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Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: a review of the literature.

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Title: Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: a review of the literature.
Authors: Windchief, Sweeney1, Brown, Blakely2
Source: Mentoring & Tutoring: Partnership in Learning. 2017, Vol. 25 Issue 3, p329-345. 17p.
Subject Terms: *Mentoring in education, *Alaska Native students, *STEM education, *Educational programs, *Cultural education
Abstract: In order to address the disparity of American Indian/Alaska Native (AI/AN) doctorates in science, technology, engineering, and math (STEM), culturally congruent mentorship program development is needed. Because traditional Western academic paradigms are typically constrained to a non-Indigenous perspective, the authors question how American Indian graduate students in STEM can successfully navigate graduate education with their cultural identity intact. Our review and synthesis of the literature addresses this question by considering 60 data sources that include peer-reviewed articles, personal communication with professionals working in the field of AI/AN academic success, and professional training literature. Our synthesis demonstrates that there is a dearth of Indigenous participation in the STEM fields that needs to be addressed by instituting a bicultural paradigm. This paradigm includes incorporating traditional academic mentoring into Indigenous values and kinship structures. A conceptual model is offered that delineates information necessary to conceptualize and develop an Indigenous mentoring program. [ABSTRACT FROM PUBLISHER]
Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
An: 126206290
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: a review of the literature.
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  Data: <searchLink fieldCode="JN" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22">Mentoring & Tutoring: Partnership in Learning</searchLink>. 2017, Vol. 25 Issue 3, p329-345. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Alaska+Native+students%22">Alaska Native students</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+education%22">Cultural education</searchLink>
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  Label: Abstract
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  Data: In order to address the disparity of American Indian/Alaska Native (AI/AN) doctorates in science, technology, engineering, and math (STEM), culturally congruent mentorship program development is needed. Because traditional Western academic paradigms are typically constrained to a non-Indigenous perspective, the authors question how American Indian graduate students in STEM can successfully navigate graduate education with their cultural identity intact. Our review and synthesis of the literature addresses this question by considering 60 data sources that include peer-reviewed articles, personal communication with professionals working in the field of AI/AN academic success, and professional training literature. Our synthesis demonstrates that there is a dearth of Indigenous participation in the STEM fields that needs to be addressed by instituting a bicultural paradigm. This paradigm includes incorporating traditional academic mentoring into Indigenous values and kinship structures. A conceptual model is offered that delineates information necessary to conceptualize and develop an Indigenous mentoring program. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126206290
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/13611267.2017.1364815
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 329
    Subjects:
      – SubjectFull: Mentoring in education
        Type: general
      – SubjectFull: Alaska Native students
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Educational programs
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      – SubjectFull: Cultural education
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      – TitleFull: Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: a review of the literature.
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