How Academic Summer Camps Chan

HOW ACADEMIC SUMMER CAMPS CHANGE THE ATTITUDE OF NATIVE
AMERICAN MIDDLE SCHOOL STUDENTS RELATIVE TO THE STEM FIELDS
By
George L. Shipley Jr.
B.S., University of Dayton, 1983

M.B.A., Xavier University, 1986
M.E., Wright State University, 2013
A Dissertation Submitted
in Partial Fulfillment of the Requirements for
the Degree of Doctor of Education
Division of Educational Leadership

Adult and Higher Education Program in the Graduate School
University of South Dakota
December 2019
ProQuest Number: 27543665
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2019
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iii
ABSTRACT
Native Americans have historically been significantly underrepresented in the career

fields of science, technology, engineering, and mathematics (STEM). As of 2013, one
tenth of one percent (.1%) of all STEM bachelor degrees earned in the U.S.A. were earned
by Native Americans. The purpose of this research is to determine if the attitude and career
aspirations of Native American middle school students toward STEM are changed if they
attend a residential academic summer camp. The camp used for the study is the three-day
residential Science Educational Partnership Award Health and Science Fun Camp (SEPA).
The camp is an educational outreach science camp for Native American middle school
students from Nebraska and South Dakota. The results indicate that SEPA Health and
Science Fun Camp did not change the attitude of Native American middle school students
in terms of STEM importance, relevance, and student academic ability. The SEPA Health
and Science Fun Camp also did not make a change between male and female attitude.
However, SEPA does an excellent job selecting students that are interested in STEM and
have high self-efficacy. The mean results of the surveys indicate the students attending the
SEPA camp value the importance and relevance of STEM, pre.and post camp. The mean
results also show the SEPA camp participants came in the camp with and maintained a
high self-efficacy. To get these results and the best fit for students, SEPA allows math and
science teachers at the participating schools to select the camp participants.
Dissertation Advisor
Dr. Karen Card
iv
ACKNOWLEDGEMENTS
I want to acknowledge my momma, Rubie Mae Shipley, for her love and always being
the best mother a guy could ask for. Thanks to my father, George L. Shipley Sr., who I hear in
my ear more and more everyday. My son, George L. Shipley III, for being a great son. Thanks to
my grandbabies, Aiden and Teddy (George L. Shipley IV). My brothers and sisters, Marie,
Carlos, Ernest Lee, Crystal, Linda, George, Michael, Deniece. To my nieces and nephews –
thanks. Thanks to everyone I have meet on my life journey.
Thanks to Dr. Card and my dissertation committee, Dr. DeJong, Dr. Santo, and Dr.
Godfrey.
v
TABLE OF CONTENTS
PAGE
Doctoral Committee.......................................................................................................................iii
Abstract…………...........................................................................................................................iv
Acknowledgments........................................................................................................................... v
Table of Contents ...........................................................................................................................vi
List of Tables ................................................................................................................................. x
Chapter
1. Introduction .........................................................................................................................1
Statement of the Problem……… ............................................................................3
Purpose of the Study................................................................................................5
Research Questions……….. ...................................................................................5
Significance of Study ..............................................................................................6
Background and Role of the Researcher..................................................................6
Definition of Terms..................................................................................................8
Limitations and Delimitations of Study...................................................................9
Organization of Study ...........................................................................................10
2. Review of Related Literature ............................................................................................11
STEM Career.........................................................................................................11
Student Attitude Toward STEM............................................................................12
Native Americans and STEM................................................................................13
The Reservation System in South Dakota ............................................................14
Rosebud Reservation: South Dakota ........................................................17
vi
Sisseton Reservation: South Dakota .........................................................18
Yankton Reservation: South Dakota..........................................................18
Ponca Reservation: Nebraska....................................................................19
Omaha Reservation: Nebraska...................................................................19
Santee Sioux Reservation: Nebraska.........................................................19
Winnebago Reservation: Nebraska............................................................20
Boarding Schools...................................................................................................20
Rural Schools.........................................................................................................20
Overview of Summer Camps.................................................................................22
Student Growth Through Academic Summer Camps...........................................23
Benefits of Academic Summer Camps..................................................................25
Students Get Acclimated to On-Campus Life...........................................26
Students Get a Chance to Experience College Classes..............................27
Students Get a Chance to Learn About Potential Majors..........................27
Benefits of Academic Summer Camp for Young Females........................27
Conclusion ............................................................................................................28
3. Research Methodology .....................................................................................................29
Research Questions ...............................................................................................30
Research Design.....................................................................................................30
Camp Structure .....................................................................................................31
Population..................................................................................................31
Instrumentation .........................................................................................31
Data Collection .........................................................................................32
vii
Data Analysis ............................................................................................32
4. Results................................................................................................................................33
Response Rate........................................................................................................33
Student Demographics...........................................................................................34
Results Related to the Research Questions............................................................35
Native American Middle School Student Attitudes About the Importance
of STEM Change.......................................................................................35
Native American Middle School Student’s Attitudes About the Relevance
of STEM....................................................................................................36
Native American Middle School Student Attitudes Change About Their
Academic Ability (Self-Efficacy)..............................................................37
Native American Middle School Student Attitudes About the Importance,
Relevance, and Academic Ability (Self-Efficacy) of STEM Based on
Gender……………………………………………………………………38
Recommendations for Future Research………………………………….38
References for Chapter 1, 2, 3, and 4.....................................................................40
5. Manuscript ........................................................................................................................56
Abstract .................................................................................................................57
Introduction............................................................................................................58
Method...................................................................................................................61
Data Collection..........................................................................................61
Data Analysis ............................................................................................62
Results....................................................................................................................62
viii
Response Rate……………………………………………………………62
Results Related to the Research Questions…………………………...….63
Native American Middle School Student Attitudes About the
Importance of STEM Change…………………...…………….…63
Native American Middle School Student’s Attitudes About the
Relevance of STEM…..…………………………….……………64
Native American Middle School Student Attitudes Change About
Their Academic Ability (Self-Efficacy)…………..……………..65
Native American Middle School Student Attitudes About the
Importance, Relevance, and Academic Ability (Self-Efficacy) of
STEM Based on Gender…....…………………………………....66
Discussion……………………………………………………………..…66
Conclusion…………………………………………………………….…69
References for Chapter 5.......................................................................................70
Appendices
A. SEPA Health & Science Camp Letter and Flyer ........................................................74
B. Research Consent Form ..............................................................................................78
C. Student Attitude Survey ..............................................................................................84
D. Survey Permission Letter……………………………………………………….……90
ix
List of Tables
Tables in Chapters 1-4
1. Demographics of Participants……………………………………………………………34
2. Pre and Post Camp Importance Means……………………………………………..……35
3. Pre and Post Camp Importance Mean Square…………………………………………....36
4. Pre and Post Camp Relevance Means……………………………………………………36
5. Pre and Post Camp Relevance Mean Square………………………………………….…37
6. Pre and Post Camp Academic Ability Means…………..………………………………..37
7. Pre and Post Camp Academic Ability Mean Square…..……….………………………..38
8. Pre and Post Camp Gender Mean Squares..…………..………………………………....38
Tables in Chapter 5
1. Pre and Post Camp Importance Means……………………………………………..……63
2. Pre and Post Camp Importance Mean Square…………………………………………....64
3. Pre and Post Camp Relevance Means……………………………………………………64
4. Pre and Post Camp Relevance Mean Square………………………………………….…65
5. Pre and Post Camp Academic Ability Means………..…………………………………..65
6. Pre and Post Camp Academic Ability Mean Square…...………………………………..66
7. Pre and Post Camp Gender Mean Squares……………………………………………....66
8. Best Practices…………………………………………………………………………….68
x
1
CHAPTER 1
Introduction
As of 2013, one tenth of one percent (.1%) of all STEM bachelor degrees earned in the
U.S.A. was earned by Native Americans (Byrd, Dika, & Ramlal, 2013). Organizations such as
the Society for Advancement of Chicanos and Native Americans in Science (SACNAS), the
Hispanic Association of Colleges and Universities (HACU), and the National Action Council on
Minorities in Engineering (NACME) are emphasizing education in STEM fields for Native
Americans (Horwedel, 2006). Historically, Native Americans, Blacks, and Hispanics/Latinos
have been underrepresented in the career fields of science, technology, engineering and
mathematics (Horn, 2004; Lewis, Menzies, Najera, & Page, 2009; National Action Council on
Minorities in Engineering, 2014). These observations are very disconcerting when combined
with the 2007, 2011 and 2015 scores from the Trends in International Mathematics and Science
(TIMSS) tests and the math scores from 2007, 2011, and 2015 National Assessment of
Educational Progress (NAEP) tests, for all American and Native American students. According
to the test results, growth for all American students is basically flat from 2007 to 2015. Native
American scores have negative growth between 2011 and 2015. This situation hampers the
number of Native Americans that graduate high school and move on to college. The number of
Native Americans that do not graduate high school is twice as large for Native Americans that
live on reservations versus Native Americans that do not live on reservations.
