Wednesday, May 21, 2025
5/21/2025
Utilizing Community Partnerships to enhance Indigenous STEM Education for American Indian Youth - Project Summary. The mission of this SEPA grant at California State University San Marcos (CSUSM) is to foster thoughtful American Indian scholars of science by engaging motivated American Indian youth and their families in a culturally validated, comprehensive and layered science education, mentoring, and research program that will build the skills and confidence necessary for students to matriculate into and succeed in the biomedical and behavioral sciences. American Indian communities have a rich history of science spanning thousands of years that has been overlooked and undervalued by Western science, leading to disparities in educational attainment. Despite their long-standing contributions to science, American Indian populations have the lowest high school graduation rates and only 47% of American Indian students are enrolled in K-12 public schools with a full range of STEM curriculum. Thus, the proposed grant seeks to develop and deliver educational and research activities for American Indian middle school and high school students in the biomedical and behavioral sciences to increase their interest in pursuing studies and careers in STEM by addressing the following aims: 1) Engage 6-12th grade students in STEM based workshops and activities to increase interest in STEM fields and careers; 2) Develop and run a mentored summer program at California State University San Marcos to engage American Indian students and their families in STEM activities and college readiness; 3) Create a near-peer mentoring program between students in current NIH supported training programs and 6-12th grade American Indian students and their families; 4) Provide research opportunities for American Indian students to gain experience in STEM, including in the area of substance use and opioid overdose within Native Nations. Youth will be provided mentoring from both program faculty and from near-peer mentors, will engage in interactive science activities, and will have the opportunity to both shadow in research labs and develop their own research projects to address substance use and opioid overdose in their communities. Additionally, the curriculum will be infused with cultural validation to contribute a greater sense of belonging and thereby increase persistence in biomedical and behavioral careers.
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).