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:10.5749/jamerindieduc.56.3.0034

Cited by 7 publications

(12 citation statements)

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“…We conclude by revisiting the four Rs (respect, relevant, reciprocity, and responsibility) and how our research process embodies these values. Our research incorporates the four Rs which Kirkness and Barnhardt (1991) identify in their seminal work as respect, relevance, reciprocity, and responsibility; all are vital in Indigenous knowledge systems, cultural values, and Native worldviews (Brayboy et al, 2014;Johnson et al, 2018). These four Rs, when practiced by peers, mentors, and the institution, can have a positive impact on Indigenous students' transcultural socialization.…”

Section: Conclusion: Revisiting the Four Rsmentioning

confidence: 99%

“…The 5-item Mentor's Cultural Support Index was developed to tap psychosociocultural aspects of the mentoring relationship. Our research team developed three new items informed by research on the role of family and culture for AI/AN persistence in higher education (Guillory & Wolverton, 2008;Johnson et al, 2018;Museus & Quaye, 2009). The items that measured mentor's cultural support included the statements "Is interested in my culture," "Is tolerant about any cultural differences between us," and "Appreciates cultural diversity."…”

Section: Predictor: Mentor's Cultural Support Indexmentioning

confidence: 99%

See 1 more Smart Citation

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

Brazill¹,

Myers²,

Myers³

et al. 2023

Journal of Diversity in Higher Education

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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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Section: Conclusion: Revisiting the Four Rsmentioning

confidence: 99%

Section: Predictor: Mentor's Cultural Support Indexmentioning

confidence: 99%

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

Brazill¹,

Myers²,

Myers³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Academic expectations and consistent communications of such policies to students may help them self-regulate to determine whether the amount of seat time lost would help or hinder their well-being accordingly. [19][20][21] Financial Security Poverty and lack of financial capital are barriers that directly impact the potential for AI/AN students to succeed in school. 18,20 Currently, 66% of the AI/AN nursing students in the CO-OP are economically and educationally disadvantaged, as defined by the Department of Education.…”

Section: Sense Of Placementioning

confidence: 99%

“…[15][16][17][18]22 Access to social activities on campus supportive of cultural identity improves retention rates of AI/AN students. [16][17][18][19][20][21]23 Cultural connections help students adapt to the academic environment and promote engagement and institutional commitment. The CON MSU also strategically gathers CO-OP AI/AN alumni to build students' professional networks early and over time.…”

Section: Social Connectionmentioning

confidence: 99%

The Caring for Our Own Program

Larsson

Johnson

2022

Nurse Educ

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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.

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“…Another critique of the socialization literature is that they often neglect individual student differences (Antony, 2002). Current socialization theories about doctoral students may expect students to compartmentalize their cultural identities to successfully assimilate into the new academic culture (Johnson et al, 2017).…”

Section: Chinese International Doctoral Students: Why Should We Care?mentioning

confidence: 99%

Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective

Brazill

2021

IJDS

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Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

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

Cited by 7 publications

References 0 publications

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

The Caring for Our Own Program

Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective

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