scholarly journals Development of a Genetics Education Workshop Curriculum for Native American College and University Students

Genetics ◽  
2001 ◽  
Vol 158 (3) ◽  
pp. 941-948
Author(s):  
Linda Burhansstipanov ◽  
Lynne Bemis ◽  
Mark Dignan ◽  
Frank Dukepoo
Keyword(s):  
Native American ◽  
Native Americans ◽  
University Students ◽  
Health Care Professionals ◽  
Genetic Research ◽  
Native American Students ◽  
College And University ◽  
Career Opportunities ◽  
National Human ◽  
Education Workshop

Abstract The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career opportunities in genetics. Special attention was focused on genetic research to identify key concepts, instructional methods, and issues that are potentially troublesome or sensitive for Native Americans. Content on genetic research and careers in genetics was adapted from a wide variety of sources for use in the curriculum. The resulting GENA curriculum is based on 24 objectives arranged into modules customized for selected science-related conference participants. The curriculum was pretested with Native American students, medical and general university, health care professionals, and basic scientists. Implementation of the curriculum is ongoing. This article describes the development and pretesting of the genetics curriculum for the project with the expectation that the curriculum will be useful for genetics educators working in diverse settings.

scholarly journals Evaluation of a health sciences internship for Latino and Native American library students

2017 ◽  
Vol 104 (4) ◽  
Author(s):  
Alla Keselman, PhD, MA ◽  
Sanjana Quasem, BS ◽  
Janice E. Kelly, MLS ◽  
Gale A. Dutcher, MS, MLS, AHIP
Keyword(s):  
Native American ◽  
Qualitative Evaluation ◽  
Health Sciences ◽  
Library Science ◽  
Graduate Level ◽  
Structured Interviews ◽  
Native American Students ◽  
American Library ◽  
Career Opportunities ◽  
American Students

Purpose: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations.Methods: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants.Results: The analysis suggests that the program increased participants’ interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship.Conclusions: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns’ interests in both health sciences librarianship and service to these communities.

Examining the Career Self-Management Model Among Native American Students With STEM Career Goals

2020 ◽  
pp. 089484532095946
Author(s):  
Sherri L. Turner ◽  
Hangshim Lee ◽  
Aaron P. Jackson ◽  
Steve Smith ◽  
Gale Mason-Chagil ◽  
...  
Keyword(s):  
College Students ◽  
Native American ◽  
Native Americans ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Career Goals ◽  
Self Management ◽  
Native American Students ◽  
Stem Career ◽  
Csm Model

Native Americans are highly underrepresented in science, technology, engineering, and math (STEM) careers; however, little research exists concerning how to promote Native Americans’ participation in STEM. In this study, we address this gap by examining variables hypothesized to promote participation using the career self-management (CSM) model among Native American college students with STEM career goals. Results of stepwise regressions demonstrated that academic achievement along with the problem-solving aspects of career self-management (CSM) self-efficacy and instrumental assistance from parents, peers, and others in students’ schools and communities predicts clearer, more specific, and more personally congruent goals; and that these goals along with self-efficacy and instrumental assistance predict career exploration. Contrary to hypotheses, neither STEM outcome expectations nor gender was related to goals or exploration. These findings suggest that CSM can be used to guide research regarding the STEM career development of Native American college students.

Object Lessons in Race and Citizenship

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Native American ◽  
Native Americans ◽  
Civil Rights ◽  
Young Children ◽  
Historical Sources ◽  
Native American Students ◽  
Political Citizenship ◽  
Object Based ◽  
American Students ◽  
Object Lessons

This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.

The Rural Special Education Project: A School-Based Program that Prepares Special Educators to Teach Native American Students

1996 ◽  
Vol 15 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Greg Prater ◽  
Susan A. Miller ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Native American ◽  
University Students ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Preparation Program ◽  
Native American Students ◽  
American Children ◽  
Retention Of Teachers ◽  
The University

The preparation, recruitment, and retention of teachers for rural areas and Native American reservations has long been a serious problem. This article describes a teacher preparation program that prepares preservice special education teachers to effectively work with Native American children and their families in a remote reservation area. University students receive practical classroom experience. The instruction is managed by an on-site instructor. The university students also experience almost total immersion in the Navajo culture. Recommendations are made for establishing similar programs in other locations.

5. Native American literary studies

2018 ◽  
pp. 68-84
Author(s):  
Sean Teuton
Keyword(s):  
Native American ◽  
Native Americans ◽  
American Studies ◽  
Native American Studies ◽  
Student Body ◽  
Red Power ◽  
Native American Students ◽  
Diverse Student Body ◽  
American Students ◽  
1960S And 1970S

During the time of the Red Power movement in the late 1960s and 1970s, Native American students brought their visions of justice to college campuses to create what they began to describe as “Native American Studies.” Pressuring universities to accept a more diverse student body, Native scholars demanded that universities allow the production of knowledge by and for Native Americans. To succeed Native American Studies had to tear free of the “salvage anthropology” that shaped the European study of indigenous people from the first moments of contact. Native scholars accomplished an imaginative shift in self-conception: Native Americans are not helpless victims of colonial devastation, but instead the shrewd protectors of indigenous thought.

