Cancer Biology and You: An Interactive Learning Event for Native American High School Students to Increase Their Understanding of Cancer Causes, Prevention, and Treatment, and to Foster an Interest in Cancer-Related Careers.

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ( N = 41) and European American ( N = 49) high school students. The Native American students endorsed marginally more interdependent representation of self and marginally less trust for teachers than did the European American students. While interdependent representations of self and trust for teachers were positively related for the Native American students, neither cultural representations of self were related to trust for teachers for the European American students. However, with respect to academic performance, interdependent representations of self and trust for teachers were positively related to academic performance for the Native American students. Conversely, independent and interdependent representations of self were positively related to academic performance for the European American students, but trust for teachers was not associated with academic performance. Finally, as predicted, culturally congruent representations of self predicted academic performance. Specifically, trust for teachers and interdependent representations of self positively predicted academic performance for Native American students, whereas only independent representations of self predicted academic performance for European American students. Implications for culturally congruent models of education are discussed.

PurposeThe purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.Design/methodology/approachIn total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed. Participants completed online coursework through Montana Digital Academy (MTDA). A theoretical model illustrates the successful adaptation of Native students to online learning.FindingsStudents' learning needs and the online learning environment were congruent. Course offerings at local high schools were limited, resulting in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met those needs. Students worked at their own pace and ability levels and enjoyed the challenge, freedom, and independence resulting from learning online. Students who frequently missed school were easily accommodated.Practical implicationsStudents' orientation toward education, such as attitudes toward learning and school, family influences, and interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by: feelings of independence working without face‐to‐face contact from a teacher; confidence gained when successfully completing assignments; and control felt from being in charge of their own learning.Originality/valueThis paper describes college‐bound Native American high school students' online learning experiences; research on this topic is practically non‐existent. The findings can benefit those who lack understanding of how Native students adapt to an online environment; educators are better equipped to create supports that promote academic success for Native American students.

A pilot study was conducted to determine changes in Native American high school students' knowledge and opinions about nursing after attending a 6-day residential summer nursing institute. To date, Native American high school students, particularly those interested in nursing, have not been well researched. Seventeen high school students affiliated with nine Northwest tribes participated in this study. A 66-item, investigator-constructed, pretest-posttest survey included 38 scaled (4-point Likert type) and 20 dichotomous items. Reliability estimates (Cronbach's alpha) were 0.72 and 0.85 for the pretest and posttest, respectively. This pilot study showed an increase in students' knowledge and opinions of professionalism, autonomy, and role importance in nursing after attending the summer nursing institute. A salient and culturally related reason for choosing nursing was to be important to one's tribe. Although the sample was small, the findings provide initial evidence supporting the effectiveness of a nursing education intervention with Native American high school students and an instrument that can measure its success.

Author details The Eppley Institute for Research in Cancer and Allied Diseases, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Chemistry, University of Nebraska—Lincoln, Lincoln, NE 68588, USA. Department of Pathology and Microbiology, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Cellular and Integrative Physiology, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Surgery, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Biostatistics, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Biochemistry and Molecular Biology, University of Nebraska Medical Center, Omaha, NE 68198, USA. Department of Genetic Cell Biology and Anatomy, University of Nebraska Medical Center, Omaha, NE 68198, USA.

We conducted a retrospective analysis of the University of Nebraska Medical Center (UNMC) College of Dentistry (COD) Class of 1961 to glean information that might be useful in the design of dental education programs in Nebraska and elsewhere. We scanned annual class newsletters, demographic statistics for students entering the UNMC dental program for each decade from 1961 to 2001, and UNMC COD alumni data for patterns and themes among thirty-two dental professionals. Eighty-four percent of those contacted provided responses to a survey. We found that, like current dental cohorts nationwide, the UNMC COD Class of 1961 is mostly of European ancestry (non-Hispanic) and male. But in contrast to current dental college graduates, the UNMC Class of '61 were able to rely upon self-employment and spousal and/or military support (GI Bill) to cover the costs of their dental education. They also were more likely to enter dental school before completion of an undergraduate degree and have a substantial work history before entering the UNMC dental program. Although the most common reason for attending dental school related to independence and financial security, "time with family" and "family vacations" were the next most important reasons cited for becoming dental professionals. Among '61 graduates, the average number of years spent in the dental profession is thirty-seven years. Despite the notable changes in dental technology and the continual need for updating knowledge and skill, eight members of the UNMC COD Class of 1961 continue to practice dentistry. Most maintain contact with other class members, providing support to former classmates and maintaining an identity with their alma mater, the University of Nebraska.