Knowledge in STEM fields is necessary for keeping up with today’s scientific and
technological advances. A country’s population having STEM skills is needed to enhance the
economy and international competitiveness of that country (Mihyeon, Cross, & Cross, 2017).
Globally, there is an emphasis on science, technology, engineering, and mathematics (STEM)

2
education for all students. Gibson (2015) claimed “as a global society; we need every child
across the continent, every child in every country to be educated to their fullest potential and be
contributing because we need them” (p. 8). American students are pulling away from the
countries below us in testing, but we are losing ground in math and science to the countries
above us (Bhattacharyya, Nathaniel, & Mead, 2011; Davis & Hardin, 2013). Over the last 30
year period, fewer students have been entering STEM majors while STEM oriented career
positions are increasing (Britner & Pajares, 2006). If these trends continue, America runs the risk
of becoming less competitive internationally, less innovative in terms of technology, as well as
less powerful economically and politically (Mihyeon et al., 2017).
Research shows low performances in math and science negatively impact student
attitudes and student science identity toward STEM classes and careers. Science identity is
defined as,
a combination of students’ self-perceptions and interest in science and science related
work, wherein students see themselves as individuals who enjoy science, find it relevant
in their lives, feel confident in their science abilities, and want a career in science.
(Gilmartin, Denson, Li, Bryant, & Aschbacher, 2007, p. 982)
Children tend to enjoy math and science in primary school but lose interest and motivation in
secondary school (Aschbacher, Ing, & Tsai, 2014). The cause of this negative change is the
perception that science and math classes are difficult, the perception that science is not relevant,
and low academic ability in terms of math and science (Bhattacharyya et al., 2011; George,
2006). Perceived low mastery of STEM subjects by teenagers is negatively impacting positive
academic ability in terms of STEM and directly impacting low student persistence in STEM
subjects (Britner & Pajares, 2006). Of Albert Bandura’s four dimensions of self-efficacy
3
(mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal) self-
efficacy (academic ability) based on mastery is the best indicator of a student having the
resiliency and perseverance necessary for a STEM career (Bandura, 1977). Students that do not
go into STEM fields end up choosing a social science educational track in secondary school and
higher education because they view social sciences as a field that is easy and helps others
(Bhattacharyya et al., 2011). This is especially true for Native American students, who are
statistically more inclined to major in social sciences than other groups of students (Czujo,
2010).
Statement of the Problem
According to 2007, 2011, and 2015 Trends in International Mathematics and Science
(TIMSS) and 2007, 2011, and 2015 National Assessment of Educational Progress (NAEP), math
and science scores of all American students are dropping, and all American students are losing
ground internationally in math and science to the top countries (Bhattacharyya, Nathaniel, &
Mead, 2011; Davis & Hardin, 2013). This is especially troubling in America because fewer
students have been entering STEM majors while STEM oriented career positions have been
increasing for the past 30 years (Britner & Pajares, 2006). The overall problem is if these trends
continue, America runs the risk of becoming less competitive internationally, less innovative in
terms of technology, as well as less powerful economically and politically.
Historically, Native Americans have been significantly underrepresented in the career
fields of science, technology, engineering and mathematics (STEM) (Horn, 2004; Lewis,
Menzies, Najera, & Page, 2009; National Action Council on Minorities in Engineering, 2012 &
2014). Native American students are underrepresented in STEM fields because they are more
likely to pursue a business or social science education than other groups of American students
4
(Czujko, 2010; Horn, 2004; Lewis et al., 2009; National Action Council for Minorities in
Engineering 2012 & 2014). The continuation of these trends means Native Americans will fall
behind globally and fall behind other groups of people in terms of their position on the
technology curve. This can contribute to America’s international competitive positions of
innovation, economic, and political power being threatened.
An additional problem for Native Americans is the achievement gap. One contributing
factor to the Native American achievement gap is the summer slide, which is the learning lost
when students do not engage in educational activities during the summer (Green et al., 2011).
When school begins in the fall, research shows students perform on average approximately one
month behind where they were performing at the end of the previous school year (Cooper, Nye,
Charlton, Lindsay, & Greathouse, 1996). This summer slide impacts students of different races,
genders, and socioeconomic status differently. The largest impact is based on the income status
of a student. Low-income students lose a month worth of skills, while higher income students
lose little of their skills, none of their skills or even make gains over the summer (Heyns, 1978,
1987). Benson and Borman (2010) confirmed that high-income students generally gained
academically over the summer while middle class students held their skills constant and low-
income students lost some of their skills. The summer slide is cumulative and creates the
achievement gap between low-income and higher income students (McCombs et al., 2011).
Based on the research it is estimated that the summer slide in the first five years of schooling
accounts for two-thirds of the reading achievement gap by a student’s ninth grade (Alexander,
Entwisle, & Olson, 2007). This study is the first step to identifying the problems and future
research paths.
5
Purpose of the Study
The purpose of this research is to determine if the attitude and career aspirations of
Native American middle school students toward STEM are changed if they attend a residential
academic summer camp (Nugent, Bradley, Grandgenett, & Adamchuk, 2010). Based on a
literature review, ideally, academic camps should be a) residential, b) include morning and
afternoon academic classes/activities, c) have real-world speakers who discuss specific career
fields, d) have a highly qualified staff (professors that are teaching material they know and have
a passion for), e) use technology, f) have effective hands-on project-based teaching, and g)
include field trips (museums, etc.) and balance academics with recreational and social activities
(Bischoff et al., 2008; Chacon & Soto-Johnson, 2003; Davis & Hardin, 2013; Konur, Seyihoglu,
Sezen, & Tekbiyik, 2011; Mihyeon et al., 2017; Weist, 2008). The literature also shows that
STEM identity is more impacted by camp pedagogy than whether a camp is single-sex or co-
educational (Hughes, Nzekwe, & Molyneaux, 2013). Finally, the literature review explores the
possibility that academic camps can impact student career choices and college recruitment
(Redding, Riech, & Prater, 2004).
Research Questions
The following research questions directed this query:
1. To what extent do Native American middle school student attitudes about the importance
of STEM change for those who have participated in a STEM oriented residential summer
camp?
2. To what extent do Native American middle school student’s attitudes about the relevance
camp?
6
3. To what extent do Native American middle school student attitudes change about their
academic ability (self-efficacy) after they have participated in a STEM oriented
residential summer camp?
4. To what extent are Native American middle school student attitudes about the
importance, relevance, and academic ability (self-efficacy) of STEM based on the gender
of those who have participated in a STEM oriented residential summer camp?
Significance of the Study
Students in primary school enjoy science but lose their interest and start disliking science
in secondary school. Students perceiving science classes as difficult can drive this attitude
change (George, 2006). As a result, students on the higher education level are avoiding STEM
education and moving into social science majors and career fields. This is especially true for
Native American students. This study is significant because it will determine if residential STEM
camps positively impact the interests and career choices of Native American secondary school
students (Bhattacharyya et al., 2011). Knowing if there is a significant impact is important for
reversing the previously stated negative trends and in effect, improving our national standing in
terms of international competition, technological innovations, and economic power.
Background of the Researcher
In 2007, my first year as a K-12 teacher, I taught in El Paso, Texas at Canyon Hills
Middle School. The school’s students live in a neighborhood that has a history of gangs, drugs,
and violence. I realized most of the parents of my students were not college graduates, and the
students had no perspective of what college life entailed. For my students, college was an
abstract idea. I raised $8,000, and partnered with the University of Texas El Paso (UTEP)
ExcITES Summer Engineering Camp, and the UTEP College of Education to send 100 students
7
to a weeklong engineering day camp. My goal for the camp experience was to make college
tangible for my students. After this first experience with UTEP, I decided that camps were
valuable, and sending kids to camps became a passion for me.
In 2011, I took a position with the Todd County School District in Mission, South
Dakota. I became aware of a dormant partnership Todd County had with the University of
Nebraska Medical Center’s Monroe-Meyer Institute Science Education Partnership Award
Program. The Science Education Partnership Award Program sponsors a Health and Science Fun
Camp that is a three-and-a-half-day residential camp for middle school students who attend a
Science Education Partnership Award Program partner school on Native American reservations
in Nebraska and in South Dakota. The camp focuses on a variety of science and wellness themes
that provide enrichment beyond the regular classroom. Since the partnership with the Science
Education Partnership Award Program, I have partnered with the following summer academic
camps: University of South Dakota’s Lawrence Brothers Science Camp, Dakota State
University’s Gen Cyber Security Girls Camp, South Dakota School of Mines and Technology’s
Gen Cyber Girls Camp, Indians Into Medicine Camp at North Dakota University, and Missouri
State University’s Sports Medicine and Athletic Training Camp.
