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Native Americans and STEM
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AISES Publications
Papers, handbooks, and guides to support Native Americans in STEM
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Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS)
aims to further the success of Chicano/Hispanic and Native American students in obtaining advanced degrees, careers, leadership positions, and equality in the STEM field
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Native American Representation in STEM: Indigenous Innovation (NMAI)
Section of Native Knowledge 360 at the Smithsonian - primarily audience is K-12
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How to include Indigenous researchers and their knowledge
Researchers from Native American and Indigenous communities explain how colleagues and institutions can help them to battle marginalization.: Researchers from Native American and Indigenous communities explain how colleagues and institutions can help them to battle marginalization. Gewin, V. (2021). How to include indigenous researchers and their knowledge. Nature : International Weekly Journal of Science, 589(7841), 315–317. https://doi.org/10.1038/d41586-021-00022-1
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Representation of Native Americans in US science and engineering faculty
mpending global crises and US demographic changes require the United States to develop its intellectual capital fully, especially in science and engineering, in order to maintain its global leadership and economic strength. As US population demographic changes continue and make their way through our educational system, they will directly affect thinking and practices regarding science and engineering education in the United States, the future of science and engineering professions, and the need for diversity in the science and engineering workforce. It is essential to measure and understand the demographics of science and engineering students who will be available to the workforce in the near future, and their same-gender and same-race role models and mentors. Nelson, D. J., & Madsen, L. D. (2018). Representation of native americans in us science and engineering faculty. Mrs Bulletin, 43(5), 379–383. https://doi.org/10.1557/mrs.2018.108
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