The purpose of this quantitative study was to identify the relationship between culture, family socioeconomic status and community infrastructure to financial knowledge and behavior of Native American high school students in Montana, New Mexico, and South Dakota. A secondary analysis of survey data gathered in the 2008 Oweesta Jump$tart Study was analyzed by conducting an ANOVA comparison of means. The National Jump$tart survey was administered at high schools with a high population of Native American students in Montana, New Mexico and South Dakota. In the original study, questions were added to the survey instrument to collect demographic data. This dissertation is a detailed analysis of the research findings and literature related to financial literacy, financial education, financial behavior, Native American culture, family socioeconomic status and community infrastructure. The theoretical foundation for this study is based on Bandura's social learning theory with the premise that learning occurs through reciprocal interaction of environmental, behavioral and personal factors. Results of this study found a relationship between culture, family socioeconomic status and community infrastructure and financial knowledge. A weak relationship was found between financial behavior and the independent variables. The researcher recommends using findings to develop a financial education curriculum that incorporates collaboration with families and community to provide an opportunity to increase financial literacy skills of Native American high school students. Further study is suggested to determine influences on financial behavior.

Over the past 10 to 15 years, a vast collection of studies have provided evidence indicating that reactive oxygen species (ROS), particularly superoxide (O2·−) and hydrogen peroxide (H2O2), contribute to the pathogenesis of cardiovascular diseases, such as heart failure and hypertension. Griendling et al1 first demonstrated that NADPH oxidase present in the vasculature is a primary source of the elevated ROS levels. Since these initial studies, NADPH oxidase-derived ROS in the kidney,2 heart,3 and brain4 have been linked to the development and progression of numerous cardiovascular-related diseases. More recently, however, mitochondria have also been identified as important sources of ROS in controlling cardiovascular function. Considering that mitochondria are the primary source of ROS in most cells during normal respiration because of the leaking of electrons from the electron transport chain (ETC), perhaps it should not be all that surprising that mitochondrial-produced ROS are involved in pathophysiological conditions of the cardiovascular system. To date, most of the evidence linking mitochondrial dysfunction and mitochondrial-produced ROS to the pathogenesis of cardiovascular diseases comes from studies on the peripheral renin-angiotensin system.5 For example, using a model of cardiac ischemic reperfusion injury, Kimura et al6 reported that angiotensin II (Ang II)-induced preconditioning is mediated by mitochondrial-produced ROS. The authors further demonstrated that Ang II-induced NADPH oxidase-derived ROS lie upstream of mitochondrial-produced ROS, thus, implicating a ROS-induced ROS mechanism. Similarly, it was demonstrated recently that, in aortic endothelial cells, Ang II-induced NADPH oxidase activation leads to an increase in mitochondrial ROS production, as well as mitochondrial dysfunction, as determined by a decrease in mitochondrial membrane potential and mitochondrial respiration.7 Together, these studies and others (detailed elsewhere5) clearly illustrate a role for mitochondrial-produced ROS and mitochondrial dysfunction in peripheral tissues in the pathogenesis of …

In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that can impact overall effectiveness. These challenges are further exacerbated when the cognate student population also faces significant disparities in health, wealth, and educational outcomes. We encountered both disadvantages and advantages in transitioning programming to online virtual formats. Challenges faced in delivering our programming during the pandemic included varied online accessibility, peripheral stressors, and disconnection to places and people. Despite these challenges, we found several benefits in remote delivery, some of which have alleviated barriers to program participation for Native American students. Some successes achieved by transitioning to fully remote programming included increased program reach, sustainability, and cultural relevancy. In this overview of the implementation of four online programs at the middle school, high school, and undergraduate levels, we highlight the challenges and successes experienced. Through this program description, we aim to provide insight into potential strategies to improve program delivery designed for Native American students during the SARS-CoV-2 pandemic and beyond.

The purpose of this study was to analyze the self-reported substance use among selected Native American high school students. In the population studied, 83.6 per cent reported having experimented with alcohol and an additional 43 per cent reported using some combination of alcohol and other drugs on a fairly regular basis. Native American students appear to use alcohol or drugs or some combination of these substances at levels similar to those of their non-Native American counterparts. It is important for educators to initiate programs which will enhance student self-esteem and decision making skills and result in a decrease in students' substance use.

Native American1 populations are systematically marginalized in the healthcare and public health workforce. One effective approach to reduce health disparities and improve health care delivery among Indigenous populations is to train more Native American health professionals who integrate academic and cultural knowledge to understand and influence health behaviors and perspectives. Diné College partnered with Northern Arizona University to develop the Navajo Native American Research Center for Health (NARCH) Partnership, funded by the National Institutes of Health. The high school component of the Navajo NARCH Partnership created the Indigenous Summer Enhancement Program (ISEP), a 1-week summer training program providing exposure to health careers and mentorship in pursuing public health careers for Native American high school students. ISEP utilizes the Diné Educational Philosophy (DEP), a Navajo conceptual framework to serve as the foundation of the program. In 2020–2021, due to COVID-19 restrictions, the DEP model had to be incorporated in the Navajo NARCH high school virtual program activities. ISEP used 2018 and 2019 past program evaluation data to inform the virtual programming. Students' perception of the program was collected using an online Qualtrics evaluation questionnaire. Students stated appreciation for program staff, fellow students, peer mentors and culturally relevant learning experiences in both virtual and in-person environments. Recommendations included: expanding the length of ISEP and continuing the hands-on activities and Public Health Leadership series.