My experience made me a firm believer that residential academic summer camps add
value to student personal growth, student confidence, and student comfort in terms of being away
from home and on a college campus, student social skills and parental comfort with students
being away from home. My purpose continues to include giving my students the exposures and
the experiences through camps that are not available to them at school or home.
8
Definition of Terms
The following are terms relevant to this study. The researcher developed all definitions
unaccompanied by a citation.
Academic Ability: One's belief in one's ability to succeed in specific situations or
accomplish a task (Bandura, 1994).
Achievement Gap: The disparity in academic performance between groups of students.
The achievement gap shows up in grades, standardized test scores, course selection,
dropout rates, and college completion rates (Ansell, 2011).
National Assessment of Educational Progress (NAEP): National knowledge
assessment of American 4th, 5th, and 8th grade students in the fields of math, science,
reading, writing, the arts, civics, economics, geography, U.S. history, and technology and
engineering literacy (NCES, 2018).
Residential Academic Summer Camp: Summer youth camps concentrating on
academics that are operated at educational facilities with dorms in which campers attend
structured academic programming while living apart from relatives, parents, or legal
guardians.
Social Sciences: A branch of science that deals with the institutions and
functioning of human society and with the interpersonal relationships of
individuals as members of society (Merriam-Webster, 2018).
Social Skills: The personal skill needed for successful social communication and
interaction (Riggio, 1986).
STEM: An acronym that represents the academic areas of science, technology,
engineering, and mathematics (Merriam-Webster, 2018).

9
Summer Slide: the tendency for students, especially those from low-income families, to
lose some of the achievement gains they made during the previous school year (Quinn &
Polikoff, 2017).
Trends in International Mathematics and Science Study (TIMSS): International
assessments of 4th and 8th graders conducted every four years in the areas of mathematics
and science (NCES, 2018).
Limitations and Delimitations
The following factors may impact the results of the study and/or limit the generalizable
ability of the study:
1. The research focused exclusively on Native American middle school students that
live on reservations. Therefore, the results may not be generalizable to middle
school students of other races or Native American students that do not live on
Native American reservations.
2. The students in the study are Native American students from reservations in South
Dakota and in Nebraska. Therefore, the results may not be generalizable to Native
American students from other regions throughout the country.
3. The study is limited to camps that are specifically structured as the camp in this
study (Appendix A). The structure of the camp is:
a. Residential (students live in on-campus dorms)
b. Three days in length
c. The camp has a theme
d. Scheduled academic activities taught by college professors and graduate
students
10
e. Scheduled social and recreational activities
f. Off-campus field trips
Organization of the Study
This study will be structured into five chapters. Chapter 1 will state the problem, explain
the purpose of the study, state the significance of the study, and explain how the problem will be
studied. Chapter 1 includes an introduction, statement of the problem, the purpose of the study,
research questions, significance of the study, definition of terms, limitations and delimitations of
the study, and assumptions of the study. Chapter 2 contains a review of the literature. Chapter 3
describes the research methodology used, population studied, and how the data was collected and
analyzed. Chapter 4 will provide the results of the study and will answer the research questions.
Chapter 5 will discuss the findings, summarize the study, draw conclusions, and make
recommendations for future research.

11
CHAPTER 2
Review of Related Literature
This chapter discusses the literature concerning residential summer camps, student
attitudes about STEM, and STEM career aspirations. The purpose of this research is to determine
if the attitude and career aspirations of Native American middle school students toward STEM
are impacted if they attend a residential academic summer camp. General research has been done
in the STEM area, yet this research looks at STEM attitudes and career aspirations in terms of
Native Americans, middle school age, gender, and residential summer camps.
STEM Career
How to motivate students to pursue careers in STEM fields is a major concern in
American education (Bhattacharya et al., 2011). Fewer American students are choosing science
careers, and there are fewer science graduates in the pipeline. This condition is placing America
at risk of becoming less competitive and less significant as a world power (Committee on
Science, Engineering, and Public Policy, 2007; Davis and Hardin, 2013; Mihyeon et al., 2017;
NRC, 2009). Research has identified gender, K-12 experience with science, ideas about science
and scientist, and family as factors that are impacting the decision to pursue a STEM career
(Barab & Hay, 2001; Catsambis, 1995; Ferguson & Mehta, 2002). Another problem facing
students in terms of choosing a STEM career is the lack of time and resources in high schools for
career counseling (Myrick & Carrow, 1987). The research shows that a secondary school student
might only receive 20 minutes of career counseling in a school year from a trained school
counselor (Tugend, 1984). Secondary schools have to correct this and implement an effective
career development program (Tang, Pan, & Newmeyer, 2008). The research also shows that
12
students have a strong interest in learning science when they are young, but many lose interest by
high school (Aschbacher, Ing, & Tsai, 2014; Maltese & Tai, 2010).
Student Attitude Towards STEM
Today’s research is more about how students feel about science than what they know
about science (Maoz & Rispon, 1990). The research shows students have a decline in their
attitude toward science while in middle school (Bhattacharyya et al., 2011). Students are
deciding STEM subjects are too challenging, boring, and uninteresting (Mohr-Schroeder et al.,
2014). This trend is exponentially more important for Native Americans because they are already
underrepresented in STEM fields, and they are more likely to major in education and social
sciences than any other ethnicity (Czujko, 2010).
Fishbein and Ajzen (1975) defined attitude as a learned response in a consistently
favorable or unfavorable manner toward an attitude object. Whether one has a positive or
negative attitude toward STEM subjects is dependent on one’s relevant beliefs (relevancy of
STEM is one of the variables measured in the study) (Thomas, 1988). When attitude and belief
are positively influenced, then interest is positively influenced too (Wyss, Heulskamp, & Siebert,
2012).
Students are highly influenced to like or dislike the study of STEM classes in school.
Student attitudes and beliefs are impacted by teachers (Thomas, Pederson, & Finson, 2001),
classroom activities (Ornstein, 2006; Siegel & Ranney, 2003), academic ability (George, 2000),
and media images (Pederson & Thomas, 2006; Rubie-Davies, 2006). Teachers have to be aware
of this and prepare to positively persuade students to like STEM classes (Shrigley, 1978).
Researchers state the best way to persuade and sell students on STEM is through interventions in
the form of academic summer camps and extracurricular STEM activities (Nugent et al., 2010).
13
Students may believe that these activities are the real science processes and value them over
STEM classes at school (Hofstein & Welch, 1984).
Native Americans and STEM
As of 2013, one tenth of one percent (.1%) of STEM bachelor degrees was earned by
Native Americans (Byrd, Dika, & Ramlal, 2013). In 2008, 1.58 million total bachelor degrees
across all majors were earned, and only 10,800 of those degrees were earned by Native
Americans (Czujko, 2010). The 10,800 degrees earned by Native Americans is a 40% increase
from the 7,700 degrees earned in 1998. Even with the increase, Native Americans earn less than
1% of the total amounts of bachelor degrees awarded in America annually. Of the 10,800 earned
degrees, only 880 of these degrees are in the STEM fields (Czujko, 2010). The 880 degrees in
STEM represents two decades of an increased effort to address diversity in science and
engineering (Einaudi, 2011; Lewis et al., 2009).
A major contribution to this shortfall is Native American students are more likely to
major in education and social sciences than any other ethnicity (Czulko, 2010). To change this,
the research is suggesting a two-prong approach to increasing Native American STEM degrees.
The first approach is to motivate Native American students to pursue STEM with culturally
relevant science programs (Kant, Burckhard, & Meyers, 2018; Miller & Roehrig, 2016; Stevens,
Andrade, & Page, 2016). Making STEM relevant and engaging to the Native American includes
culturally based teaching, utilizing games such as snow snakes (Miller & Roehrig, 2016) and
changing the perspective that STEM majors are privileged pursuits and not caring professions
(Kant et al., 2018). The second approach is to change the culture of the institution so targeted
demographics can be retained in STEM majors at the university level (Tomasko, Ridgway,
Waller, & Olesik, 2016).

14
Culturally based teaching is not about using racial pride as a motivator but more about
using a culture’s learning styles and tools (Kant et al., 2018). To understand Native American
culture, one must be aware of Native American history, traditions, customs, ethnic background,
and community involvement (Yelle, Kenyon, & Carter, 2011). Based on culture, out of class
activities should be safe for kids to get involved without the fear of failing. Universities also
have to change culturally to provide a university experience that matches a diverse student body
and the cultures within that group. Universities have to go beyond the norm and possibly adopt
the following (White et al., 2006):
• Be connected with social programs and diverse cultural clubs.
• Analyze retention needs in terms of cultures.
• Hire a cultural diversity director and make the position a direct report to the
school president.
• Create and build a multicultural center.
• Actively target and recruit a culturally diverse student body.
