The value and richness of science and discovery is unequivocally enhanced when diverse demographics are involved in the process, said Dr. Kathie Olsen, deputy director of the NSF during this week’s symposium, held in Arlington, Va.
Data show that introducing underrepresented minority students at an early age increases success rates in high school and the likelihood that students will pursue a career in the sciences and mathematics. Creating entry points where native students can engage in these subjects is key, said Dr. Holly Pellerin, Program Director for the gidakiimanaaniwigamig (Our Earth Lodge) Native American Youth Science Enrichment Program in Minnesota.
In terms of increasing the number of native participants in the sciences and mathematics, Pellerin recommends developing more networks between tribal colleges, universities and Indian education programs, more teacher workshops in local communities, and more long-term funding.
“Out of 16,000 participants in Intel International Science Fair from the past 12 years, only 54 or .008 percent were native,” said Pellerin, who hosts quarterly science camps for children residing on the Fond du Lac reservation where she lives.
“My kids are just as smart as other kids,” she said.
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