Adult science entertainment events (ASEEs) constitute a new mode of engagement with science defined by their focus on adult audiences and the use of social venues to create low-stakes environments for learning. ASEEs vary widely in format, ranging from science-at-the-bar events, where patrons can enjoy a drink while listening to presentations, to museum after-hours events, where adults can explore exhibits outside regular visiting hours. The sheer number of these events represents a significant field-wide effort being put into these programs. I conducted a comparative case study of three ASEEs, using observations, interviews, and document analysis. In the first paper, I defined ASEEs as a unique subfield of informal science education and created a research agenda for these programs. In the second paper, I created an empirically derived framework for understanding how design and implementation decisions shape engagement. In this framework, I defined how the structure and framing of an event establish an interactional genre and explain the relationship between these elements and how people perform facets of their identities. This framework demonstrates that event genres can be evoked, and therefore can be altered. As part of this paper, I explore how elements of the structure and framing of these events evoke the carnivalesque (Bahktin, 1984) or subvert the traditional norms of science. In the third paper, I applied this framework to address gender equity at these events and found that female-presenting people's expertise was more frequently contested than male-presenting people's, even when drawing on equivalent resources. Additionally, I found that even in genres where expertise was less salient, the gendered landscape still skewed to favor male-presenting people's experience. Looking across the three papers, it appeared that the carnivalesque elements of these events might be what makes them low-stakes and fun; however, it also seems that these elements may introduce risk for some groups; therefore, what makes these programs fun needs to be examined. ASEEs are worthy of further research to ensure these programs are equitable spaces for science learning. The structure, framing, genre, and performativity framework appears to be a promising approach for examining equitable engagement in these programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]