Tag: Indigenous

BIPOC with a specific focus on indigenous individuals. Native, Native American, First Peoples, American Indian, AISES

ADVANCE Weekly Roundup: Respect and representation: Indigenous scientists seek inclusion for their knowledge and for themselves

November is Native American Heritage Month, and this week’s Roundup is focused on Indigenous researchers in academia, who remain poorly represented, particularly in STEM fields. In the Second Nature article, “Respect and Representation,” four Indigenous scientists speak about the challenges early-career researchers face, and how scientists can respectfully and effectively bring together traditional knowledge and . . .

ADVANCE Weekly Roundup: Emotional Labor Disrupted Research Productivity During Covid

The transition to remote or hybrid work during the Covid pandemic was more disruptive to women faculty’s academic research than to men’s because of the additional caretaking work they often had to manage, a finding confirmed in several recent studies. Now, research suggests that the pandemic also disproportionately impacted women faculty (particularly Black, Indigenous, and . . .

ADVANCE Weekly Roundup: Horrific Discovery and Warning: academic pursuits should be ethical and informed by federal laws concerning Indigenous peoples

There are many reasons to be sensitive to and acknowledge diverse experiences, values, beliefs, and ways of being. Our team works to highlight some reasons in the ADVANCE Weekly Roundup.  However, occasionally situations come to our attention that we had not thought about previously.  The 1990 Native American Graves Protection and Repatriation Act (NAGPRA) requires . . .

ADVANCE Weekly Roundup: Supporting Indigenous Students

As we work to diversify our student body, we need to reflect and adapt commonplace practices to be inclusive of the needs of students from different backgrounds. Today’s Roundup features a study of stresses related to self-beliefs, ethnic identity, and cultural congruency experienced by Native American undergraduates and how we might adapt to better support . . .