“It Was a Process of Decolonization and That’s about as Clear as I Can Put It”:

“We’re all for the same mission”: Faculty mentoring Native Hawaiian undergraduates in STEM research.

“…As discussed by Indigenous scholars (Brayboy & Castagno, 2009;Salis Reyes, 2013), the study brings evidence that mentoring pathways for Hawaiian students' success and well-being in STEM higher education speak to affirmation and empowerment as members of the larger collectives with its Indigenous integrity intact. These results support the call that Indigenous students' development in college should be approached through cultural and sociopolitical lenses of nation-building (Brayboy et al, 2012;Wright, 2018).…”

“…There is strong evidence in research that relevant academic support and incorporation of Hawaiian culture and community resources in education enhance Native Hawaiians’ learning experiences, academic performance, and senses of purpose (Freitas et al, 2013; Luning & Yamauchi, 2010; Wright, 2018). Academically rigorous and project-designed learning activities that integrate Hawaiian traditional knowledge and the natural environment can support Hawaiian students’ learning and well-being, including physical, spiritual, emotional, social, and intellectual aspects (Kaiwi, 2006; Kana‘iaupuni & Malone, 2006; Ledward, 2013; Yamauchi et al, 1999).…”

“…Mentees who received recognition from their mentors and worked on research projects important to them enhanced their senses of ownership and agency to affect change (Hanauer et al, 2012). Relating mentoring activities to the lived experiences of Indigenous students validated their cultural backgrounds and identities (Wright, 2018), and this helped them overcome feelings of isolation and alienation in college (Huffman, 2001). Such experiences helped students to use their traditional knowledge and values as strengths and enhanced their self-efficacy and academic selves, including in STEM fields (Windchief & Brown, 2017).…”