An evaluation of a 9th and 10th grade Native American virtual pilot: Utilizing a culturally responsive and Inclusive Science model

Linnea L. Hjelm, Carolee Dodge Francis and Noehealani Bareng-Antolin

Evaluation and Program Planning, 2025, vol. 110, issue C

Abstract: STEM pipeline programs that pair underrepresented youth with culturally responsive mentors have been shown to support students’ science identity development, belonging, and persistence. Yet, most scholarship focuses on undergraduates and advanced high schoolers. Funded by the National Institute of Diabetes, Digestive and Kidney Disease, the STEP-UP Pilot recruited a cohort of 9th and 10th grade American Indian students to participate in a mentored introductory research experience. The Inclusive Science Framework provided the foundation for Pilot development and evaluation, with an emphasis on cultural responsivity and identity integration. American Indian mentors and mentees met virtually for six weeks with a curriculum that focused on building basic scientific research methodologies in the context of type 2 diabetes within Tribal communities. Our evaluation found that overall participation produced a positive impact for science interest, attitudes, and the translation of science into community.

Keywords: American Indian/Alaska Native; High school; Research; STEM (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:110:y:2025:i:c:s0149718925000308

DOI: 10.1016/j.evalprogplan.2025.102563

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