ED11C:
From Either/or to Yes/and: Increasing Indigenous Participation in Science by Simultaneously Cultivating STEM and Cultural Identities I Posters
Submit an Abstract to this Session
Session ID#: 52022
Session Description:
Why should Native youth have to choose between pursuing STEM and developing and maintaining their Cultural identities and values? Many STEM programs offered for Native youth would pull them away from their families and communities, especially the pursuit of graduate degrees, professional academic positions, and industry jobs, while many Native Cultural value systems would keep them home, active in their communities, and practicing their Cultures. How can programs at the K-12, tribal college, higher education, and employment levels be redesigned to work within and support these value systems? This session solicits abstracts describing innovative education projects, programs, partnerships, and models that recognize and honor Native knowledge and seek to bring it together with academic science into service toward dual-learning and dual-identity cultivation.
Primary Convener: Daniella Scalice, NASA Astrobiology Program, Mountain View, United States
Convener: Dominique M David-Chavez, Colorado State University, Forest and Rangeland Stewardship, Fort Collins, United States
Primary Liaison: Daniella Scalice, NASA Astrobiology Program, Mountain View, United States
Chairs: Daniella Scalice, NASA Astrobiology Program, Mountain View, United States and Dominique M David-Chavez, Colorado State University, Forest and Rangeland Stewardship, Fort Collins, United States
OSPA Liaison: Daniella Scalice, NASA Astrobiology Program, Mountain View, United States
Abstracts Submitted to this Session:
Ada Smith, University of Montana, Missoula, MT, United States
Karla Eitel1, Teresa Cohn2, Kay Seven3, Jan Eitel1, Marcie Carter3, Ethan White Temple4, Lee Alexander Vierling1, Christina Uh4, Melinda Davis4, Raymond Dixon4 and DRONE Camp Development Team, (1)University of Idaho, Moscow, ID, United States, (2)McCall Outdoor Science School, McCall, ID, United States, (3)Nez Perce Tribe, Lapwai, United States, (4)University of Idaho, Moscow, United States
Wendy F F Smythe, University of Minnesota Duluth, Duluth, MN, United States and Christie M Poitra, Michigan State University, Native American Institute, East Lansing, MI, United States
Tjuku Ruljigaljig1, Saiviq Kisasa2 and Ching-Ping Cheng1, (1)National Pingtung University, Pingtung, Taiwan, (2)National Kaohsiung Normal University, Department of Education, Kaohsiung, Taiwan
Claire L Raftery, National Solar Observatory, Tucson, AZ, United States and Tishanna Ben, National Solar Observatory, Makawow, Maui, HI, United States
Melissa Peacock1, Thayne Yazzie1, Rachel J Arnold1 and John Rombold2, (1)Northwest Indian College, Salish Sea Research Center, Bellingham, WA, United States, (2)Northwest Indian College, Native Environmental Sciences, Bellingham, WA, United States
Maia Hoeberechts, Ocean Networks Canada, University of Victoria, Victoria, BC, Canada, Monika S. Pelz, Ocean Networks Canada, Learning and Engagement, Victoria, BC, Canada and Mercedes Alexandra McLean, Ocean Networks Canada, University of Victoria, User Services - Learning and Engagement, Victoria, BC, Canada
Lynda McGilvary1, Lori Schoening1 and Doreen Hayward2, (1)University of Alaska Fairbanks, Geophysical Institute, Fairbanks, AK, United States, (2)University of Alaska Fairbanks, Geophysical Institute, Fairbanks, United States
Pauline W. U. Chinn, University of Hawaii at Manoa, Curriculum Studies, Honolulu, HI, United States
Robert Winglee and Juan Carlos Chavez, University of Washington, Earth and Space Sciences, Seattle, WA, United States
Daniella Scalice, NASA Astrobiology Program, Mountain View, United States, Angela Barney Nez, Diné Bi Olta School Board Association, Window Rock, AZ, United States, Alice Carron, Artreach International, Las Cruces, NM, United States, Dana Desiderio, Navajo Technical University, Crownpoint, NM, United States and Vivian Arviso, Arviso Education Services, Albuquerque, NM, United States
Daniella Scalice1, Matthew Martinez2, Richard Bailey Jr.3, Elizabeth Faithorn4, Randle Charles4 and Chelsea Chee5, (1)NASA Astrobiology Program, Mountain View, United States, (2)Ohkay Owingeh Pueblo, Ohkay Owingeh, NM, United States, (3)Northern New Mexico College, Española, NM, United States, (4)Academy for the Love of Learning, Santa Fe, NM, United States, (5)New Mexico EPSCoR State Office, Albuquerque, NM, United States
Dominique M David-Chavez, Colorado State University, Forest and Rangeland Stewardship, Fort Collins, United States, Michael Gavin, Colorado State University, Fort Collins, CO, United States; Max Planck Institute for the Science of Human History, Jena, Germany and Norma Ortiz, Borikén Taíno Indigenous Community, Cidra, United States
David C Mays, University of Colorado Denver, Civil Engineering, Denver, CO, United States, Timberley M. Roane, University of Colorado Denver, Integrative Biology, Denver, United States, Rafael Moreno, University of Colorado Denver, Geography and Environmental Sciences, Denver, United States, Grace RedShirt Tyon, University of Colorado Denver, American Indian Student Services, Denver, CO, United States and Brenda J. Allen, University of Colorado Denver, Office of Diversity and Inclusion, Denver, CO, United States
Lev Horodyskyj, Arizona State University, Center for Education Through eXploration, School of Earth and Space Exploration, Tempe, AZ, United States, Geoffrey Bruce, Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, United States, Steven Semken, Arizona State University, School of Earth and Space Exploration, Tempe, United States, Ariel D Anbar, Arizona State University, School of Earth & Space Exploration and School of Molecular Sciences, Tempe, AZ, United States and Laura Hosman, Arizona State University, School for the Future of Innovation in Society, Tempe, AZ, United States
