Indigenous Student Perceptions on Cultural Relevance, Career Development, and Relationships in a Culturally Relevant Undergraduate STEM Program

Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52. https://doi.org/10.1080/03057269608560077

Article  Google Scholar 

Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education, 85(2), 180–188.

Article  Google Scholar 

Aikenhead, G.S., & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Canada.

Alexiades, A., Haeffner, M., Reano, D., Janis, M., Black, J., Sonoda, K., Howard, M., Fiander, C., & Buck, M. (2021). Traditional ecological knowledge and inclusive pedagogy increases retention and success outcomes of STEM students. Bulletin of the Ecological Society of America, 102(4), 1–24.

Allen-Ramdial, S. A. A., & Campbell, A. G. (2014). Reimagining the pipeline: Advancing STEM diversity, persistence, and success. BioScience, 64(7), 612–618. https://doi.org/10.1093/biosci/biu076

Article  Google Scholar 

Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018). Pulling together: A guide for Indigenization of post-secondary institutions. A professional learning series. BCcampus. Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers/

Barker, T. (2020). Moving toward the centre: Transformative learning, global learning, and indigenization. Journal of Transformative Learning, 7(1), 9–21.

Google Scholar 

Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340.

Article  Google Scholar 

Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2), 82–95.

Google Scholar 

Bishop, M. (2021). A rationale for the urgency of Indigenous education sovereignty: Enough’s enough. The Australian Educational Researcher, 48(3), 419–432.

Article  Google Scholar 

Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y

Article  Google Scholar 

Bussey, J., Davenport, M. A., Emery, M. R., & Carroll, C. (2016). “A lot of it comes from the heart”: The nature and integration of ecological knowledge in tribal and nontribal forest management. Journal of Forestry, 114(2), 97–107. https://doi.org/10.5849/jof.14-130

Article  Google Scholar 

Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Kivaki Press.

Castagno, A. E., Ingram, J. C., Camplain, R., & Blackhorse, D. (2022). “We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM. Cultural Studies of Science Education, 17, 683–700. https://doi.org/10.1007/s11422-021-10081-5

Article  Google Scholar 

Cech, E. A., Metz, A., Smith, J. L., & deVries, K. (2017). Epistemological dominance and social inequality: Experiences of Native American science, engineering, and health students. Science, Technology, & Human Values, 42(5), 743–774.

Article  Google Scholar 

Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319–340.

Article  Google Scholar 

Drouin-Gagné, M. E. (2021). Beyond the “Indigenizing the academy” trend: Learning from Indigenous higher education land-based and intercultural pedagogies to build trans-systemic education. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 7(1), 45–65.

Google Scholar 

Ferreira, M. P., McKenna, B., & Gendron, F. (2014). Traditional Elders in post-secondary STEM education. International Journal of Health, Wellness & Society, 3(4), 1–11.

Article  Google Scholar 

Gervais, B. K., Voirin, C. R., Beatty, C., Bulltail, G., Cowherd, S., Defrance, S., ... & Negrette, A. B. (2017). Native American student perspectives of challenges in natural resource higher education. Journal of Forestry, 115(5), 491–497. https://doi.org/10.5849/jof.2016-065R1

Gillan, K. P., Mellor, S., & Krakouer, J. (2017). The case for urgency: Advocating for Indigenous voice in education. Australian Education Review. ACER Press.

Google Scholar 

Howard, M. A., & Kern, A. L. (2019). Conceptions of wayfinding: decolonizing science education in pursuit of Native American success. Cultural Studies of Science Education, 14(4), 1135–1148. https://doi.org/10.1007/s11422-018-9889-6

Jegede, O. J., & Aikenhead, G. S. (1999). Transcending cultural borders: Implications for science teaching. Research in Science & Technological Education, 17(1), 45–66. https://doi.org/10.1080/0263514990170104

Article  Google Scholar 

Kawagley, A. O., Norris-Tull, D., & Norris-Tull, R. A. (1998). The Indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science. Journal of Research in Science Teaching, 35(2), 133–144.

