Supporting Indigenous STEM Students

This is a snippet of Michelle Pidgeon and my post at Supporting Student Success.

The disparity of post-secondary education (PSE) completion between Indigenous and non-Indigenous Canadians (40% vs. 55.3%) continues to persist (Statistics Canada, 2016). Unfortunately, the disparity is wider when we compare undergraduate degree completion between Indigenous (8.6%) and non-Indigenous Canadians (23.25%). The gap of post-secondary completion (certificate, diploma, degree, and above) specific to the Science, Technology, Engineering, and Math (STEM) fields is even wider. Indigenous people are half as likely to have STEM based PSE (4.1% vs. 10%), and for those with STEM Bachelors degree and above, the gap moves to being a fifth as likely (1.1% vs. 5.7%).

In 2012 Mount Royal University in Calgary, Alberta created the Aboriginal Science & Technology Education Program (ASTEP) to support the growth of Indigenous STEM students in the Faculty of Science and Technology. This program operated from 2012-2019 and represented one of three Indigenous specific STEM programs offered specifically at the university level in Canada.  To understand the impact and influence of this program an external review was conducted in 2017 following Indigenous research processes (Kovach, 2009; Pidgeon & Hardy Cox, 2002). This process included an analysis of institutional data, comparisons with similar programs, and interviews and sharing circles with students, staff, and faculty who were closely associated with ASTEP.

Read the rest at Supporting Student Success

How is this a threat?

Last week NASPA’s blog had a post called “Five Megatrends Threatening Student Affairs (and How to Turn Them Into Opportunities)” written by Laurence N. Smith and Albert B. Blixt. It was an interesting read, but I have to take issue with one of their points.

Trend #3: Changing student demographics

Overall competition for students will increase over the next decade as the number of high school graduates declines while the racial/ethnic/socio-economic makeup of entering students will shift. By 2020, 45 percent of the nation’s public high school graduates will be non-white compared with 38 percent in 2009. Students will be more likely to be the first in family to attend college and will have fewer economic means. In addition, more of those entering college will be foreign-born including immigrants and international students recruited actively by colleges and universities. Adult learners, often with jobs and families, are becoming a greater percentage of the student body. Finally, we are seeing the end of the millennial generation and a new “touchscreen” generation coming to campus. All of these emerging segments have different needs and expectations that have direct implications for what services student affairs needs to provide.

Here’s my issue: how is this a threat to Student Affairs? Now, I understand that they’re trying to make a rhetorical point to springboard into their ways to take advantage of opportunities but hear me out with my issue.

Continue reading “How is this a threat?”