Cultural identity central to Native American persistence in science.
Cultural identity central to Native American persistence in science.
复制标题
文化身份是美国原住民在科学领域的核心。
DOI：
10.1007/s11422-021-10071-7
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发表时间：
2022
影响因子：
1.2
通讯作者：
Wandinger-Ness A
中科院分区：
文献类型：
--
作者：
Chow-Garcia N;Lee N;Svihla V;Sohn C;Willie S;Holsti M;Wandinger-Ness A
美国原住民是科学领域中代表性最低的人口。近年来，本科生和研究生水平的夏季研究计划，旨在增加美国原住民在科学的数量已经取得了一些进展。作为新方案的设计，解决科学自我效能和科学身份，并提供支持美洲原住民学生的科学事业的承诺的关键特征应予以考虑。在这项研究中，我们使用顺序混合的方法来调查的潜力，文化定制的实习计划对美洲原住民坚持科学。我们分析了调查（n = 47）和采访（n = 4）与美国原住民学生了解他们的看法，自己在科学研究和暑期研究经验如何可能发展科学身份。回归模型的基础上，科学身份，而不是科学自我效能，预测意图坚持科学。反过来，科学自我效能感和美洲原住民身份预测科学身份，这表明文化身份是中央美洲原住民坚持科学。在采访中，学生的评论加强了这些发现，并阐明了学生对他们所寻求的科学经验的推理;特别是，他们选择参加文化定制的实习，因为这些计划提供了一种与他们的文化身份不冲突的科学界的归属感。根据我们的分析，我们提出了一个土著科学实习模式，并建议各机构从高中到早期调查员水平为文化定制的项目提供资金，并提供包容性的方案和指导方针。
Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that aimed to increase the number of Native Americans in science have made some progress. As new programs are designed, key characteristics that address science self-efficacy and science identity and provide supports for Native American students’ commitment to a scientific career should be considered. In this study, we used sequential mixed methods to investigate the potential of culturally tailored internship programs on Native American persistence in science. We analyzed surveys (n = 47) and interviews (n = 4) with Native American students to understand their perceptions of themselves in relation to science research and how summer research experiences might develop science identities. Based on regression modeling, science identity, but not science self-efficacy, predicted intent to persist in science. In turn, science self-efficacy and Native American identity predicted science identity, and this suggests cultural identity is central to Native American persistence in science. In interviews, students’ comments reinforced these findings and shed light on students’ reasoning about the kinds of science experiences they sought; specifically, they chose to participate in culturally tailored internships because these programs provided a sense of belonging to the scientific community that did not conflict with their cultural identities. Based on our analysis, we propose an Indigenous science internship model and recommend that agencies target funding for culturally tailored programs from high school through early-investigator levels as well as provide inclusive programmatic and mentoring guidelines.
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DOI：
10.1187/cbe.16-01-0038
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Estrada M;Burnett M;Campbell AG;Campbell PB;Denetclaw WF;Gutiérrez CG;Hurtado S;John GH;Matsui J;McGee R;Okpodu CM;Robinson TJ;Summers MF;Werner-Washburne M;Zavala M
通讯作者：
Zavala M
影响因子：
16.6
作者：
Claw KG;Anderson MZ;Begay RL;Tsosie KS;Fox K;Garrison NA;Summer internship for INdigenous peoples in Genomics (SING) Consortium
通讯作者：
Summer internship for INdigenous peoples in Genomics (SING) Consortium
影响因子：
3.9
作者：
Chemers, Martin M.;Zurbriggen, Eileen L.;Bearman, Steve
通讯作者：
Bearman, Steve
DOI：
10.1187/cbe.16-12-0344
发表时间：
2017
期刊：
CBE life sciences education
影响因子：
--
作者：
Ballen CJ;Wieman C;Salehi S;Searle JB;Zamudio KR
通讯作者：
Zamudio KR
影响因子：
3.7
作者：
Fisher, Aaron J.;Mendoza-Denton, Rodolfo;Richards, Mark A.
通讯作者：
Richards, Mark A.