Pathway to Research for Arctic Indigenous Youth

Indigenous peoples, more specifically Indigenous women, girls and femmes, are underrepresented in science, technology, engineering and mathematics. Native Americans represent about 1.6% of the U.S. population but have the lowest college enrollment and retention rates compared with any race in the United States (Jackson et al., 2003 ; Guillory, 2009 ), earning only 0.5% and 0.3% of undergraduate degrees in science and engineering, respectively (NCES, 2019 ).

Native Americans and Alaska Natives represent 0.4% of all engineering bachelors degree, 0.3 % of the engineering workforce, and 0.1% of all engineering faculty.

These statics are astounding. Science can be exclusionary, and has a history of invalidating indigenous knowledge. It perpetuates inequities in who can access science and what constitutes scientific knowledge. Often native people, but especially Native women describe how they have had to use storytelling to overcome barriers in STEM and ensure that people in the field take them seriously. Co Production of knowledge is a framework that weaves Indigenous knowledge in scientific work and research to better understand the world. It is a framework that values storytelling from our elders and youth. There is immense value in scientific research that directly invests in local economies and improves community life but there is little engagement with youth.

People need to understand the extractive nature of research that most scientists practice, unintentional or not. Entering into a community they hold no ties to, scientists non-consensually extract knowledge and then present it in highly specialized spaces (which are inaccessible to Indigenous peoples) in order to attain degrees, compensation, titles, and prestige. This shouldn’t be the standard. Ecological scientists do their work with the intention to create a better future for people, but our world would be so much better if Indigenous youth had access to these resources. 

As of 2014, Alaska has a population of around 735,000 people, of whom 14.7 percent are Alaska Native and
7.1 percent are multiracial.  Alaska Natives, the second-largest racial group in the state by overall population and working-age

population (that is, over 16 years of age), participate in the labor force at significantly lower rates and have
the highest unemployment rate among all groups in Alaska. 

There is a history of lower performance of Alaska Native students in Alaska’s schools compared with other groups, particularly in STEM-related coursework.
Alaska Native students in Alaska test at significantly lower levels on the National Assessment of Educational Progress examinations, with a majority of Alaska Native students in grades 4 and 8 performing at below
basic levels in reading or math (Alaska Department of Education 2013).

Again these statics are simple astounding. Indigenous youth are failed by the administration and by the current social infrastructure of public education in Alaska. Youth engagement works and is successful, when we are able to create safe and comfortable environments for Native youth in the classroom, and especially in the laboratory, that is rooted in climate justice. 

The disparities in education are apparent as early as in primary education for Indigenous youth in the state of Alaska, but by investing directly in our future this can change.

Creating a Pathway to Research for Arctic Indigenous Youth is our solution. Essentially it is a database that shows where research is already being done throughout the state of Alaska, this can be mapped through ArcGis, and connects Indigenous youth to research already being done throughout their communities.

These experiences have immeasurable benefits.They may result in
informal mentorships with faculty members and industry leaders, as well as provide salaries that can assist in financing students’ undergraduate education (Alfred et al. 2005). This also addresses the severe underrepresentation of Indigenous youth who go to college to pursue STEM related fields. 

The database serves as a network partnering with schools and organizations like Columbia University, the University of Alaska, University of Colorado Boulder and the Alaska Native Science and Engineering Program and connects Indigenous youth with scientists and professors at the University. We have already established relationships with Columbia, the University of Alaska and Colorado Boulder.

This solution serves Indigenous youth, Alaska Native and Native American youth, in the state of Alaska. We also hope to expand to other Arctic nations in the world, like Canada and Greenland. Statics have show that programs that directly invest in Native youth and their stem education works. This solution serves as a bridge between these institutions and Indigenous youth. 

Alaska has the highest proportion of American Indian and Alaska Natives in the state. We make up 15% of the state population. We plan on working with Indigenous youth and with the ANSEP program. Native youth are interested in these opportunities but the problem is that there is no bridge that connects scientists and professionals directly to youth.

I am Yup'ik and Samoan and was born and raised in Anchorage, Alaska. I am also a product of one of the most diverse school districts in the nation and spent my summers in my mom's community, Kongiganak, Alaska which lies on the mouth of the Yukon-Kuskokwim river in south western Alaska. I also am an alum of the Alaska Native Science and Engineering Program and am a undergraduate civil engineering student at Columbia University. I also do research on how the ecology in Alaska is effected by climate change.

I know and understand that I do not hold a Ph.D yet but that does not make me any less a scientist. My lived experiences as someone who grew up surrounded by tundra and ocean and by those in community make my knowledge as a indigenous youth and woman invaluable.

I also represent Indigenous youth and know that there are youth and scientists and professionals interested in this and dedicated to making scientific research more acesible.

I grew up surrounded by community and am immensely thankful for my community back home in Alaska.

This started out as a concept. Having mentorship to navigate this process would be immensely helpful. Creating the technology and bringing them directly to Youth interested in scientific related fields and research is the end goal, but getting there from a concept is difficult. I hope that with Solve we are able to do this.

I grew up in Alaska and have developed relationships with ANSEP, Columbia and other institutions who have expressed interest in working with us.

I am a 21 year old Indigenous scientist and do research already and also represent Indigenous Youth.