Science identity is composed of three key components, including competence (possessing scientific knowledge), performance (the capacity to use scientific tools and language in appropriate settings), and recognition (earning validation from others in the field) (Carlone & Johnson, 2007). The significance of a strong science identity is in shaping a student’s future behavior, such as intent to graduate and pursue a STEM career (Chang et al., 2011; Chemers et al., 2011), which is particularly important for those with notable retention challenges within STEM like women, underrepresented minorities, first generation, and rural students (President’s Council of Advisors on Science and Technology, 2012). The work of building students’ science identity and encouraging their development as emerging scholars and scientists relies on both classroom experiences and the form and quality of mentoring relationships with faculty (Kendricks et al., 2013). This study considers how students see their own science identity development, and which supports they believe most central to science identity.
more »
« less
Emerging Voices of Tribal Perspectives in Water Resources
Tribal perspectives in water resources and education are often overlooked. Only recently, the field of hydrologic sciences began to include people in conducting science (Sivapalan et al. 2012) and to value indigenous perspectives with western science (Huntington 2002; Redsteer et al. 2012). The April 2018 issue of Journal of Contemporary Water Research & Education (JCWRE) explores emerging voices in tribal communities related to water resources quality and quantity and impacts to tribal water resources such as climate change and water use. This special issue begins with three foundational papers, providing a baseline understanding on water quality regulation, water quality disparities, and tribal economies as they relate to water settlements. The special issue features articles focusing on various water challenges facing tribes and the role of tribal colleges in addressing these challenges. There are less than 0.3% of Native American graduate students and post-doctorates in Science and Engineering and only a handful in hydrologic sciences and related sciences (NCSES 2016). While tribal lands are rich in natural resources and have significant water challenges (Cozetto et al. 2007; Smith and Frehner 2010), it is very unique that 67% of the lead authors are Native American including three Native American faculty, three Native American graduate students, and one Tribal College and University (TCU) Faculty. A deep discussion on water challenges facing tribes and Native American scientists working on these challenges are emerging voices of tribal perspectives in water resources.
more »
« less
- Award ID(s):
- 1747709
- PAR ID:
- 10073921
- Date Published:
- Journal Name:
- Journal of contemporary water research & education
- Issue:
- 163
- ISSN:
- 1936-7031
- Page Range / eLocation ID:
- 1-5
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
Abstract Native American faculty in science, technology, engineering, and mathematics (NAF‐STEM) disciplines are historically underrepresented. Creating inclusive academia for Indigenous people that typically live and thrive in rural communities requires insights into their personal, relational, and collective experiences. This study was guided by the Six Rs: relationship, respect, responsibility, relevance, representation, and reciprocity, and was informed by Indigenous Research Methodologies. Twelve NAF‐STEM from tribal colleges and non‐tribal institutions were asked to share their perspectives and experiences in seven Research Circles. NAF‐STEM joined sequential hybrid workshops over seven weeks on how to conduct qualitative data analysis. Authors conducted analysis on the transcripts of Research Circles for themes associated with the professional satisfaction and success of NAF‐STEM. Results of the study identified the importance of holistic support systems that remain mindful of both the opportunities and challenges facing NAF‐STEM and emphasize the significance of balancing the need for respectful relationships, adequate representation, shared responsibility, relevance of diversity, and reciprocity in STEM. Through implementation of the Six Rs throughout the research process, the study identified successes, support systems, and challenges of NAF‐STEM at both tribal and non‐tribal colleges and universities. These outcomes can inform institutions to create an equitable and inclusive environment for NAF‐STEM.
-
Since 2002, the National Center for Earth-Surface dynamics has collaborated with the Fond du Lac Band of Lake Superior Chippewa, the Fond du Lac Tribal and Community College, the University of Minnesota, and other partner institutions to develop programs aimed at supporting Native American participation in science, technology, engineering, and mathematics (STEM) fields, and especially in the Earth and Environmental Sciences. These include the gidakiimanaaniwigamig math and science camps for students in kindergarten through 12th grade, the Research Experience for Undergraduates on Sustainable Land and Water Resources, which takes place on two native reservations, and support for new majors at tribal colleges. All of these programs have a common focus on collaboration with communities, place-based education, community-inspired research projects, a focus on traditional culture and language, and resource management on reservations. Strong partnerships between university, tribal college, and Native American reservation were a foundation for success, but took time and effort to develop. This paper explores steps towards effective partnerships that support student success in STEM via environmental education.more » « less
-
For Native American young people, paradoxical cultural pressure (i.e., pressure to do well academically while maintaining tribal identity; Komives et al., 2011), and a lack of academic preparation have been cited as barriers to their academic and career success (Jackson, Smith, & Hill, 2003); however, there is little research regarding the supports that these young people receive. This type of research is especially critical for careers where Native American students are underrepresented, such as in engineering (with Native Americans who comprise almost 2% of the U.S. population comprise only 0.4% of engineers and 0.2% of engineering faculty; NACME, 2014). To tease out differences in how Native American students are supported in their engineering career development compared to students from the dominant cultural group in engineering, we conducted a study with 50 Native American and 50 Caucasian American undergraduate and graduate engineering students. ANOVA’s showed that Caucasian American and Native American students had the same level of interest in pursuing an engineering career; however, Caucasian American students reported greater emotional and instrumental support from parents, school personnel, and peers for studying engineering. Results will be interpreted in light of how educational equity in areas of supporting Native American engineering students can be accomplished. This research was conducted by Emily Koithan, Morgan Schmitt-Morris, Yuqing Wang (Undergraduate Research Scholars [URS]), and Dr. Sherri Turner (Educational Psychology), and colleagues.more » « less
-
A growing body of research focuses on climate change and Indigenous peoples. However, relatively little of this work focuses on Native American tribes living in the Atlantic Coastal Plain of the United States. The Lumbee Tribe of North Carolina is a large (60,000 member) Native American tribe located on the Coastal Plain in present day North Carolina (U.S.). The tribe has deep connections to the Lumbee River, which flows through a watershed dominated by extensive forested wetlands. In this paper, I outline key issues associated with climate change and water in the region, and I use long‐term climatic and hydrologic datasets and analysis to establish context for understanding historical climate change in the Lumbee River watershed. Downscaled climate model outputs for the region show how further changes may affect the hydrologic balance of the watershed. I discuss these changes in terms of environmental degradation and potential impacts on Lumbee culture and persistence, which has remained strong through centuries of adversity and has also experienced a resurgence in recent years. I close by acknowledging the especially vulnerable position of the Lumbee Tribe as a non‐federal tribe that lacks access to certain resources, statutory protections, and policies aimed at helping Native American tribes deal with climate change and other environmental challenges.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- The DOI is not currently available.