• Run culturally diverse academic summer camps for K-12 students.
The Reservation System in South Dakota
The students in this study are Sioux (Lakota, Nakota, and Dakota), and they are from the
Rosebud Reservation, the Omaha Reservation, the Santee Sioux Reservation, the Winnebago
Reservation, the Sisseton Reservation, the Yankton Reservation, and the Ponca Reservation. The
reservation system was created to remove and keep Native Americans off lands European
Americans wanted to settle (Kahn Academy, 2018). An Indian reservation is land reserved for
and managed by a Native American tribe. A tribe’s sovereignty on a federally recognized Native
American Reservation is limited by federal and state laws (Elliot, 2016).

15
Treaties between Native Americans and American officials resulted in the relocation of
Natives or the loss of their land. In 1824, the Office of Indian Affairs was created to manage the
land issue. In 1830, the Indian Removal Act institutionalized the removal of Native Americans
east of the Mississippi River. These Native Americans were relocated (Cherokee, Chickasaw,
Choctaw, Creek, and Seminole) to Indian Territory, which became Oklahoma, Nebraska, and
Kansas (Elliot, 2016; Kahn Academy, 2018). This relocation became known as The Trail of
Tears. During this time period, the Lakota, Dakota, and Nakota were forced into South Dakota
and Nebraska (DPLA, 2018).
More displacement of Native Americans was due to the Manifest Destiny doctrine. In
1851, the Indian Appropriations Act also known as the Appropriation Bill for Indian Affairs,
authorized the establishment of Indian Reservations throughout the west (Elliot, 2016; Kahn
Academy, 2018). Life on the reservations was difficult because the United States government did
not support the tribes with food and supplies as promised. The life hardships were exasperated
due to a tribe’s ability to hunt, fish, and gather food being severely limited and the reservation
land was unsuitable for farming (Elliot, 2016; U.S. History, 2018). During this time, Native
Americans were subjected to paternalism, racism, greed, and cultural annihilation (Elliot, 2016).
Faced with disease, alcoholism, and despair on the reservations, federal officials changed
directions. The Dawes Act of 1887, also known as the Dawes Severalty Act of 1887 or the
General Allotment Act, was created to destroy reservations and to motivate Native Americans to
assimilate American culture as landowners while eliminating tribal councils and Native
American religions (Elliot, 2016; Kahn Academy, 2018; U.S. History, 2018). The law not only
divided the reservation into privately owned allotments, but it also changed the legal status of
Native Americans from tribal members to individuals subject to federal laws (Elliot, 2016). The
16
Dawes Act allowed another 90 million acres of Native land to be sold to European Americans
(Kahn Academy, 2018). Much of this land was sold to the railroad companies. In 1934, President
Roosevelt supported the Indian Reorganization Act also known as the Indian New Deal (Elliot,
2016; Kahn Academy, 2018). This law allowed Native Americans to organize and form their
own tribal governments and ended the land allotments created by the Dawes Act.
Currently, 22% of the 6.6 million Native Americans live on tribal land and the conditions
today on reservations are comparable to Third World nations (Native American Aid, 2018). The
largest employers on most reservations are usually school districts, tribal governments, and
federal governments. Having no Fortune 500 organization as a cornerstone employer leads to a
scarcity of jobs, translates into a high unemployment rate, and low quality of life on reservations.
The poverty rate for Native Americans on reservations is 26% (Krogstad, 2014). This is twice as
high as the 12.7% national average.
There is a housing crisis on reservations. An estimated 90,000 homeless or under housed
Native American families are living on reservations (Native American Aid, 2018). 30% of
Native American housing is overcrowded with multiple families living together, and it is not
uncommon for three or more generations to live in a single dwelling. Combine this with the fact,
that 40% of on-reservation housing is considered substandard and/or inadequate; it becomes
clear why there is a housing crisis (Native American Aid, 2018). Economists explain the housing
issue with the Tragedy of the Commons Theory (Investopedia, 2018; Koppisch, 2011).
Communal land ownership leads to substandard housing and the barren, rundown look that
comes from the lack of investment and overuse. Tragedy of the Commons is a worldwide
condition, wherever secure property rights are lacking. This condition exists in much of Africa,
17
South America, inner city housing projects, and rent-controlled apartment buildings in the United
States, as well as on Indian reservations (Koppisch, 2011).
Fifty-five percent of Native Americans depend on Indian Health Services (IHS) for
medical care (Native American Aid, 2018). IHS is underfunded and only provides for an
estimated 60% of the health needs of Native Americans on reservations. The shortage is acute in
terms of preventive health care (Native American Aid, 2018). The health statistics for Native
Americans on the reservation are (Native American Aid, 2018):
• 177% more likely to die from diabetes
• 500% more likely to die from tuberculosis
• 82% more likely to die from suicide
• Higher than the national average for cancer
• Infant death rate 60% high than the national average
Red Cloud, one of the most important Lakota Leaders, stated, “They made us many
promises, more than I can remember, but they never kept but one; they promised to take our
land, and they took it” (Elliot, 2016, p. 1). The reservation system has led to a loss of culture, and
disparities of wealth and health between Native and European Americans (DPLA, 2018). A loss
of culture has created a lost people. The loss of culture and the differences in economics and
healthcare are reflected today in incarceration rates, suicide rates, unemployment rates, longevity
rates and other problems unique to the reservation (DPLA, 2018).
The students in this study are Sioux (Lakota, Nakota, and Dakota) and they live on the
following reservations (Native American Aid, 2018; U.S. Department of the Interior, 2018):
Rosebud Reservation: South Dakota. Rosebud is the seventh largest Native American
Reservation in America. It is the home of the Sicangu Sioux (Burnt Thigh), one of the seven
18
bands of the Tetonwan Lakota (people on the plains). The Tetonwan Lakota is one of the Seven
Council Fires of the original Lakota, Nakota, and Dakota. The Ft. Laramie Treaty created the
Lakota Reservation (The Great Sioux Reservation) in 1868. Six years later, gold was discovered
in the Black Hills. In 1889, eight million acres of land were confiscated from the Lakota, and
The Great Sioux Reservation was divided into five smaller reservations. The Sicangu were
assigned to live on the Rosebud Reservation. The Rosebud Reservation is Todd, Mallette, Tripp,
Gregory, and part of Lyman counties. Today the Rosebud Reservation is economically
depressed, unemployment is over 65%, more than 40% of the population live below the poverty
line, there is a significant housing shortage with more than 500 boarded up units, and the school
system is ranked as one of the worst public school systems in South Dakota. Tribal enrollment is
33,210, and 11,000 enrolled members live on the reservation (Native American Aid, 2018).
Sisseton Reservation: South Dakota. The Sisseton Reservation was created by the
partition of the Great Sioux Reservation in 1889. The Sisseton-Wahpeton Sioux (people of the
marsh and people dwelling among the leaves) are Dakota and two bands of the Santee. The
Santee is an original member of the Seven Council Fires. The tribes generate income through
farming, ranching, and a small plastic bag factory. The reservation has an unemployment rate
over 50%. Tribal enrollment is 12,389, and 4,730 enrolled members live on the reservation
(Native American Aid, 2018).
Yankton Reservation: South Dakota. The Yankton are Nakota and an original member
of the Seven Council Fires (dwellers at the end). From 1830 to 1837, the Yankton lost 2.2
million acres of land to Iowa and another 11 million in 1858. They lost their remaining lands in
1860 and moved to the Yankton Reservation in South Dakota. The reservation was originally
435,000 acres, but much of that was lost to homesteaders, and the reservation is currently 37,000
19
acres. The Yankton Reservation did not accept the terms of President Roosevelt’s 1934 Indian
Reorganization Act (the New Indian Deal), so they receive less federal funding than other
reservations that accepted the New Indian Deal. Since the reservation has fewer federal dollars
and no industry, their schools are underfunded, and unemployment is over 50%. Tribal
enrollment is 11,594, and 4,600 of enrolled members live on the reservation (Native American
Aid, 2018).
Ponca Reservation: Nebraska. The Ponca is a small tribe that historically was forced to
move constantly by other tribes and settlers. The Fort Laramie Treaty of 1877 forced the Ponca
to Oklahoma. When Chief Standing Bear’s son died, the Ponca tried to return to Nebraska to
bury him. Even though they were stopped by the military, over time, the Ponca were given a
small reservation and allowed to return to their Nebraska homeland. Economically the Ponca
have been given permission to open a casino in Carter Lake, Iowa. The Prairie Flower Casino
opened November 1, 2018. The reservation is 819 acres, and the tribal enrollment is 4,185 with
1,654 members living on the reservation (Native American Aid, 2018).
