lilnativegirlinSTEM

Indigenous peoples make up less than 5% of the Earth’s population but protect up to 80% of the world’s biodiversity. This is prevalent especially in the Arctic. But, careers in STEM and conservation do not reflect this reality. In the United States, Native Americans and Alaska Natives make up 1.6% of the United States population but only comprise 0.2% and 0.3% of science and engineering degrees respectively. This is profoundly concerning, as it signifies that our representation in obtaining mathematics, computer science, and engineering degrees is the smallest compared to any other demographic in the country. The statistics for women pursuing STEM related degrees are even more limited. In 2020, women were underrepresented among degree recipients at all degree levels in physical and earth sciences, mathematics and computer sciences, and engineering. These numbers tell a story.

Engineers and scientists play a vital role in achieving sustainable development goals (SDGs), yet it is undeniable that incorporating the invaluable knowledge held by Indigenous communities is essential to comprehensively address all 17 SDGs, which include gender equality.

One solution is creating a framework dedicated to instigating systemic changes in the education  landscape for Indigenous women and girls in the domains of science, engineering and conservation through lilnativegirlinstem. , therefore directing our students to leadership roles. The goal is to provide exceptional education, that is culturally informed, fostering limitless possibilities for the entire Arctic, and cultivating a community of STEM educated Indigenous women and girls that can come together in community. This also means directly investing in education programming and contributing to the social visibility of the organization.  This is about gender and the sustainability of our communities.