Presentation description

This autoethnographic project connects my experiences to the co-production of the Science, Technology, Engineering, and Math (STEM) curriculum for Native American K-12 students to address academic imbalances. The project focused on the outdated curriculum and the lack of minority voices at Fort Washakie School. As a first-generation, underserved student, I navigated research without typical family or mentor guidance. The college setting felt new and hostile, with a lack of support from people who understood my cultural experience. To include elements of my shared understanding, we focused on two methods of communication in the STEM lessons we produced for students at the school: peer mentorship, that is, the involvement of older peers to better educate younger mentees, and place-based education - teaching people about the science and engineering topics by incorporating facts from their local community. By adding my perspective to STEM learning, I aim to show that every voice can contribute to research, policy-making, and leadership -especially in underserved communities.