Omaha Reservation: Nebraska. The Omaha people are originally from Ohio. They
moved to Nebraska around 1700 and were forced to a reservation in 1855. In 1865, the
government sold half their reservation to the Winnebago Tribe. The tribe generates income via
farming, a casino, and a resort. 33% of tribal members live below the property line. Tribal
enrollment is 5,427 and 2,600 live on the reservation (Native American Aid, 2018).
Santee Sioux Reservation: Nebraska. The Santee Sioux are Dakota and an original
Seven Council Fire member. They were relocated on the Missouri River in 1863. When the
Gavins Point Dam was built in the 1950s, the reservation had to be relocated to higher ground.
20
Economically there is no industry, so 40+ % of the population lives in poverty. The enrollment
of the Santee tribe is 2,662 (Native American Aid, 2018).
Winnebago Reservation: Nebraska. The tribe was nearly wiped out from measles and
smallpox after their first contact with Europeans. Tribal members that survived moved to Iowa,
then to Minnesota, South Dakota, and finally Nebraska. The Winnebago signed their first treaty
in 1816 and were forced to move six times by 1863. The Winnebago tribe was federally
organized and recognized by the 1934 Indian Reorganization Act. Today, 2,600 people live on
the reservation, and 4,192 are enrolled, members. 40% of the members on the reservation are at
or below the poverty line (Native American Aid, 2018).
Boarding Schools
From the 1860s to the 20-century, Indian boarding schools had the mandate to
indoctrinate Native children into white American culture. Children were taken from their
families and forced to attend boarding schools. There were over one hundred boarding schools
operated by the federal government. Many of the schools were unsupervised labor camps where
children were physically and sexually violated. The schools forbade the children from speaking
their tribal languages, made them cut their hair, wear American-style clothes, and accept
Christianity (DPLA, 2018; Elliot, 2016).
Rural Schools
The students in the study are from previously listed reservations, and their schools are
considered to be members of rural school districts. There was a previous discussion concerning
the academic achievement gap for Native Americans, yet there is also an academic achievement
gap between rural and urban public schools (Boulifa & Kaaouachi, 2014; Renth, Buckley, &
Puchner, 2015). Reservations students that are below the poverty line also face the added
21
academic achievement gap based on economics (Bouck, 2004). These issues grew because of the
challenges facing rural school districts and the leadership of rural school districts (Renth et al.,
2015). Some of these challenges are: lack of state and federal funding, higher cost per students,
vendor and supply chain issues due to geographic isolation, difficulty recruiting and retaining
highly effective teachers and providing them with professional development, less competitive
salaries, and fewer support departments (Alliance for Excellence Education, 2010; Ayers 2011;
Harmon, Gordanier, Henry, & George, 2007; Provasnik et al., 2007; Stephens, 1998; U.S.
Government Accountability Office, 2004). The rural leadership faces three main challenges:
• Retention of effective principals (Partlow & Ridenor, 2008; Provasnik et al., 2007).
• Community relations (Cruzeiro & Morgan, 2006; Mitchem, Kossar, & Ludlow, 2006).
• Expectations to meet learning standards with limited resources (Warren & Peel, 2005).
Rural schools are challenged to find exceptional leadership to lead their schools (Partlow
& Ridenor, 2008). There is research that identifies the difficulties and issues experienced by rural
schools, but there is limited research providing solutions (Erwin, Winn, Erwin, 2011). There are
best practices from the literature such as developing effective school leadership that includes
sensitivity, organizational oversight, judgment, and instructional management (Erwin et al.,
2011). To offset a lack of financial resources rural schools have to utilize systems to increase
efficiency. It is recommended that rural school districts utilize formal systems for monitoring
student learning (benchmarking tests such as MAPS, STARS, and AIMSweb), systems that align
curriculum, instruction, and assessment, a formal evaluation system and applicable systems that
help students reach learning expectations (Doerksen & Wise, 2016). Finally, rural school
districts must employ strategic thinking that creates a plan for identifying, hiring and retaining
talent as well as creating a culture of continuous improvement (Culbertson & Billig, 2016).
22
Overview of Summer Camps
In America today, students have many choices for summer camps. Camps range from
horseback riding, to dance, to sports, to cheerleading, to STEM, to drama, to writing, to acting,
and to the infamous band camp. Overnight (residential) summer camps were introduced in the
1870s and 1880s, and they were part of a back to nature movement (Gershon, 2016; Smith, 2006;
Van Slyck, 2006). Summer camps were originally designed to save children from moral
deterioration because they were spending the summer loafing on city streets (Van Slyck, 2006).
In 1900, there were fewer than 100 summer camps nationwide, and by 1918, there were
more than 1,000 summer camps in the United States (Gershon, 2006). As the number of summer
camps expanded, summer camps began to offer civilized pursuits and social activities such as
movies, access to the radio, and sports lessons. As the pursuits and camps expanded and
modified, the purpose of summer camps changed. Summer camps moved away from being
strictly about being outdoors to being about students developing their social skills, academic
skills, athletic abilities, and other pursuits. This shift was done by balancing the needs of the
individual versus the greater good of the group (Gershon, 2016). As this shift happened,
psychologist G. Stanley Hall gave summer camps credibility with the intellectuals (Gershon,
2016).
Summer camps from the 1870s to 1980s were designed and priced to provide low-income
urban kids access to nature, alternative educational learning systems, and new social
development opportunities. When the school year ends, working families and single-parent
homes struggle to find affordable summer camps for their children (Paul, 2016). Since the mid-
1980s, non-profit summer camps have been on the decline. For-profit specialty summer camps
and university-based summer camps have replaced the non-profit summer camps. These summer
23
camps provide students a leg up on college applications, real-world experiences, being
comfortable away from home and personal connections with other like-minded students and
university faculty (Cochran, 2014; Morgan, 2014; Walsh, 2017).
Universities have benefited from using academic summer camps for several reasons.
Through summer camps, universities generate grant money, maximize utilization of empty
facilities during the summer, provide summer employment for university students, collect data
for research, and create a pipeline of students for university admissions. The summer camps
allow universities to recruit students by exposing them to the school’s campus and providing a
taste of what life would be like at that specific university. With exposure to campers,
universities are also able to identify students and K-12 school systems with academic talent.
Summer camps have evolved from the 1870s as opportunities to get kids out of the city and
back to nature to today’s academic tools used to offset the summer slide and provide students
and universities with a leg up in the recruiting race for college.
Student Growth Through Academic Summer Camps
One purpose of residential academic summer camps is to help students grow through an
alternative educational experience. Academic summer camps should be designed with intended
positive camper outcomes in four domains and ten constructs (Henderson et al., 2006: Thurber,
Scanlin, Scheuler, & Henderson, 2007). Properly structured academic summer camps should
impact positive identity growth through improved self-esteem and independence. Social skills
may increase from social and academic activities that create opportunities for leadership, new
peer friendships, and relationships. Alternative learning methods used at academic summer
camps should target improved thinking skills and encourage adventure and exploration. Ideally,
academic summer camps will also impact student values and spirituality in a positive manner
24
(Henderson et al., 2006: Thurber et al., 2007). Previous research has proven, that the academic
summer camp experience can significantly impact self-esteem, independence, leadership,
friendship skills, peer relationships, exploration of new cities and exploration of new fields of
study and academic topics (Thurber et al., 2007: Walsh, 2018).
In order to maximize the upside of attending a summer camp, it is important that a
student’s interests and abilities are successfully matched with the correct camp. To increase the
probability of a positive camp experience, camps must be staffed and organized properly (Davis
& Hardin, 2013; Henderson et al., 2006; Wiest, 2008). Staffing considerations should include
staff-to-camper ratios, staff training, staff/camper interactions, and staffers being undergraduate
versus graduate students (Henderson et al., 2006; Thurber et al., 2007). The instructors should be
professors that are able to teach a single segment of the camp that represents their expertise
(Wiest, 2008).
The structure of a summer academic camp should include a theme and collaboration with
experts in different STEM areas (Davis & Hardin, 2013; Wiest, 2008). The camp should include
the following best practices:
• Carefully Selected Academic Activities – STEM related activities that are engaging and
fun to students. They should be real world and hands-on activities that absolutely do not
use worksheets. The goal is to use alternative learning methods, preferably ones that are
project-based and create no fear of failure (Davis & Hardin, 2013; Wiest, 2008).
• Recreational and Social Activities – Time must be scheduled so students can socialize.
Time should be scheduled for socialization during meals, breaks during the day, at
recreational activities, and evenings in residence before lights out (Wiest, 2008).
25
• Over Planning - Camps should over plan the number of activities they will need. There
should be mini lessons and quick activities to transition from a planned activity that is not
going well. The ability to quickly pivot and transition from an unproductive activity
keeps students engaged and offsets possible behavior issues (Davis & Hardin, 2013).
• Role models and networking – the camp should bring in real world STEM professionals
to interact with students (Wiest, 2008).
