Developing an Indigenous Mentoring Program for faculty mentoring American Indian and Alaska Native graduate students in STEM: a qualitative study

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

“…The third theme illustrated how the academic environment could contribute to impostor phenomenon. Windchief et al. (2018), p. 508 also found that Native American students in STEM feel “unwelcomed, isolated, misunderstood, and marginalized.” To improve the academic environment, mentorship and coaching could be effective ways of helping individuals manage feeling like an impostor, improve self-efficacy, and reduce negative evaluation fears ( Zanchetta et al.…”

“…Being minoritized and lack of critical mass could stymie access to mentors from the same background or holding similar identities and beliefs ( Chakraverty, 2013 ). For example, an Indigenous mentoring program for Native American students, trainees, and faculty in STEM could include developing relationships organically by connecting and sharing, cultural humility, and incorporating Indigenous mentoring activities and worldviews along with providing culturally attuned resources and support systems ( Windchief et al. , 2018 , p. 329).…”

Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

“…For peer interaction, we add to prior studies (Heavy Runner & Marshall, 2003; Windchief et al, 2018) that have emphasized the value of family, community, and faculty in supporting AI/AN students’ transition and persistence within mainstream university. In our study, peers provided additional support for students’ cultural congruity and may reduce the feelings of isolation as AI/AN students navigate the STEM context.…”

“…Likewise, each individual exists on a broad spectrum from little to extensive involvement in cultural immersion in their tribe (Windchief et al, 2018). The within-group differences of AI/AN population (different tribal affiliations) are not accounted for in this study.…”

“…The strength-based perspectives on graduate student socialization are especially relevant to Indigenous graduate students who may come from cultures that are different from and even at odds with the culture of STEM (Waterman & Lindley, 2013). Indeed, Indigenous scholars advocate for developing culturally responsive mentoring through an Indigenous Mentoring Program that includes faculty cultural training, building relationships, peer mentoring, and cultural humility (Windchief et al, 2018).…”