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This quantitative study aimed to understand processes germane to Indigenous graduate students' transcultural socialization in Science, Engineering, Technology, and Math fields (STEM). We theorized that transculturation and "wayfinding" are complementary socialization processes to promote healthy socialization of Indigenous graduate students in STEM. We hypothesized that socialization components including peer interactions, mentor's cultural support, and university environment fit would facilitate academic confidence and cultural congruity. We conducted an exploratory study using a sample of 44 Indigenous STEM graduate students from 12 American public research universities. Our results found elevated levels of cultural congruity among those students who reported more favorable peer interactions, but the simultaneous experiences of mentor's cultural support and university environment fit did not reveal such an influence. Students reported greater levels of academic confidence in the presence of mentor's cultural support and university environment fit but not for peer influence. We situated these findings within prior research and recommendations for programs and practices where universities, peers, and mentors can provide cultural support, inspire academic confidence, and further enhance well-being through honoring the cultural strengths of Indigenous students.

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The salicylic acid derivative acetylsalicylic acid (ASA) was found to promote colony formation from protoplasts isolated from embryogenic suspension cultures of an elite maize inbred line. The drug was most effective at concentrations of 30-100 mg/l, and increases of more than 20-fold in the number of colonies recovered from protoplasts were obtained. The rate of growth of protoplast-derived cell colonies was not affected.

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SUMMARY: Polyethylene glycol can be used to induce DNA uptake into plant protoplasts. Procedures for isolation, culture and transformation of N. tabacum protoplasts are described and can be adapted for other dicot and monocot species. Criteria for proof of transformation are discussed.

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Background: Research has identified workforce diversification as influential in improving health outcomes. The Caring for Our Own Program (CO-OP) set out to achieve classroom and workforce parity for rural Native American nurses and communities. Purpose: In this study, we report quantitative results of the first 20 years of the CO-OP and explore the extent to which the CO-OP model influenced degree completion for Native American students. Approach: The CO-OP employs a 4-pillar program model where sense of place, financial security, academic readiness, and social connection empower students as they progress. One hundred twenty-one Native American students have earned nursing degrees since inception. In addition, more than 10% of CO-OP undergraduates have returned to become nurse practitioners. Conclusions: The CO-OP model replicated elsewhere may also succeed by adapting key concepts in that context to achieve health equity.