• Direct supervision of students and parent involvement – Continuous 24-hour supervision
must be provided. Safety is a major parent concern. There should also be a student
presentation or some form of graduation for the parents on the last day of the camp
(Wiest, 2008).
• Fun – The purpose of any camp is to create engagement and for students to have fun
(Davis & Hardin, 2013; Wiest, 2008).
Academic summer camps have shown to provide greater student knowledge, improved
grades, increased social skills, and more independence (Wiest, 2004). These are important
factors when you consider that today’s society is competitive and technically oriented. Academic
summer camps are an effective and efficient way to expose students to STEM content (Davis &
Hardin, 2013).
Benefits of Academic Summer Camps
There are benefits associated with students attending academic summer camps. There are
major benefits for all students in terms of offsetting the summer slide and enriching the
educational experience. When school begins in the fall, research shows student performance on
average is approximately one month behind where they were performing at the end of the
previous school year (Cooper et al., 1996). The summer slide impacts students of different
26
socioeconomic status differently. Low-income students lose a significant portion of their skills
while higher income students lose little of their skills, none of their skills or even make gains
over the summer (Heyns, 1978, 1987). Benson and Borman (2010) confirmed that high-income
students gained academically over the summer while middle class student held their skills
constant, and low-income students lost a significant amount of their skills. The summer slide is
cumulative and over time helps create the achievement gap between low-income and higher
income students (McCombs et al., 2011). It is estimated that the summer slide in the first five
years of schooling accounts for two-thirds of the reading achievement gap by a student’s ninth
grade (Alexander et al., 2007). A major benefit of academic summer camps is well-structured
camps reduce the summer slide (Brown, 2016; Gao, Gilbert, & Woods, 2016; Walsh, 2018).
Holistically, summer camps provide students with many developmental benefits. Summer
camps may provide students the opportunity to develop self-reliance and independence (Walsh,
2018). Students are provided with the chance to make new friends, meet people from different
backgrounds, develop new social skills, explore new cities, learn from positive role models, and
broaden their horizons as to what is possible (Morgan, 2014; Walsh, 2018). Academic summer
camps also give students space, time, and attention to learn and think in an alternative learning
environment (Cochrane, 2014; Dahl, 2009; Dahl, Sethre-Hofstad, Salomon, 2013).
In terms of college prep academic and high school to college transition, academic
summer camps provide several benefits which include getting acclimated to on-campus life,
getting a chance to experience college classes, getting a chance to learn about potential majors,
and of academic summer camp for young ladies.
Students get acclimated to on-campus life. Through living on campus, high school
students may learn the lay of the land. They may get comfortable finding ways to classes,
27
learning different buildings, figuring out where the best coffee is, and finding those secret places
on campus to read or be alone (Cirino, 2016; Cochrane, 2014). Living on campus gives the high
school student the opportunity to get comfortable with a university and used to being away from
home.
Students get a chance to experience college classes. Higher education is different from
secondary education, so academic summer camps allow students an opportunity to experience
the different styles of college classes. Camps allow students to experience lectures, labs, and
seminars. Most of these camps classes are smaller than the actual classes at large universities, so
students get plenty of attention from dedicated staff and professors (Cirino, 2016; Cochrane,
2014). Students also get a chance to experience the pace of a college class and realize first-hand
the note taking, active listening, and focus necessary to succeed in a college.
Students get a chance to learn about potential majors. Different academic summer
camps allow students the opportunity to explore different fields of study and different subject
matter. Most students base this exploration on majors that go well with classes they like in high
school (Cirino, 2016; Cochrane, 2014).
Benefits of academic summer camp for young females. For young females, there are
benefits derived from attending all-female camps. The research shows there are benefits in three
main categories: social development, career development, and personal development
(Whittington, Garst, Gagnon, & Baughman, 2017). Improved female social development skills
from summer camps include communication, teamwork, cultural sensitivity, respect for others,
tolerance, and conflict resolution (Bialeschki, Henderson, & James, 2007; Garst, Franz,
Baughman, Smith, & Peters, 2009; Sibthorp, Bialeschki, Morgan, & Browne, 2013). Residential
28
living at camps promotes socialization, which helps students to accept and adapt to different
people and different cultures.
The research also shows young ladies improve career skills and their career selection is
influenced when they attend academic summer camps (Brandt & Arnold, 2006; DeGraaf &
Glover, 2003; Duerden, Widmer, Taniguchi, & McCoy, 2009; Ferrari & McNeely, 2007;
Hughes, et al., 2013). The improved skills relative to career development are leadership, social
skills, and career choice. Finally, the summer camp experience helps young females develop
personally. Social development and career readiness lead to personal growth in terms of self-
esteem, self-reliance, confidence, and academic ability (Allen, Cox, & Cooper, 2006; Bialeschki
et al., 2007; Hughes et al., 2013; Ungar, 2012).
Conclusion
America is losing ground globally in terms of students choosing STEM careers. This
problem is significant for Native Americans because they are an under represented group in the
STEM field. The research shows middle school is where student attitudes toward STEM decline
(Bhattacharyya et al., 2011). This literature review chapter is about the background of the middle
school Native American students in the study, their feelings about STEM (Maoz & Rispon,
1990) and best practices for an academic summer STEM camp that will meet their needs.
29
CHAPTER 3
Research Methodology
The researcher has chosen to use a mixed ANOVA statistical analysis using a pre/post
quasi-experiment as the research design for this study. This pre/post quasi-experiment is being
used because random sampling is eliminated due to having all the SEPA Health and Science Fun
Camp campers attending the camp answering the pre and post-camp survey. Quantitative
methods will control the variance in the study and is appropriate to answer the research questions
(Wiersma & Jurs, 2009).
The study determined if an academic summer STEM camp changed the attitude of
middle school students toward STEM. The attributes being measured are the importance of
STEM, the relevance of STEM, and student academic ability toward STEM. The primary
variable in the study will be time; the secondary variable will be gender, and finally, the
interaction of gender and time.
This pre/post quasi-experiment determined if summer academics STEM camps change
middle school Native American students’ attitude toward STEM education, the relevance of
STEM education, and STEM academic ability (self-efficacy) (Nugent et al., 2010). The student
will also evaluate if there is a difference based on genders in terms of middle school Native
American students’ attitude toward the importance of STEM, the relevance of STEM, and their
academic ability concerning STEM.

30
Research Questions
The following research questions directed this study:
camp?
camp?
Research Design
Students that attend the Science Educational Partnership Award Health and Science Fun
Camp completed pre- and post-camp surveys. Since all the camp attendees took the surveys,
there was no randomizing in the collected data. For this reason, a pre-post quasi-experimental
design was used for the study. The study had two independent variables. The primary variable
was time (pre-test to post-test), and the secondary variable was gender (male and female). A
mixed ANOVA statistical analyst was used to determine if there is a significant difference in
means between the data groups that were split into the two independent variables. The mixed
31
ANOVA determined if there is an interaction between the two independent variables on the
dependent variable.
Camp Structure
The camp used for the study is the three-day residential Science Educational Partnership
Award Health and Science Fun Camp. The camp is an educational outreach science camp for
Native American middle school students from Nebraska and South Dakota. The camp is part of
a project led by Dr. Maurice Godfrey from the University of Nebraska Medical Center (UNMC)
and is funded by the National Institutes of Health (NIH) through a Science Education Partnership
Award (SEPA). The camp utilizes the following best practices, is a residential camp (3.5 days),
with a theme (changes annually), a structured agenda with morning and afternoon activities,
hands-on project-based academic activities led by professors who have a passion and expertise in
the activity’s field of study, field trips, social and recreational activities, and uses technology.
Population
The population for this study was students who attended the 2019 Science Educational
Partnership Award Health and Science Fun Camp. The students that attended the camp were
Native American students from Winnebago, Ponca Tribe of Nebraska, Umo N Ho N Nation,
Santee Sioux, Sisseton Wahpeton Dakota Sioux, Rosebud Sioux Tribe of South Dakota, and the
Yankton Sioux Tribe. The students were male and female 6th, 7th, and 8th graders. The total
population of the study was 56 students.
Instrumentation
The researcher used a five-point Likert scale pre-test and post-test survey tool designed
by Bhattacharyya et al. (2011) to collect data (Appendix C). Dr. Bhattacharyya gave her
permission to use the survey (Appendix D). The survey tool includes 26 questions in a Likert
32
Scale format. The structure of the Likert Scale is: strongly disagree, disagree, neither agrees nor
disagrees, agree, or strongly agree. The survey has three sections related directly to the research
questions; STEM importance index, STEM relevance index, and STEM academic ability. The
survey tool was developed from several attitude scales, and it exclusively measures attitude
towards science for secondary school pupils (Francis & Greer, 1999). The survey also collects
demographic information.
