Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd–8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

Original languageEnglish (US)
Pages (from-to)947-960
Number of pages14
JournalJournal of Science Education and Technology
Volume25
Issue number6
DOIs
StatePublished - Dec 1 2016

Fingerprint

Engineering technology
mathematics
Students
engineering
science
learning
student
Education
university population
mentoring
school
education
school grade
career
minority
STEM (science, technology, engineering and mathematics)

Keywords

  • Funds of Knowledge
  • Informal science
  • K-12
  • Mentoring
  • Native American
  • STEM learning

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

@article{47926c6e638849b980340766907bc17f,
title = "Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program",
abstract = "Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd–8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.",
keywords = "Funds of Knowledge, Informal science, K-12, Mentoring, Native American, STEM learning",
author = "Stevens, {Sally J} and Andrade, {Rosi A} and Melissa Page",
year = "2016",
month = "12",
day = "1",
doi = "10.1007/s10956-016-9629-1",
language = "English (US)",
volume = "25",
pages = "947--960",
journal = "Journal of Science Education and Technology",
issn = "1059-0145",
publisher = "Springer Netherlands",
number = "6",

}

TY - JOUR

T1 - Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

AU - Stevens, Sally J

AU - Andrade, Rosi A

AU - Page, Melissa

PY - 2016/12/1

Y1 - 2016/12/1

N2 - Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd–8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

AB - Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd–8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

KW - Funds of Knowledge

KW - Informal science

KW - K-12

KW - Mentoring

KW - Native American

KW - STEM learning

UR - http://www.scopus.com/inward/record.url?scp=85002763715&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85002763715&partnerID=8YFLogxK

U2 - 10.1007/s10956-016-9629-1

DO - 10.1007/s10956-016-9629-1

M3 - Article

AN - SCOPUS:85002763715

VL - 25

SP - 947

EP - 960

JO - Journal of Science Education and Technology

JF - Journal of Science Education and Technology

SN - 1059-0145

IS - 6

ER -