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 are from URGs? For this paper, we share a passage from an interview and conduct an analysis of that passage using the I-poem analytic strategy and thematic analysis. In particular, we explore the possibilities inherent in using these analytic approaches to understand identity development. We discuss how the I-poem was effective in developing a more complex and nuanced understanding of the identity development of engineering student makers. Further implications of this novel approach are that I-poems show promise to resonate better with the reader and position the researcher and reader as 'standing alongside' the participant, instead of a more traditional approach of 'gazing at' our participants.