Abstract Native peoples (Native American, Alaskan Native, Native Hawaiian) are underrepresented in academia; they represent 2% of the US population but 0.01% of enrolled undergraduate students. Native peoples share the experiences of colonization and forced assimilation, resulting in the loss of ancestral knowledge, language, and cultural identity. Recognizing history and the literature on social integration and mentorship, we followed 100 Native science and engineering scholars across a year of participation in the hybrid American Indian Science and Engineering Society mentorship program. The results showed that high-quality faculty mentorship predicted persistence a year later. Furthermore, mentors who shared knowledge of Native culture—through experience or shared heritage—uniquely contributed to the Native scholars’ social integration and persistence through scientific community values in particular. Therefore, Native scholars may benefit from mentorship supporting the integration of their Native culture and discipline rather than assimilation into the dominant disciplinary culture.
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Omission as a modern form of bias against Native Peoples: Implications for policies and practices
\The omission of Native Peoples’ existence, experiences, and perspectives is systematic and widespread across numerous societal domains, referred to as Native omission. In mainstream media, for example, less than 0.5% of representations are of contemporary Native Peoples. We theorize that Native omission is a tool furthering settler colonial goals to oppress and eventually erase Native Peoples. To make this case, we will review both experimental and national survey studies that unpack how Native omission shapes psychological processes among non‐Native and Native individuals and contribute to discrimination, oppression, and disparities facing Native Peoples. We then discuss ways in which Native Peoples are actively resisting Native omission. Finally, we provide a series of policy recommendations to address Native omission and promote Native equity. By making visible the pernicious consequences of omission for Native Peoples, we chart a path for creating a more equitable future.
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- PAR ID:
- 10511764
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Social Issues and Policy Review
- Volume:
- 18
- Issue:
- 1
- ISSN:
- 1751-2395
- Page Range / eLocation ID:
- 148 to 170
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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