Data Collection
The first step in collecting data was to obtain human subjects approval from the
University of South Dakota and the University of Nebraska Medical Center. The researcher has
approval from the directors of the Science Educational Partnership Award Health and Science
Fun Camp to collect data during their summer camp. Since the camp is for minor students, the
researcher is able to use the parent permission granted to the camp to collect research data
(Appendix B). On the first day of camp, participants completed the pre-test, and on the last day
of camp, participants completed the post-test. The researcher collected the completed surveys.
Data Analysis
The researcher utilized a pre/post quasi-experiment using a mixed ANOVA to analyze
the data collected from the survey. A mixed ANOVA compares the mean differences between
groups that have been split into two "factors,""where one factor is a "within-subjects" factor, and
the other factor is a "between-subjects" factor. For this study, the dependent variables were
STEM importance, relevance, and academic ability (Laerd Statistics, 2018). The independent
variables were the within-subjects factor of time (pre-test to post-test) and the between-subjects
factor of gender (male and female).

33
Chapter 4
Results
The purpose of this chapter is to present the study results. The study measures the attitude
of Native American middle school students toward STEM before and after attending the SEPA
Health and Science Fun Camp. The study captures student attitude in terms of scientific
importance, scientific relevance, and academic attitude. Demographic information was also
collected. A mixed model ANOVA was used to statistically analyze the data to determine if there
is a significant difference between pre-camp and post-camp attitudes. The mixed ANOVA also
analyzed if there is a significant difference between genders.
Response Rate
The participants in this study are Native American middle school students from the
Omaha Tribe, Ponca Tribe, Rosebud Sioux Tribe, Santee Sioux Tribe, Sisseton Wahpeton Oyate,
Winnebago Tribe of Nebraska, and the Yankton Sioux Tribe. One hundred percent of the
students that attended the SEPA Health and Science Fun Camp participated in the data
collection.
One hundred percent of the students that attended the SEPA Health and Science Fun
Camp were surveyed. The advantages of one hundred percent surveying are a true measure of the
population and benchmark data to be used for future studies. The disadvantages of one hundred
percent surveying are collection and processing time as well as costs. One hundred percent
sampling was conducted because the disadvantages were insignificant relative to this study.
34
Student Demographics
The gender of the student participants is 35 (62.5%) female and 21 (37.5%) male. The
student’s tribal membership is five (9.0%) Omaha Tribe, seven (12.5%) Ponca Tribe, 13 (23.0%)
Rosebud Sioux Tribe, six (11.0%) Santee Sioux Tribe, nine (16%) Sisseton Wahpeton Oyate,
nine (16.0%) Winnebago Tribe of Nebraska, and seven (12.5%) Yankton Sioux Tribe. The grade
distribution for the students is 18 (32%) 6th graders, 18 (32%) 7th graders, and 20 (36%) 8th
graders. Table 1 displays demographic information.
Table 1
Demographics of Participants (N=56)
Frequency Percent
Gender
Female 35 62.5
Male 21 37.5
Tribal Membership
Omaha Tribe 5 9.0
Ponca Tribe 7 12.5
Rosebud Sioux Tribe 13 23.0
Santee Sioux Tribe 6 11.0
Sisseton Wahpeton Oyate 9 16.0
Winnebago Tribe of Nebraska 9 16.0
Yankton Sioux Tribe 7 12.5
Grade
6th 18 32.0
7th 18 32.0
8th 20 36.0
35
Results Related to the Research Questions
This section will give the results for the study’s research questions. Each research
question will have its section.
Native American middle school student attitudes about the importance of STEM
change. Research question one is concerned with a student’s attitude toward the importance of
STEM in that student’s academic and personal life. There is a small difference in student attitude
pre-camp (Mean=3.56) to post-camp (Mean=3.46). The mean scores show students came to the
camp and left the camp with a positive attitude toward the importance of STEM. In terms of
gender, there is a decrease in importance attitude for males (pre-camp Mean=3.46 to post-camp
mean=3.41). There is an increase in importance attitude for females (pre-camp Mean=3.46 to
post-camp Mean=3.49). Table 2 lists these results. Table 3 shows there is no significant
difference in Native American middle school attitude toward the importance of STEM pre-camp
to post-camp (Time).
Table 2
Pre and Post Camp Importance (N=56)
Gender Mean Std. Deviation N
Pre-Importance
Female 3.46 .74 35
Male 3.46 .68 21
Total 3.46 .71 56
Post-Importance
Female 3.49 .85 35
Male 3.41 .83 21
Total 3.46 .84 56
36
Table 3
Source Type III Sum of Sq. df Mean Square F p
Time .001 1 .01 .01 .92
Native American middle school student’s attitudes about the relevance of STEM.
Research question two is concerned with a student’s attitude toward the relevance of STEM in
that student’s academic and personal life. There is no difference in student attitude pre-camp
(Mean=3.19) to post-camp (Mean=3.19). The means scores show students are neutral in terms of
STEM being relevant in their lives. In terms of gender, there is no difference in relevance
attitude for males (pre-camp Mean=3.28 to post-camp Mean=3.28). There is no difference in
relevance attitude for females (pre-camp Mean=3.13 to post-camp Mean=3.13). Table 4 lists
these results. Table 5 shows there is no significant difference in Native American middle school
attitude toward the relevance of STEM pre-camp to post-camp (Time).
Table 4
Pre and Post Camp Relevance (N=56)
Pre-Relevance
Female 3.13 .43 35
Male 3.28 .36 21
Total 3.19 .41 56
Post-Relevance
Female 3.13 .43 35
Male 3.28 .36 21
Total 3.19 .41 56
37
Table 5
Time .000 1 .00 - -
Native American middle school student attitudes change about their academic
ability (self-efficacy). Research question three is concerned with a student’s attitude toward their
academic ability in terms of STEM. There is an increase in attitude toward academic ability pre-
camp (Mean=3.94) to post-camp (Mean=3.99). The mean scores show students have a high self-
efficancy and is probably the reason they were chosen and decided to attend the camp. In terms
of gender, there is a decrease in academic ability attitude for males (pre-camp mean=3.97 to
post-camp mean=3.03). There is an increase in academic ability attitude for females (pre-camp
mean=3.92 to post-camp mean=3.97). Table 6 lists these results. Table 7 shows there is no
significant difference in Native American middle school attitude toward academic ability in
terms of STEM pre-camp to post-camp (Time).
Table 6
Pre and Post Camp Academic Ability (N=56)
Pre-Academic Ability
Female 3.92 .39 35
Male 3.97 .51 21
Total 3.94 .43 56
Post-Academic Ability
Female 3.97 .46 35
Male 3.03 .38 21
Total 3.99 .43 56
38
Table 7
Time .081 1 .08 .59 .45
Native American middle school student attitudes about the importance, relevance,
and academic ability (self-efficacy) of STEM based on gender. Table 8 shows there is no
significant difference between Native American middle school students in terms of gender when
it comes to the impact of camp on STEM importance, relevance, and academic ability.
Table 8
Pre and Post Camp Gender (N=56)
Importance .042 1 .04 .29 .60

Relevance .584 1 .58 1.79 .19
Academic Ability .072 1 .07 .30 .59
Recommendations for Future Research
The following future research projects should be considered, based on the results of this
study.
1. The first recommendation is to study residential academic summer STEM camps that
have a more extended program. The literature review show camps usually run in the
following time increments:
a. One week
b. Two weeks
39
c. Four weeks
d. Six weeks
2. The second recommendation is to study non-residential academic summer STEM camps
(STEM day camps). Different program lengths should also be used as grouping these
camps.
3. The third recommendation is to study single gender academic summer STEM camps. The
single gender academic summer STEM camps should be grouped and studied by program
lengths and residential/non-residential.
4. The fourth recommendation is to study academic summer STEM camps that are single
ethnic based. The single ethnic academic summer STEM camps should be grouped and
studied by program lengths and residential/non-residential.
5. The fifth recommendation is to study academic summer STEM camps by accessibility
(cost). The grouping for academic summer STEM camps should be along a continuum
that starts at free and extends to expensive.
6. The sixth recommendation is to expand the study of summer academic STEM camps to
STEM camps for elementary and high school students.
7. The seventh recommendation is to group and study similar academic summer STEM
camps so a larger population can be studied. The grouping matrix should include the
following variables: coed versus single gender, residential versus non-residential,
program lengths, and single ethnicity versus mixed ethnicity, accessibility (costs), and K-
12 age groups.
These recommendations are designed to expand the research area of how academic summer
STEM camps can change the attitude of K-12 students toward STEM.
40
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Chapter 5
Chapter 5 Article Format following the guidelines of the Journal of STEM Research.