Intergenerational Trauma and Other Unique Challenges as Barriers to Native American Educational Success

2021 ◽  
pp. 180-199
Author(s):  
Thomas Reed
Keyword(s):  
Native American ◽  
Native Americans ◽  
Role Models ◽  
Intergenerational Trauma ◽  
American People ◽  
Educational Success ◽  
Native American Languages ◽  
Educational Barriers ◽  
Native American Students ◽  
American Students

This chapter examines unique challenges in the way of Native American educational success as well as solutions to overcoming. The chapter addresses why intergenerational trauma matters, the impacts of public policy on Native American people such as the Native American Languages Act of 1990, and the importance of Native American people being connected to the land, protecting traditions, language, and their ancestors. The purpose of this literature review is to shed light on Native American educational barriers and to critique existing literature. Areas analyzed include the trend of low rates of educational attainment among Native Americans, the history of abuse towards Indigenous people and other minorities, the impact on individuals, and solutions for the future. There is a need for Native American students to stay connected to cultural tradition, cultural relevancy in education, role models for Native American people, and an importance of Native American students staying connected to family.

Selecting Diverse Resources of Native American Perspective for the Curriculum Center: Children’s Literature, Leveled Readers, and Social Studies Curriculum

2017 ◽  
Vol 34 (1) ◽  
pp. 23 ◽  
Author(s):  
Nadean Meyer
Keyword(s):  
Native American ◽  
Children's Literature ◽  
Native Americans ◽  
Social Studies ◽  
Children’S Literature ◽  
Accurate Information ◽  
Social Studies Curriculum ◽  
Native American Students ◽  
Inaccurate Information ◽  
American Perspective

Biased and inaccurate information about Native Americans continue in children’s resources and remain in many of today’s curriculum centers. While Native American students remain a minority in schools, accurate information is vital for understanding contemporary society and our history by both Native and non-Nativestudents. Many states including Washington State are creating tribal sovereignty curriculum and adding tribal perspectives to their state curriculum. Valuable print and digital resources and sources of continuing selection assistance are suggested to increase the holdings of today’s curriculum center in three areas: children’s literature, leveled readers and social studies curriculum.

Hiding in the Ivy: American Indian Students and Visibility in Elite Educational Settings

2004 ◽  
Vol 74 (2) ◽  
pp. 125-152 ◽  
Author(s):  
BRYAN McKINLEY JONES BRAYBOY
Keyword(s):  
Higher Education ◽  
Native American ◽  
Native Americans ◽  
Campus Community ◽  
Ivy League ◽  
Native American Students ◽  
Cultural Integrity ◽  
American Indian Students ◽  
American Students ◽  
Indian Students

In this article, Bryan McKinley Jones Brayboy explores how the experiences of Tom, Debbie, and Heather, three Native American students attending Ivy League universities in the 1990s, reflect larger societal beliefs and statements about the perceived place of Native Americans in higher education and U.S. society. Brayboy posits that Native Americans are visible in these institutions in ways that contribute to their marginalization, surveillance, and oppression. In response, the three Native American students exercise strategies that make them invisible to the largely White communities in which they attend school. These strategies help to preserve the students' sense of cultural integrity, but further serve to marginalize them on campus. At times, the students in the study make themselves visible to emphasize that they are a voice in the campus community. Brayboy argues that these strategies, while possibly confusing to the layperson, make sense if viewed from the perspective of the students preserving their cultural integrity.

scholarly journals Effective Educational Strategies Combining Emerging Genetic Science and Native American Cultural Issues

2007 ◽  
Vol 5 (SI) ◽  
pp. 128-138
Author(s):  
Lynne T. Bemis ◽  
Linda Burhansstipanov
Keyword(s):  
Native American ◽  
Native Americans ◽  
Cardiovascular Health ◽  
Training Programs ◽  
Genetic Research ◽  
P Value ◽  
Cultural Issues ◽  
Educational Strategies ◽  
Control Of Diabetes ◽  
Genetic Science

The purpose of this paper is to describe how new topics in genetic science are implemented and evaluated within Genetic Education for Native Americans (GENA®) workshops. These workshops are typically implemented during professional conferences, training programs, Native American meetings and at tribal colleges. As genetic science evolves, public health educators are more and more likely to need to understand increasingly complex components within genetic research. These research discoveries are likely to impact cardiovascular health, cancer treatments, prevention and control of diabetes. The public and patients want to understand health information that affects them personally, as well as their communities. The focus of this paper is on GENA® objective 14 (emerging genetic science: microRNA), but the three 2006 3-hour workshops also addressed excerpts of GENA® objectives 5 and 29. at three meetings: the 2006 summer and fall Disparities Training Programs held in Houston, Texas and the 2006 Society for the Advancement of Chicanos and Native Americans in the Sciences (SACNAS) conference (October, Tampa, Florida). The emphasis on objective 14 is because it was updated during spring 2006 (initial focus was on stem cell research) and selected components of objectives 5 and 20 have been published elsewhere. The paper briefly describes the content, interactive learning opportunity and the evaluation from the three 2006 workshops. The overall findings verify the effectiveness (p value of less than .01) of GENA® to significantly increase knowledge level of workshop participants about emerging genetic science breakthroughs.

scholarly journals Creating community on campus: Attracting, retaining, and graduating first-generation Native American students.

2018 ◽  
Author(s):  
Sydney Freeman ◽  
Gracie Forthun ◽  
Valer Mapendo
Keyword(s):  
Higher Education ◽  
Native American ◽  
Native Americans ◽  
First Generation ◽  
Indigenous Research ◽  
Key Factors ◽  
Native American Students ◽  
American Higher Education ◽  
American Students ◽  
Education Today

Native Americans are the single most underrepresented racial group in American higher education today; those enrolled in college are also disproportionately first-generation students. In order to help universities attract and retain Native American students, this study utilizes the four R’s of indigenous research to document the motivations of first-generation Native American students to attend and remain at a mid-sized public university in the northwest. Student participants report that social and cultural support were key factors in their decisions to attend and remain at their institution. Implications of these findings are discussed, and recommendations are made to higher education institutions seeking to attract and retain Native American students.

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