Evidence map›Paper›PMID 42535464›Full record

ArticleBiochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology

Strategies for Greater Inclusion of Indigenous Students in College Science Programs.

Jonathan D Baker, Nievita Bueno Watts, Devon S Isaacs, Matthew D Johnson, DenYelle B Kenyon, Racheal Killgore, Catherine Peltier, Jesse L Peltier, Sasheen Shailee C Raymond, Alan H Savitzky and 5 more

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In one paragraph

Article in Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Jonathan D BakerDivision of Natural Sciences and Mathematics, Chaminade University, Honolulu, Hawaii, USA.ORCID https://orcid.org/0000-0001-5834-8606
Nievita Bueno WattsIndian Natural Resources Science and Engineering Program, California State Polytechnic University, Humboldt, Arcata, California, USA.ORCID https://orcid.org/0000-0003-2234-3525
Devon S IsaacsDivision of Student Affairs, University of Missouri, Columbia, Missouri, USA.ORCID https://orcid.org/0000-0002-7766-488X
Matthew D JohnsonDepartment of Wildlife, California State Polytechnic University, Humboldt, Arcata, California, USA.ORCID https://orcid.org/0000-0003-3662-2824
DenYelle B KenyonDepartment of Pediatrics, University of South Dakota School of Medicine, Sioux Falls, South Dakota, USA.ORCID https://orcid.org/0009-0008-2233-7540
Racheal KillgoreDepartment of Psychology, Utah State University, Logan, Utah, USA.ORCID https://orcid.org/0009-0003-3719-0047
Catherine PeltierPeltier Engineering, Boston, Massachusetts, USA.ORCID https://orcid.org/0009-0001-9988-3100
Jesse L PeltierDepartment of Chemistry and Chemical Biology, Northeastern University, Boston, Massachusetts, USA.ORCID https://orcid.org/0000-0002-3493-2127
Sasheen Shailee C RaymondIndian Tribal and Educational Personnel Program, California State Polytechnic University, Humboldt, Arcata, California, USA.ORCID https://orcid.org/0000-0003-0555-0135
Alan H SavitzkyDepartment of Biology, Utah State University, Logan, Utah, USA.ORCID https://orcid.org/0000-0002-3172-9924
Hugh E SmeltekopCollege of Arts and Sciences, University of St. Thomas, St. Paul, Minnesota, USA.ORCID https://orcid.org/0000-0002-9962-3368
Amy E SprowlesDepartment of Biological Sciences, California State Polytechnic University, Humboldt, Arcata, California, USA.ORCID https://orcid.org/0009-0001-6996-1278
Melissa TeheeDepartment of Psychology, Utah State University, Logan, Utah, USA.ORCID https://orcid.org/0000-0002-7921-3281
Jennifer YazzieDepartment of Psychology, Utah State University, Logan, Utah, USA.ORCID https://orcid.org/0009-0009-8243-995X
Mary Jo OndrechenDepartment of Chemistry and Chemical Biology, Northeastern University, Boston, Massachusetts, USA.ORCID https://orcid.org/0000-0003-2456-4313

Funding

Howard Hughes Medical Institute 52008706National Science Foundation DBI-1935888National Science Foundation MCB-2147498Northeastern University
6 · The paper itself

Abstract

The substantial underrepresentation of American Indian, Alaskan Native, and Native Hawai'ian (AI/AN/NH) students in Science, Technology, Engineering and Mathematics (STEM) majors at United States colleges and universities results from systemic barriers in higher education. Efforts to address inequities have thus far not led to increases in AI/AN/NH student participation in STEM at the national level. In fact, while the AI/AN/NH population in the United States is increasing, there was a 17.0% decrease in the number of bachelor's degrees awarded to Indigenous students in STEM during the period 2012-2021. This work reports on steps that can be taken in a variety of types of institutions of higher education to serve our Native students in STEM more effectively. These steps are reported as a series of rationales, followed by practical descriptions of implementations. Ideas for enhancing the Indigenous experience in the academy, together with examples of successful programs, are detailed. These include raising faculty and institutional cultural competency, addressing inequities in college preparation within the K-12 system, making college STEM courses more inclusive, improving one-on-one advising and mentoring, engaging students in research, helping students overcome isolation, and providing physical spaces to build community. Implementation of these strategies will bring vast new talent to the STEM workforce, contributing to increased technical innovation and economic growth.

Indexed as

ScienceStudentsAcademiaAmerican Indian or Alaska NativeEngineeringHumansMathematicsNative Hawaiian or Pacific IslanderTechnologyUnited StatesUniversitiesAlaska NativesequityIndigenous studentsNative AmericansNative Hawaiʻiansunderrepresentation

Identifiers

PMID42535464
PMCPMC13576884

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.