The STEM trail: Alaska Native undergraduates find the right path in higher education

Abstract

The goals of this research are twofold. (1) This research explores decision making and college experiences of Alaska Native undergraduates pursuing degrees in the science, technology, engineering, and mathematics (STEM) fields, and (2) this research, using participant observation explores the Indigenous metaphor of "the trail" to frame student persistence towards their degrees. Twelve participants, representing various STEM fields, Alaska Native cultures, and K12 schooling experiences, shared their motivations and aspirations through interviews and photographs. Key findings indicate the significant role that Indigenous Knowledge plays in influencing student decisions around majoring in STEM degrees. Findings also illuminate the variety of K12 STEM experiences and the influence on decisions to major in STEM. Awareness (ellangeq) and self-authorship as student development theory, also impact decision making. The use of "the trail" as a metaphor for persistence illustrates a strength-based model for persistence, that notes the importance of the individual and the role of the individual as a community member. This metaphor also displays aspects of preparation, finding the right path, obstacles, supports, and destinations. This metaphor also calls into question the role of the institution as students work to navigate the terrain towards their degrees.