Promoting STEM Career Intentions Among Native Scholars: Role of Identity Harmony

• In Event: Asset-Based Approaches to Centering Race, Ethnicity, and Culture in Motivation Research

Abstract

Native scholars experience disconnections between Indigenous culture and science identity, causing potential lower motivations in STEM. The current study examined the effectiveness of the Lighting the Path (LTP) intervention aiming at empowering Native Americans in STEM on influencing science-native identity harmony and STEM career intentions. One hundred and two Native scholars were assigned into three groups, including LTP group (full treatment), GoK group (lite treatment), and the comparison group. Results found LTP group reported higher intentions than GoK and comparison groups. However, GoK group had greater identity harmony than the LTP group, which in turn increased their intentions to persist. Findings showed the importance of fostering science-native identity harmony and offering culturally competent interventions for Indigenous scholars in STEM.

Authors

• Fanyi Yu, Texas A&M University

• Ruyu Yan, Texas A&M University

• Paul R. Hernandez, Texas A&M University

• Brittany Anderson, AISES

• Kathy DeerInWater, American Indian Science & Engineering Society

• Mica Estrada, University of California - San Francisco

• K. Kanoho Hosoda, University of Hawaii - Manoa

• Natalia Maldonado, University of California - San Francisco

• Tiffany D. Smith, AISES

• Lilibeth Flores, San Diego State University