National Indigenous Science Education Program (NISEP): outreach strategies that facilitate inclusion

Emma C. Barnes, Ian M. Jamie, Subramanyam R. Vemulpad, Yaegl Community Elders, Deborah Breckenridge, Angela E. Froud, David G. Harrington, Joanne M. Packer, Paul D. Prenzler, Danny R. Bedgood, Jr., Joanne F. Jamie*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    To ensure that the science, technology, engineering, and mathematics (STEM) workforce of the future is inclusive of diverse peoples and ideas, there is a need to ensure that STEM outreach activities that encourage students into STEM education and careers are inclusive of and provide equity for people from diverse racial/ethnic, socioeconomic, and academic backgrounds. Since 2004, the National Indigenous Science Education Program (NISEP), based at Macquarie University, Sydney, has been using best ethical and inclusion strategies to engage with Australian Aboriginal and Torres Strait Islander school students and their communities. This publication discusses the inclusion and equity strategies utilized by NISEP, including community consultation, student leadership and autonomy, volunteer mentors, and the respectful and best practice use of Indigenous knowledge. These factors have all contributed to NISEP's success in increasing Aboriginal and Torres Strait Islander students' aspiration toward and engagement with secondary and tertiary education.

    Original languageEnglish
    Pages (from-to)245-251
    Number of pages7
    JournalJournal of Chemical Education
    Volume99
    Issue number1
    Early online date17 Aug 2021
    DOIs
    Publication statusPublished - 11 Jan 2022

    Keywords

    • Hands-On Learning/Manipulatives
    • High School/Introductory Chemistry
    • Minorities in Chemistry
    • Public Understanding/Outreach
    • Student-Centered Learning

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