An official website of the United States government
Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R’s Indigenous framework – Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R’s framework in professional development at institutions of higher education.
more »
« less
This content will become publicly available on November 23, 2025
A Growing Willow: The Six Rs Indigenous Research Framework—Stories of the Native American Faculty Journey in STEM *
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.
more »
« less
- PAR ID:
- 10557040
- Publisher / Repository:
- Wiley Blackwell
- Date Published:
- Journal Name:
- Rural Sociology
- ISSN:
- 0036-0112
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
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.more » « less
-
Abstract: Native American faculty in science, technology, engineering, and mathematics (NAF-STEM) are severely under-represented. NAF-STEM often have greater responsibilities and challenges in academia leading to lower retention and promotion rates, which can also have an impact on career satisfaction and individual success. A group of Native scholars and diverse scholars at two tribal colleges and one state university collaborated on a culturally grounded project with NAF-STEM in higher education to examine their collective lived experiences in academia. Qualitative analyses were guided by Indigenous Research Methodologies using a collaborative autoethnography approach. The results of these shared experiences are intended to aid in the creation and maintenance of equitable and successful models to recruit and retain NAF-STEM. Advice aimed at guiding educational equity for Indigenous scholars is shared.more » « less
-
Marginalized communities, including Indigenous populations, experience climate change at a more extreme rate given where they live, despite their knowledge of and connection to the land. Due to this interconnection, there have been many negative impacts on cultural identities in correlation with climate change. For example, Indigenous communities that continue growing food, hunting and foraging on traditional lands now face increasingly limited resources due to changes in the land itself. To better understand Tribal experiences with our changing climate, this qualitative research study involved talking circles with Tribal members in the Colorado Plateau region of the United States. Specifically, our diverse research team aimed to identify and highlight Tribal perceptions of climate change, community, and education within the Colorado Plateau. This region, also known as the Four Corners, includes parts of Colorado, Utah, Arizona, and New Mexico. The land is home to many Tribes with regional ancestral ties, including, but not limited to, Hopi, Navajo (Diné), Havasupai, Hualapai, White Mountain Apache, Ute Mountain, Southern Ute, and Kaibab. We hosted four Tribal talking circles in this region to better understand Indigenous perspectives of climate change, local solutions, and lessons learned from collaborating with Indigenous communities. We partnered with the Nature Conservancy’s Native American Tribes Upholding Restoration and Education (NATURE) program based out of Bears Ears National Monument to conduct this research. Results were used to guide curriculum development for the NATURE program and can provide invaluable insight for those wishing to collaborate with Tribal members on climate resilience.more » « less
-
Price, Rebecca (Ed.)To enhance equity and diversity in undergraduate biology, recent research in biology education focuses on best practices that reduce learning barriers for all students and improve academic performance. However, the majority of current research into student experiences in introductory biology takes place at large, predominantly White institutions. To foster contextual knowledge in biology education research, we harnessed data from a large research coordination network to examine the extent of academic performance gaps based on demographic status across institutional contexts and how two psychological factors, test anxiety and ethnicity stigma consciousness, may mediate performance in introductory biology. We used data from seven institutions across three institution types: 2-year community colleges, 4-year inclusive institutions (based on admissions selectivity; hereafter, inclusive), and 4-year selective institutions (hereafter, selective). In our sample, we did not observe binary gender gaps across institutional contexts, but found that performance gaps based on underrepresented minority status were evident at inclusive and selective 4-year institutions, but not at community colleges. Differences in social psychological factors and their impacts on academic performance varied substantially across institutional contexts. Our findings demonstrate that institutional context can play an important role in the mechanisms underlying performance gaps.more » « less
