American Indian/Alaska Native Graduate Students in STEM: A Framework of Faculty and Institutional Promising Practices

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-2 - Indigenous College Students' Experiences: Identity, Mentorship, and Promising Practices

Abstract

The session focuses on factors associated with promoting the academic persistence and socialization of American Indian/Alaska Native (AI/AN) graduate students in STEM. Known concepts from the literature frame the discussion about ways faculty and universities can institutionalize promising practices. Seminal literature on socialization theory, Huffman’s transculturation hypothesis and Indigenous epistemology center the promising practices for faculty and institutions to promote Indigenous graduate student success. This work is part of a larger NSF funded research project working towards filling a gap in the existing literature on graduate student socialization and to contribute better understanding to the role of cultural congruity and environmental fit on academic persistence and socialization graduate students in STEM disciplines.

Authors

• Catherine Mary Johnson, Montana State University

• Carrie B. Myers, Montana State University

• Kelly A. Ward, Washington State University

• Nick Sanyal, University of Idaho

• Dusten Hollist, University of Montana