Community-Based, Culturally Relevant STEM: Engaging Rural and Indigenous Students Through Partnerships, Institutional Flexibility, and One Health.
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| Title: | Community-Based, Culturally Relevant STEM: Engaging Rural and Indigenous Students Through Partnerships, Institutional Flexibility, and One Health. |
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| Authors: | Chenoweth, Ellen1 (AUTHOR), Cotter, Paul2 (AUTHOR) p.cotter@gci.net, Straley, Janice3 (AUTHOR), Lanphier, Kari4 (AUTHOR) |
| Source: | Innovative Higher Education. Apr2026, Vol. 51 Issue 2, p659-680. 22p. |
| Subject Terms: | *Native American students, *STEM education, *Culturally relevant education, *Partnerships in education, Rural youth, Self-efficacy, Ecosystem health |
| Company/Entity: | University of Alaska Fairbanks |
| Abstract: | Rural and Indigenous students face many barriers to persistence in biomedical and STEM trajectories including poor access to science experiences, a dearth of relatable educational resources, and educational structures misaligned with rural and Indigenous student and community needs. Rural Alaska Students in One Health Research (RASOR) is designed to provide a positive first college experience for rural and Indigenous students. Key innovations include 1) a partnership between the University of Alaska and tribal governments to allow for culturally relevant, locally-mentored research experiences and 2) a customizable program structure. We also surveyed adults in the region regarding attitudes about science, its community relevance, and science opportunities for young people. One Health—the connection of human, animal, and environmental health—resonated with both adults and students. Student interest in both animal/environmental and human research increased during RASOR, as did measures of science self-efficacy, identity, and science aspirations. Community members view science as important and strongly support students' scientific interests. However, perceptions remain that science training results in students leaving their communities, despite tribal leadership efforts to "grow-their-own" STEM opportunities and professionals in these same communities. We suggest One Health is a culturally meaningful pathway to promote engagement of rural and Indigenous students in biomedical and STEM fields and is enhanced by educator and institutional flexibility and community partnership. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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