Article  Google Scholar 

Kimmerer, R. W. (2002). Weaving traditional ecological knowledge into biological education: A call to action. BioScience, 52(5), 432–438.

Article  Google Scholar 

Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage Publications.

Google Scholar 

Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. https://doi.org/10.1002/1098-2736(200103)38:3%3c296::AID-TEA1007%3e3.0.CO;2-R

Article  Google Scholar 

Page-Reeves, J., Marin, A., Moffett, M., DeerInWater, K., & Medin, D. (2019). Wayfinding as a concept for understanding success among Native Americans in STEM: “Learning how to map through life.” Cultural Studies of Science Education, 14(1), 177–197.

Article  Google Scholar 

Pidgeon, M. (2008). Pushing against the margins: Indigenous theorizing of “success” and retention in higher education. Journal of College Student Retention: Research, Theory & Practice, 10(3), 339–360. https://doi.org/10.2190/CS.10.3.e

Article  Google Scholar 

Reyes, N. A., & Shotton, H. J. (2018). Bringing visibility to the needs and interests of Indigenous students: Implications for research, policy, and practice. ASHE-NITE Paper Series.

Rochat, A. (2015). Fostering empowerment: Supporting student success at Native American serving, non-tribal institutions. Center for Minority Serving Institutions, University of Pennsylvania. Retrieved from https://cmsi.gse.rutgers.edu/sites/default/files/MSI_AIANrprt_R3.pdf

Saldaña, J. (2015). The coding manual for qualitative researchers. Sage Publications.

Google Scholar 

Salis Reyes, N. A. (2019). “What Am I doing to be a good ancestor?”: An Indigenized phenomenology of giving back among Native college graduates. American Educational Research Journal, 56(3), 603–637. https://doi.org/10.3102/0002831218807180

Article  Google Scholar 

Sharik, T. (2013, June). Diversity trends in the U.S. natural resource workforce and undergraduate student population. Paper presented at the Conference on Diversity in Natural Resources and Environment, Blacksburg, VA.

Shotton, H. J., Oosahwe, E. S. L., & Cintron, R. (2007). Stories of success: Experiences of American Indian students in a peer-mentoring retention program. The Review of Higher Education, 31(1), 81–107. https://doi.org/10.1353/rhe.2007.0060

Article  Google Scholar 

Smith, J. L., Cech, E., Metz, A., Huntoon, M., & Moyer, C. (2014). Giving back or giving up: Native American student experiences in science and engineering. Cultural Diversity and Ethnic Minority Psychology, 20(3), 413–429.

Article  Google Scholar 

Snively, G., & Menzies, C. R. (2006). Honoring Aboriginal science knowledge and wisdom in an environmental education graduate program. In C. R. Menzies (Ed.), Traditional ecological knowledge and natural resource management (pp. 195–220). University of Nebraska Press.

Google Scholar 

Turner, N. J., Ignace, M. B., & Ignace, R. (2000). Traditional ecological knowledge and wisdom of aboriginal peoples in British Columbia. Ecological Applications, 10(5), 1275–1287.

Article  Google Scholar 

Van Cooten, S. (2014). Where are the indigenous scientific leaders? Examining the participation of Native American/Alaska Natives in weather and water academic programs and the federal workforce. Bulletin of the American Meteorological Society, 95(11), 1725–1740.

Article  Google Scholar 

Vygotsky, L. S. (2012). Thought and language, revised and (expanded). MIT Press.

Google Scholar 

Waterman, S. J., Lowe, S. C., & Shotton, H. J. (2018). Beyond access: Indigenizing programs for Native American student success. Stylus.

Williams, D. H., & Shipley, G. P. (2018). Cultural taboos as a factor in the participation rate of Native Americans in STEM. INternational Journal of STEM Education, 5(1), 1–8.

Article  Google Scholar 

留言 (0)

沒有登入
gif