Background: Reliance on natural resources brings Native American communities into frequent contact with environmental media, which, if contaminated, represents an exposure route for environmental pollutants. Native American communities vary in their perspectives on research and relatively little is known about the range of perspectives regarding the use of biological samples for environmental exposure assessment. Methods: Thirty-one members of Zuni Pueblo (median age = 40.0 years, range = 26–59 years) participated a series of four focus groups. Qualitative themes emerging from the focus group discussion transcripts were identified by content analysis. Results: Emergent themes included adequate informed consent, traditional beliefs, and personal choice. Conclusions: The discussions reinforced the central role of traditional values in the decision to participate in research involving biological samples for environmental exposure assessment. Decision-making required a balance between the perceived value of the proposed project and its purpose, with cultural perspectives surrounding the biological sample requested. We examine the potential for study bias and include recommendations to aid in the collaborative identification and control of unintended risks posed by the use of biological samples in environmental health studies in native communities.

Introduction Mistrust of higher education institutions influences the college experiences of many American Indian and Alaska Native (AI/AN) students. Launching Native Health Leaders (LNHL) was a peer-mentoring and networking program that introduced AI/AN undergraduates to health and research careers and concepts of community-based participatory research (CBPR). The LNHL engaged students in group dialogue about research practices in AI/AN communities while providing career development through professional conference experiences. Methods To better understand the program impact on the educational pathways and perspectives of research among AI/AN students, we conducted 15 interviews and one focus group with former participants of the program that had attended one or more LNHL meetings. Results In this paper, participants describe identity and cultural challenges within academic institutions, and how views of research shifted from that of a mistrustful enterprise conducted by community outsiders toward one where CBPR could improve AI/AN health. Discussion The LNHL provided a safe environment for AI/AN students to openly explore their place in health and research arenas. Programs like LNHL support AI/AN student development as leaders in building trust for academic-tribal partnerships.

Background-Ancient teaching styles such as storytelling can help Native students to navigate the educational pipeline, and become forces for shaping health and research landscapes. Many experience isolation on campuses where these worldviews are marginalized.