenario that highlights how a user might interact with VidCoach in this particular context. We conclude with a brief overview detailing our current work focused on evaluating the VidCoach application and a discussion of the potential for VidCoach to extend beyond our job-interviewing scenario to involve learning and retaining life skills in other areas.