An Emergent Phenomenon of American Indian Postsecondary Transition and Retention

Cultural identity central to Native American persistence in science

Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that aimed to increase the number of Native Americans in science have made some progress. As new programs are designed, key characteristics that address science self-efficacy and science identity and provide supports for Native American students' commitment to a scientific career should be considered. In this study, we used sequential mixed methods to investigate the potential of culturally tailored internship programs on Native American persistence in science. We analyzed surveys (n = 47) and interviews (n = 4) with Native American students to understand their perceptions of themselves in relation to science research and how summer research experiences might develop science identities. Based on regression modeling, science identity, but not science self-efficacy, predicted intent to persist in science. In turn, science self-efficacy and Native American identity predicted science identity, and this suggests cultural identity is central to Native American persistence in science. In interviews, students' comments reinforced these findings and shed light on students' reasoning about the kinds of science experiences they sought; specifically, they chose to participate in culturally tailored internships because these programs provided a sense of belonging to the scientific community that did not conflict with their cultural identities. Based on our analysis, we propose an Indigenous science internship model and recommend that agencies target funding for culturally tailored programs from high school through early-investigator levels as well as provide inclusive programmatic and mentoring guidelines.

American Indian College Student Mentoring: A Study to Measure Changes in Self-Efficacy

The underrepresentation of American Indian (AI) students pursuing higher education opportunities continues to persist. This study sought to measure the perceived changes in participants’ self-efficacy and confidence in navigating the college environment as a result of their participation in a mentoring program and addressed the research question “How does mentoring contribute to changes in tribal college students reported self-efficacy?” Nineteen participants who had participated in a semester-long mentoring program were given a retrospective pre- then post-program survey to measure changes in participants’ perceived confidence in navigational and informational skills related to college success. Participants reported a significantly higher level of awareness in the post-program survey than they did in the pre-program survey across all of the mentoring program goals with the exception of one goal. In addition, there were no reported differences in AI and non-AI participants’ and Science, Technology, Engineering, and Mathematics (STEM)/non-STEM responses on the five scaled variables for the mentoring survey. Providing support early on in a student’s educational career allows for the establishment of student connections with peers, support personnel, and resources that they can turn to for help in academics or setting goals. Additionally, early support provides encouragement and a sense of belief in themselves, which is critical to student success.

Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience

With growing evidence demonstrating the impact of undergraduate research experiences on educational persistence, efforts are currently being made to expand these opportunities within universities and research institutions throughout the United States. Recruiting underrepresented students into these programs has become an increasingly popular method of promoting diversity in science. Given the low matriculation into postsecondary education and completion rates among Native Americans, there is a great need for Native American undergraduate research internships. Although research has shown that Western education models tend to be less effective with Native populations, the implementation of indigenous epistemologies and pedagogies within higher education, including research experiences, is rare. This study explores the applicability of a cognitive apprenticeship merged with an indigenous approach, the Circle of Courage, to build a scientific learning environment and enhance the academic and professional development of Native students engaged in an undergraduate research experience in the health sciences. Data were drawn from focus groups with 20 students who participated in this program in 2012-2014. Questions explored the extent to which relational bonds between students and mentors were cultivated as well as the impact of this experience on the development of research skills, intellectual growth, academic and professional self-determination, and the attachment of meaning to their research experiences. Data were analyzed via deductive content analysis, allowing for an assessment of how the theoretical constructs inherent to this model (belonging, mastery, independence, and generosity) impacted students. Findings suggest that engaging Native students in research experiences that prioritize the needs of belonging, mastery, independence, and generosity can be a successful means of fostering a positive learning environment, in which students felt like significant members of a research team, developed a greater understanding and appreciation for the role of science in education and its various applications to socially relevant health issues, made more informed decisions about a career in research and the health sciences, and worked toward improving the health and well-being of others while also inspiring hope among their people back home. This study represents an extension of the application of the Circle of Courage to an undergraduate research experience and provides evidence of its ability to be used as a framework for cultivating Native scientists.

Cultural taboos as a factor in the participation rate of Native Americans in STEM

BACKGROUND

Native Americans are underrepresented in science, technology, engineering, and mathematics (STEM). We investigated whether having to violate cultural taboos might be a factor in the decisions of some Native Americans not to pursue STEM degrees. Many STEM faculty likely know very little about Native Americans' historical experiences with an education system that has been used to forcibly acculturate them and so may not be aware of the threat many Native Americans perceive from curricula that claim cultural neutrality yet require Native Americans to violate strongly held cultural beliefs.

RESULTS

We reviewed the relevant literature, surveyed 96 students from 42 different tribes, and interviewed two STEM and two non-STEM faculty at Haskell Indian Nations University. We found that 50% of survey respondents generally observe tribal taboos, 38% would choose not to pursue a science major if they knew or suspected that doing so would require them to violate an important tribal taboo, and 67% would be more likely to take science classes if the science curriculum was more respectful of tribal taboos. The most problematic activities and animals encountered in laboratory classes include, in order of discomfort level, human dissection, human bodies, animal dissection, snakes, spiders, and lizards.

CONCLUSIONS

Increasing Native American participation in STEM requires that their cultural concerns regarding STEM curricula be acknowledged and addressed. This is important for several reasons. First, Native Americans have the highest poverty rate of all racial/ethnic groups, while STEM graduates have higher employment rates and salaries than non-STEM graduates. Second, increasing diversity in STEM supports cognitive growth and critical thinking, benefits problem solving, and contributes to increasing productivity, creativity, and global competitiveness. Third, there is a long history of exploitation of Native Americans and their lands by scientists and engineers, so it is particularly important to increase Native American participation so that their interests are represented in these professions. Many Native Americans' concerns can be proactively and reasonably accommodated to provide a more respectful and welcoming learning and working environment and increase their participation in STEM, to everyone's benefit.

Development of an interdisciplinary pre-matriculation program designed to promote medical students' self efficacy

BACKGROUND AND OBJECTIVES

A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students' transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students' understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks.

DESIGN

A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students.

RESULTS

Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program.

CONCLUSIONS

By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school.

ABBREVIATIONS

CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth.