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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. 

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.