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Indigenous communities have inhabited their lands for tens of thousands of years and developed unique connections with their environments, which are passed down through stories containing a deep and intricate understanding of the world. However, western science often ignores this traditional knowledge, marginalising Indigenous scientists and discouraging Indigenous students from pursuing careers in STEM. Dr Judith Brown Clarke, from Stony Brook University, and Dr Wendy K’ah Skaahluwaa Todd, from the University of Minnesota Duluth, USA, hope to increase the participation and retention of Indigenous students in geoscience, by incorporating traditional knowledge in geoscience education and research.
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Nation Building in STEM Through Relationships, Education, and Research.
Higher education has a role in the nation building of Indigenous People and their associated communities, particularly in STEM areas. Two Native STEM scholars offer their reflections working in academia in research, education, and relationships with Indigenous People. Efforts are being made to support Indigenous students in higher education, both undergraduate and graduate students; supporting Indigenous faculty in STEM disciplines; building relationships with tribal communities; and promoting collaborative, meaningful research within Indian country. The framework of these efforts is centered on the five Rs of respect, relationships, reciprocity, responsibility, and relevance.
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- Award ID(s):
- 1757324
- PAR ID:
- 10336238
- Date Published:
- Journal Name:
- Journal of American Indian education
- Volume:
- 60
- Issue:
- 3
- ISSN:
- 2379-3651
- Page Range / eLocation ID:
- 72-94
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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