Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem

Introduction: Minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce, post-secondary STEM education, and show high academic attrition rates. Academic performance and retention improve when culturally relevant support is provided. The interface of Western Science and Indigenous Science provides an opportunity for bridging this divide. This three parts project is an example of Community-based participatory research (CBPR) that aims to support academic institutions that serve minority students in STEM, and implement educational components (pedagogy) to serve the needs of the underserved community. Method: Part 1: was a cross-sectional used a survey given to participants designed to assess prevalence of natural health products use by students, and to determine how students learn about NHPs. Part 2: was a longitudinal survey pilot study based upon an online STEM course offer at four universities to determine the differences between U.S. vs. Canadian and minority vs. non-minority university students regarding their perceptions of traditional Elders as STEM co-educators, interest in STEM, and science identity by using a pre-and post- course survey. Part 3: was a longitudinal quasi-experiment based upon an online STEM course offered at four universities show what Indigenous science claims regarding: Elders are viewed as valuable STEM co-educators; Elders increase student interest in STEM; students exposed to Indigenous science improve their identity as a scientist; students exposed to Indigenous Science/Elders show improved learning outcomes. Result: We found that Native/Aboriginal students learn information about natural health products from traditional Elders significantly more so than non-Native/Aboriginal students. There were no statistically significant results from the pilot study. Findings from the quasi-experiment show that students taught with Indigenous science Elder co-educators have significantly greater interest in STEM than students not exposed to Elders\u27 teachings. Minority students reported significantly less self-identification as a scientist than did White students at pre-course, but report similar identity as a scientist to White students post-course. Discussion: Future work should investigate the role of Elder traditional educators to convey NHPs information directed specifically to Aboriginal university students. We expect that Elder co-educators may then impact student science identity and interest in STEM. We expect that Elder co-educators may then impact student science identity and interest in STEM. Although there were no statistically significant results from the pilot study, the observed trends suggest that Indigenous science Elder educators merit involvement in novel pedagogical approaches and delivery modalities to reach minority students and to increase students\u27 interest in STEM. From quasi-experiment we attribute these findings to the impact of culturally competent course content to minority students especially, in a post-secondary STEM class. This work establishes the need for convergence of Indigenous science and Western STEM in academia

Convergence of Indigenous Science and Western Science Impacts Student\u27s Interest in STEM and Identity as a Scientist

Within the context of North American Indigenous culture, certain Elders are respected gatekeepers to Indigenous science, also known as traditional knowledge. Yet, while North American born minorities such as Black Americans, Amerindians, and Latin Americans may hail from cultures with a similar appreciation of their own Indigenous science Elders, these minority groups are especially underrepresented in Western science, technology, engineering, and math (STEM)—both in academia and in the workforce. North American underrepresented minorities experience high attrition rates in academia generally, and in STEM specifically. Canada’s Truth and Reconciliation Commission makes a call to action to Indigenize education to benefit all students. Herein lies an opportunity to investigate the impact of Indigenization of a Western science biochemistry course to assess the impact upon university students, both minority (non-White) and non-minority (White) in Anglophone North America (Canada and USA). The aim of the study is to investigate the impact of an Indigenized Western science online course upon student interest in STEM, student perception of the relevance of Elder co-instructors, and student identity as a scientist. A pedagogical quasiexperiment was conducted at North American tribal colleges and mainstream research-intensive universities, regarding an online science course taught either with or without Elder co-educators alongside PhD STEM-trained instructors. Student perceptions of the value of Elder co-educators did not differ across groups and remained unchanged after course delivery. Findings also show that after taking the course co-taught by Indigenous science Elder co-educators, students have significantly greater interest in STEM than those students not exposed to Elders’ teachings. Non-White students reported significantly less self-identification as a scientist than did White students at pre-course, but reported similar identity as a scientist to White students post-course. We attribute these findings to the impact of culturally competent course content to minority students especially. This work establishes the relevance of using online technology to Indigenize a Western science course taught internationally, and suggests the need for more investigative work toward the convergence of Indigenous science and Western science in academia

Native/Aboriginal Students use Natural Health Products for Health Maintenance More so than Other University Students

Background and aim: University student use of Natural Health Products (NHP) for health maintenance (HealthM) is assessed in Canada. We hypothesize greater use of NHP by Native/Aboriginal and female students. Demographic predictor variables and the top ten NHP used are determined. Methods: A cross-sectional survey of 963 students (n=212 Native/Aboriginal; n=751 non-Native/Aboriginal) was conducted. χ2 and Fisher’s exact tests analyzed group differences. Multiple logistic regressions determined predictor variables of NHP use. Results: Of 963 surveyed students, 268 (27.8%) used NHP for HealthM, while 695 students (72.2%) did not. More Native/Aboriginal students used commercial tobacco (47% vs. 13%, P\u3c0.001) and NHP (67% vs. 45%, P\u3c0.001) than non- Native/Aboriginal students. Gender was not associated with NHP use (P=0.527). Canadians used echinacea more than non-Canadians (Odds Ratio [OR]=4.96; 95% Confidence Interval [CI]: 1.2-21.0). Ginger (OR=0.39; 95% CI: 0.2-0.78) and garlic (OR=0.28; 95% CI: 0.13-0.6) were popular amongst non-Canadians. Native/Aboriginal students used homeopathics (OR=39.9; 95% CI: 8.6-185.4) and rat root (OR=56.73; 95% CI: 6.91-465.8). Chamomile was less used by males (OR=0.33; 95% CI: 0.13-0.83) and used more by upperclassmen (OR=2.6 95% CI: 1.3-5.3). Conclusion: Homeopathics and rat root are popular amongst Native/Aboriginal students. Garlic and ginger are popular amongst non-Canadians than Canadian students; however, more Canadians used echinacea for HealthM than non-Canadians. Chamomile is less popular amongst males. Commercial tobacco is used more by Native/Aboriginal students. Predictors of NHP use are: Native /Aboriginal and upperclassman