Work

Culturally Grounded STEM Education: Three Cases of Broadening Participation Among Indigenous Islanders

Year: 2025

Type: article

Abstract: US-affiliated Island nations and territories are home to diverse populations, including substantial Indigenous communities who have extensive exposure to marine and geoscience content, with some of their knowledge sustained through heritage practices. Despite this demographic presence, Indigenous peoples of the Pacific remain notably underrepresented in STEM fields, particularly in the geosciences and marine sciences. Beyond an equity gap in participation, this underrepresentation reflects broader issues of epistemic and representational justice, raising questions about whose knowledge is validated and whose voices are legitimized in scientific spaces. This study examines how Pacific university bridge programs support Indigenous islander participation in authentic STEM research, with particular focus on climate adaptation, environmental change, and marine science contexts. Through qualitative interviews with Micronesian participants in the SEAS (Supporting Emerging Aquatic Scientists) Islands Alliance, we analyzed STEM identity development as students navigated cultural and scientific identities. Findings emphasize the critical importance of sustained, mentored engagement in real-world scientific inquiry that meaningfully connects to ongoing research agendas and community well-being, rather than simulated classroom exercises. The study offers insights into the multifaceted influences affecting student participation and pathways through STEM.

Source: Education Sciences

DOI: 10.3390/educsci16010017

Authors: Jonathan Z. Boxerman, Cheryl Ramirez Sangueza, Sharon Nelson-Barber

Institutions: University of Guam, Wested

Language: English

Topic: Career Development and Diversity

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,172