Refining a Summer Biomedical Research Training Program for American Indian and Alaska Native (AIAN) Students

Abstract

Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for underrepresented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.

Adapting Summer Education Programs for Navajo Students: Resilient Teamwork

“…The SREP framework utilizes strategies that are embedded in other pre-COVID-19 research training programs, including internship placements, mentoring, enhancing professional networks, and emphasizing cultural strengths ( Salerno et al, 2017 ; Lee et al, 2018 ; Taylor et al, 2019 ). The majority of SREP students indicated in the 2019 post-evaluation they had a positive site practicum experience and gained a tremendous amount of skills and knowledge.…”

“…Students also received mentoring from the SREP instructional team. Mentoring not only builds research relationships but also provides for mental and emotional needs, academic support, and career guidance ( Salerno et al, 2017 ; Lee et al, 2018 ). In addition to promoting mentoring relationships, SREP also builds students’ research networks through sharing final projects with the college community, and offering select students a chance to attend or present at conferences.…”

“…In addition to promoting mentoring relationships, SREP also builds students’ research networks through sharing final projects with the college community, and offering select students a chance to attend or present at conferences. These research networks help support career development, future research opportunities, and encouragement to continue within the field ( Salerno et al, 2017 ; Lee et al, 2018 ; Taylor et al, 2019 ). Students’ cultural strengths are utilized and fostered throughout SREP, particularly by using the DEP framework to guide research and helping students explore topics of resilience and indigenous public health.…”

“…They often reflected on their identity as indigenous scholars when creating digital stories about individual or community resilience. Helping AI students understand that they can successfully use and create multifaceted identities supports their ability to face new challenges that come from taking on new roles as researchers and scientists ( Lee et al, 2018 ).…”

Cultural identity central to Native American persistence in science

“…As such, some summer research programs encourage Native students to embrace their scientific and cultural identities, rather than treating them as separable or their cultural identities as irrelevant (Holsti et al 2015 ). Some programs accomplish this by letting mentors know when students might need to return to their communities for religious ceremonies, providing Native mentorship, or creating activities that build on Native cultural traditions (Lee, Nelson, and Svihla 2018 ). Likewise, using an Indigenous model can foster a sense of belonging and competence as biomedical researchers (McMahon et al 2019 ).…”