Engaging Native American Third- Through Eighth-Grade Students in STEM Through Culturally Relevant Science

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-1 - Are We Ready for This? Addressing Racial and Cultural Difference in STEM Learning

Abstract

The objective of this study is to report on the development, delivery, and outcomes of a culturally relevant informal STEM program intended to increase STEM engagement, interest and knowledge among Native American 3rd – 8th grade students. “iSTEM”, a school-based program located in southern Arizona,combines mentoring and out-of-school informal science activities and is informed by Funds of Knowledge (FK), a culturally relevant theory for working with Native populations.Data from the iSTEM project indicates that this theory-driven program has been successful in engaging Native American students in the iSTEM pogram, as well as increasing their interest and knowledge in STEM fields.

Authors

• Sally Stevens, The University of Arizona

• Rosi A. Andrade, The University of Arizona

• Melissa Page, The University of Arizona

• Corey J Knox, The University of Arizona

• Rachel Gomez, The University of Arizona