Intervention Decision-Making for Persons with Amyotrophic Lateral Sclerosis

This article examines the implementation and evolution of Geographic Information Systems (GIS) instruction within a culturally responsive science, technology, engineering, and mathematics (STEM) outreach program for Native American high school students over a three-year period. Through detailed case studies and comparative analysis, we explore how different GIS platforms can support place-based learning and digital storytelling while addressing the unique educational needs of Native American students. The StoryMaps implementation emphasized individual creative expression and multimedia narrative development, enabling students to create sophisticated digital stories connecting personal experiences to geographic spaces. The Survey123 implementation focused on collaborative data collection and shared knowledge construction through campus mapping activities. Student outcomes demonstrate high levels of engagement and technical skill development across both platforms, with Survey123 showing particular effectiveness in accessibility and sustained participation. Our findings highlight the importance of technology selection that prioritizes pedagogical objectives over technical sophistication, the value of place-based learning approaches that honor Indigenous spatial knowledge traditions, and the potential for GIS integration to support both STEM skill development and cultural identity expression. This work contributes to understanding how digital mapping technologies can be implemented within culturally responsive educational frameworks while providing practical guidance for educators seeking to integrate spatial thinking into diverse STEM programming.

Underserved minority groups are disproportionately absent from the pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. One such underserved population, Native Americans, are particularly underrepresented in STEM fields. Although recent advocacy and outreach designed toward increasing minority involvement in health care-related occupations have been mostly successful, little is known about the efficacy of outreach programs in increasing minority enthusiasm toward careers in traditional scientific professions. Furthermore, very little is known about outreach among Native American schools toward increasing involvement in STEM. We collaborated with tribal middle and high schools in South Dakota and Nebraska through a National Institutes of Health Science Education Partnership Award to hold a day-long physiology, activity-based event to increase both understanding of physiology and enthusiasm to scientific careers. We recruited volunteer biomedical scientists and trainees from the University of Nebraska Medical Center, Nebraska Wesleyan University, and University of South Dakota. To evaluate the effectiveness of the day of activities, 224 of the ~275-300 participating students completed both a pre- and postevent evaluation assessment. We observed increases in both students self-perceived knowledge of physiology and enthusiasm toward scientific career opportunities after the day of outreach activities. We conclude that activity-based learning opportunities in underserved populations are effective in increasing both knowledge of science and interest in scientific careers.

Suicide represents the second-leading cause of death among American Indian/Alaska Native (AI/AN) youth aged 15-24 years. Data from the 2001 Bureau of Indian Affairs (BIA) Youth Risk Behavior Survey were used to examine the association between attempted suicide among high school students and unintentional injury and violence behaviors, sexual risk behaviors, tobacco use, and alcohol and other drug use. The study included students in BIA-funded high schools with 10 or more students enrolled in grades 9-12. Overall, 16% of BIA high school students attempted suicide one or more times in the 12 months preceding the survey. Females and males who attempted suicide were more likely than females and males who did not attempt suicide to engage in every risk behavior analyzed: unintentional injury and violence behaviors, sexual risk behaviors, tobacco use, and alcohol and other drug use. These data enable educators, school health professionals, and others who work with this population to better identify American Indian youth at risk for attempting suicide by recognizing the number and variety of health risk behaviors associated with attempted suicide.

ABSTRACTObjectives: Agriculture is one of the most hazardous industries in the United States. Within agriculture, livestock handling is particularly dangerous. While injury and fatality rates for bison handlers have not been reported, workers in many of the newly established tribal bison herds have limited safety training and animal handling experience, making this a vulnerable workforce. Veterinarians and herd managers, working with tribal bison herds, recognized the need for improvement in the working environment and for worker safety training. In response, partnerships were established and a pilot project was developed in order to characterize risks and hazards associated with bison handling under contemporary reservation field conditions. Individuals and organizations working as change agents included veterinarians at the University of Nebraska – Lincoln School of Veterinary Medicine, a tribal advocacy organization, the Intertribal Buffalo Council and researchers at the Central States Center for Agricultural Safety and Health at the University of Nebraska Medical Center. Methods: This is a mixed-methods study and data were gathered through closed and open-ended questions pertaining to bison worker safety hazards. A veterinarian gathered data through observational safety audits at bison herding locations. American Indian bison herd managers completed surveys using a convenience sampling method. Results: Findings indicate that the most common worker safety risks are associated with the use of high-stress handling methods and substandard facilities and equipment. Adverse environmental conditions also contribute to worker health risks. Most common causes of injuries included those caused by equipment and tools, adverse weather, and direct contact with animals. Conclusion: This collaborative research study contributes to a better understanding of hazards faced by tribal bison workers. Findings from this research influenced the ITBC in their decision to add worker safety and health training to the agenda of their yearly conference and promote tailgate trainings for their workers. UNL veterinarians have taken the lessons learned from this research and provided safety and health information to mangers of other non-tribal bison herds. This research partnership will continue with a 5-year research study focusing on best management practices and establishing training to improve the health and safety bison workers.