Connecting the Dots for Youth Development in American Indian Communities: A Story of the Reach for the Sky Project

• Published in: Journal of American Indian education Vol. 50; no. 3; pp. 80 - 91
• Main Authors: Carlson, Stephan, Hardman, Alisha M, Marczak, Mary S
• Format: Journal Article
• Language: English
• Published: Center for Indian Education 2011
• Subjects: American Indian Education; American Indians; Community Involvement; Culturally Relevant Education; High School Students; Indigenous Knowledge; Mathematics Achievement; Minnesota; Parent Participation; Program Descriptions; Program Effectiveness; School Holding Power; Science Achievement; STEM Education; Sustainability; Minnesota
• ISSN: 0021-8731
• DOI: 10.1353/jaie.2011.a798461

This second article in "JAIE'"s new "Reports from the Field" section1 explores a culturally based science, technology, engineering, and mathematics (STEM) program at a northern Minnesota Bureau of Indian Education high school. Engaging American Indian youth from disenfranchised communities in STEM programs has been challenging. Using culturally based education as a framework to teach STEM skills, the Reach for the Sky project resulted in increased science and math test scores and student retention. University of Minnesota Extension partnered with teachers and community elders to develop culturally appropriate lessons in science and math bridging Indigenous and Western ways of knowing. Parents and families were encouraged to participate in regular celebrations, bringing science into homes and connecting families to the broader community. The initial success of this project has been sustained for nearly a decade, providing strong evidence of the effectiveness of this promising practice.