Ananda Marin is a Postdoctoral Fellow in the Department of Psychology at Northwestern University. She earned her Ph.D. in Learning Sciences from the School of Education & Social Policy at Northwestern. She has over a decade of experience working with families and students in community centers, museums, and community colleges. She served as Assistant Dean of Student Services at Harry S. Truman College where she worked closely with the Office of Instruction on classroom redesign projects and retention efforts. At the Chicago Children’s Museum she participated in the exhibit development process and co-facilitated a supplemental reading program with partner schools. Her current research focuses on the intersections between culture, development, orientations to the natural world, and science teaching and learning. In her dissertation she examined the relationship between attention, mobility, and learning about the natural world. She is currently engaged in a collaborative research project between the American Indian Center of Chicago, the Menominee Language and Culture Commission, Northwestern University, and the University of Washington. This community-based design research project aims to create science learning environments based on youth and families’ community practices. As a project member, she has served as a researcher, curriculum designer, and teacher.
Diversity in the sciences is essential if we are to address issues related to the use and distribution of natural resources in innovative and equitable ways. Today, conversations around environmental sustainability, food sovereignty, and climate change are prevalent in many Indigenous communities. For Indigenous peoples meeting the challenges posed by climate change is directly related to participation in the sciences among tribal members and descendants. However, American Indian and Alaska Natives are under-represented in the sciences. Educators and researchers have generated multiple theories to explain this under-representation, including the high rates at which Native students drop out of high school, limited mentorship opportunities, and limited post-baccalaureate funding [i]. While these explanations are informative and point us towards possible solutions, I have come to see success in the sciences through a different framework. Since 2005, I have participated in a community-based design research project. This collaborative project engaged community members and university researchers from the American Indian Center of Chicago, the Menominee Nation, Northwestern University, and the University of Washington in the design of culturally-based science programming. This work has taken a different approach to Indigenous representation in the sciences and asked how epistemologies, or ways of knowing, embedded in instructional environments and materials may impact achievement and ultimately career paths in the sciences among Native students [ii]. Read more