Connecting the Dots for Youth Development in American Indian Communities: A Story of the Reach for the Sky Project

This second article in JAIE's new Reports from the Field section explores a culturally based science, technology, engineering, and mathematics (STEM) program at a northern Minnesota Bureau of Indian Education high school. Engaging American Indian youth from disenfranchised communities in STEM p...

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Bibliographic Details
Published in:Journal of American Indian education 2011-01, Vol.50 (3), p.80-91
Main Authors: Carlson, Stephan, Hardman, Alisha M., Marczak, Mary S.
Format: Article
Language:English
Subjects:
Academic learning
American Indian Education
American Indians
Community Involvement
Cultural education
Culturally Relevant Education
Formal education
High School Students
Indigenous Knowledge
Mathematics Achievement
Mathematics education
Minnesota
Native Americans
Parent Participation
Program Descriptions
Program Effectiveness
Reports from the Field
School Holding Power
Science Achievement
Science teachers
STEM Education
Sustainability
Treaty lands
Universities
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Summary:This second article in JAIE's new Reports from the Field section explores a culturally based science, technology, engineering, and mathematics (STEM) program at a northern Minnesota Bureau of Indian Education high school. Engaging American Indian youth from disenfranchised communities in STEM programs has been challenging. Using culturally based education as a framework to teach STEM skills, the Reach for the Sky project resulted in increased science and math test scores and student retention. University of Minnesota Extension partnered with teachers and community elders to develop culturally appropriate lessons in science and math bridging Indigenous and Western ways of knowing. Parents and families were encouraged to participate in regular celebrations, bringing science into homes and connecting families to the broader community. The initial success of this project has been sustained for nearly a decade, providing strong evidence of the effectiveness of this promising practice.
ISSN:0021-8731
2379-3651
2379-3651
DOI:10.1353/jaie.2011.a798461