American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

Johnson, Catherine M.; Myers, Carrie B.; Ward, Kelly; Sanyal, Nick; Hollist, Dusten R.

doi:10.1353/jaie.2017.a798604

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Native American students have the lowest rate of STEM degree persistence compared to other groups [6] due to the STEM cultural values being particularly individualistic, individualistic, rather than community-motivated [7,8].…”

Section: Introductionmentioning

confidence: 99%

“…Many Native American cultures strongly emphasize the connectedness of people and the environment [10]; however, particularly in engineering degree programs, early coursework does not emphasize the connectedness of people and the environment [8,9]. Therefore, Native American students who may not see/engage in this aspect may be particularly at risk of losing motivation for -and possibly leaving -their engineering majors [1].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Applying Entrepreneurially Minded Learning to the Design and Fabrication of Soft Robotic Fish with Native American Engineering Students.

Ramoni,

Chinana,

Shurley

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Applying Entrepreneurially Minded Learning to the Design and Fabrication of Soft Robotic Fish with Native American Engineering Students.

Ramoni,

Chinana,

Shurley

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

The Caring for Our Own Program

Larsson

Johnson

2022

Nurse Educ

View full text Add to dashboard Cite

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.

show abstract

Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

show abstract

American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

Cited by 3 publications

References 0 publications

Applying Entrepreneurially Minded Learning to the Design and Fabrication of Soft Robotic Fish with Native American Engineering Students.

Applying Entrepreneurially Minded Learning to the Design and Fabrication of Soft Robotic Fish with Native American Engineering Students.

The Caring for Our Own Program

Talent denied: Equity and excellence gaps in STEMM

Contact Info

Product

Resources

About