Publication Year:
Author(s): Aaron Thomas, Serra J. Hoagland, Ruth Plenty Sweetgrass-She Kills, Rosalyn LaPier, Anne Grant, Ke Wu, Annie Belcourt
Abstract
Native American faculty in science, technology, engineering, and mathematics (NAF-STEM) are severely under-represented. NAF-STEM often have greater responsibilities and challenges in academia leading to lower retention and promotion rates, which can also have an impact on career satisfaction and individual success. A group of Native scholars and diverse scholars at two tribal colleges and one state university collaborated on a culturally grounded project with NAF-STEM in higher education to examine their collective lived experiences in academia. Qualitative analyses were guided by Indigenous Research Methodologies using a collaborative autoethnography approach. The results of these shared experiences are intended to aid in the creation and maintenance of equitable and successful models to recruit and retain NAF-STEM. Advice aimed at guiding educational equity for Indigenous scholars is shared.
Citation
Thomas, A., Hoagland, S.J., Kills, R.P.S., LaPier, R., Grant, A., Wu, K., Belcourt, A. (2022). Lived Experiences of Native American STEM Faculty in Academia: Our Stories, Insights, and Advice. Journal of American Indian Education 61(3), 62-88. https://dx.doi.org/10.1353/jaie.2022.a912063.