57
How Academic Summer Camps Change the Attitude of Native American Middle School
Students Relative to STEM Fields
Abstract
Native Americans have historically been significantly underrepresented in the career
fields of science, technology, engineering, and mathematics (STEM). As of 2013, one tenth of
one percent (.1%) of all STEM bachelor degrees earned in the U.S.A. were earned by Native
Americans. The purpose of this research was to determine if the attitude and career aspirations of
Native American middle school students toward STEM would change if they attended a
residential academic summer camp. The camp used for the study was the three-day residential
Science Educational Partnership Award Health and Science Fun Camp (SEPA). The camp is an
educational outreach science camp for Native American middle school students from Nebraska
and South Dakota. The results indicate that SEPA Health and Science Fun Camp did not make a
significant difference in the attitude of Native American middle school students in terms of
STEM importance, relevance, and student academic ability. The SEPA Health and Science Fun
Camp also did not make a significant impact between male and female attitude. However, SEPA
did an excellent job selecting students that are interested in STEM and have high self –efficacy.
The mean results of the surveys indicated students attending the SEPA camp valued the
importance and relevance of STEM, pre, and post camp. The mean results also showed the SEPA
camp participants came into the camp with and maintained a high self-efficacy. To get these
results and the best fit for students, SEPA allowed math and science teachers at the participating
schools to select the camp participants.

58
Introduction
As of 2013, only one tenth of one percent (.1%) of all STEM bachelor degrees earned in
the U.S.A. were earned by Native Americans (Byrd, Dika, & Ramlal, 2013). Organizations such
as the Society for Advancement of Chicanos and Native Americans in Science (SACNAS), the
Hispanic Association of Colleges and Universities (HACU), and the National Action Council on
Minorities in Engineering (NACME) are emphasizing education in STEM fields for Native
Americans (Horwedel, 2006). Native Americans, Blacks, and Hispanics/Latinos have historically
been underrepresented in the career fields of science, technology, engineering and mathematics
(Horn, 2004; Lewis, Menzies, Najera, & Page, 2009; National Action Council on Minorities in
Engineering, 2014). These observations are very disconcerting when combined with the 2007,
2011 and 2015 scores from the Trends in International Mathematics and Science (TIMSS) tests
and the math scores from 2007, 2011, and 2015 National Assessment of Educational Progress
(NAEP) tests, for all American and Native American students. According to the test results,
growth for all American students was basically flat from 2007 to 2015. Native American scores
have negative growth between 2011 and 2015. This situation hampers the number of Native
Americans that graduate from high school and move on to college. The number of Native
Americans that do not graduate from high school is twice as large for Native Americans that live
on reservations versus Native Americans that do not live on reservations.
Research shows that low performances in math and science negatively impact student
attitudes and student science identity toward STEM classes and careers. Science identity is
defined as:
a combination of students’ self-perceptions and interest in science and science related
work, wherein students see themselves as individuals who enjoy science, find it relevant
59
in their lives, feel confident in their science abilities, and want a career in science.
(Gilmartin, Denson, Li, Bryant, & Aschbacher, 2007, p. 982)
Children tend to enjoy math and science in primary school but lose interest and motivation in
secondary school (Aschbacher, Ing, & Tsai, 2014). The cause of this negative change is the
perception that science and math classes are challenging, the perception that science is not
relevant, and low academic ability in terms of math and science (Bhattacharyya, Nathaniel, &
Mead, 2011; George, 2006). Perceived low mastery of STEM subjects by teenagers is negatively
impacting positive academic ability in terms of STEM and directly impacting low student
persistence in STEM subjects (Britner & Pajares, 2006). Of Albert Bandura’s four dimensions of
self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and emotional
arousal) self-efficacy (academic ability) based on mastery is the best indicator of a student
having the resiliency and perseverance necessary for a STEM career (Bandura, 1977). Students
that do not go into STEM fields end up choosing a social science educational track in secondary
school and higher education because they view social sciences as a field that is easy and helps
others (Bhattacharyya et al., 2011). This is especially true for Native American students, who are
statistically more inclined to major in social sciences than other groups of students (Czujo,
2010).
The purpose of this research is to determine if the attitude and career aspirations of
Native American middle school students toward STEM are changed if they attend a residential
academic summer camp (Nugent, Bradley, Grandgenett, & Adamchuk, 2010). Ideally academic
camps should utilize the best practices of: be residential, include morning and afternoon
academic classes/activities, have real-world speakers who discuss specific career fields, have a
highly qualified staff (professors that are teaching material they know and have a passion for),
60
use technology, have effective hands-on project-based teaching, include field trips (museums,
etc.) and balance academics with recreational and social activities (Bischoff, Castendyk,
Gallagher, Schaumloffel, & Labroo, 2008; Chacon & Soto-Johnson, 2003; Davis & Hardin,
2013; Konur, Seyihoglu, Sezen, & Tekbiyik, 2011; Mihyeon, Cross, & Cross, 2017; Weist,
2008). The Science Educational Partnership Award Health and Science Fun Camp (SEPA)
utilizes all of these best practices.
The following research questions drove the research:
camp?
camp?

61
Method
Data Collection
The SEPA Health and Science Fun Camp is a three-day themed, residential, STEM camp
for middle school students. The camp is the result of a partnership between the University of
Nebraska Medical Center's Munroe-Meyer Institute (MMI), the Great Plains Area Tribal
Chairmen’s Health Board (GPTCHB), and Native American K-12 schools in Nebraska and
South Dakota. Last year’s camp was held at the University of Nebraska Omaha (UNO).
Attending students lived in an UNO dormitory, ate in the UNO cafeteria via a student meal plan,
attended hands on academic activities led by college professors, took STEM based field trips,
and engaged in structured and unstructured social activities.
The researcher had approval from the directors of the SEPA Health and Science Fun
Camp to collect data during their summer camp. Since the camp was for minor students, the
researcher used the parent permission granted to the camp to collect research data. On the first
day of each camp, participants completed the pre-test survey, and on the last day of each camp,
participants completed the post-test survey. The 26 questions, five possible response Likert scale
survey tool was designed by Bhattacharyya et al. (2011). The five possible responses were:
strongly disagree, disagree, neither agrees nor disagrees, agree, or strongly agree. The survey had
three sections related directly to the research questions; STEM importance index, STEM
relevance index, and STEM academic ability. The survey tool was developed from several
attitude scales, and it exclusively measured attitude towards science for secondary school pupils
(Francis & Greer, 1999). The survey also collected demographic information.
62
Data Analysis
The researcher utilized a pre/post quasi-experiment using a mixed ANOVA to analyze
the data collected from the survey. A mixed ANOVA compares the mean differences between
groups that have been split into two "factors,” where one factor is a "within-subjects" factor, and
the other factor is a "between-subjects" factor. For this study, the dependent variables were
STEM importance, relevance, and academic ability (Laerd Statistics, 2018). The independent
variables were the within-subjects factor of time (pre-test to post-test) and the between-subjects
factor of gender (male and female).
Results
Response Rate
Fifty-six students attended the SEPA Health and Science Fun Camp. Thirty-five (62.5%)
of the students were female, and 21 (37.5%) of the students were male. The students’ tribal
membership was five (9.0%) Omaha Tribe, seven (12.5%) Ponca Tribe, 13 (23.0%) Rosebud
Sioux Tribe, six (11.0%) Santee Sioux Tribe, nine (16%) Sisseton Wahpeton Oyate, nine
(16.0%) Winnebago Tribe of Nebraska, and seven (12.5%) Yankton Sioux Tribe. The grade
distribution for the students was 18 (32%) 6th graders, 18 (32%) 7th graders, and 20 (36%) 8th
graders. One hundred percent of the students that attended the SEPA Health and Science Fun
Camp were surveyed. The advantages of one hundred percent surveying are, a true measure of
the population and benchmark data to be used for future studies. The disadvantages of one
hundred percent surveying are collection and processing time as well as costs. One hundred
percent sampling was conducted because the disadvantages were insignificant relative to this
study.
63
Results Related to the Research Questions
This section will give the results for the study’s research questions. Each research
question will have its section.
Native American middle school student attitudes about the importance of STEM. Research
question one is concerned with a student’s attitude toward the importance of STEM in that
student’s academic and personal life. There is a small difference in student attitude pre-camp
(Mean=3.56) to post-camp (Mean=3.46). The mean scores show students came to the camp and
left the camp with a positive attitude toward the importance of STEM. In terms of gender, there
is a decrease in importance attitude for males (pre-camp Mean=3.46 to post-camp Mean=3.41).
There is an increase in importance attitude for females (pre-camp Mean=3.46 to post-camp
Mean=3.49). Table 1 lists these results. Table 2 shows there is no significant difference in Native
American middle school attitude toward the importance of STEM pre-camp to post-camp
(Time).
Table 1
Pre-Importance
Female 3.46 .74 35
Male 3.46 .68 21
Total 3.46 .71 56
Post-Importance
Female 3.49 .85 35
Male 3.41 .83 21
Total 3.46 .84 56
64
Table 2
Time .001 1 .01 .01 .92
Native American middle school student’s attitudes about the relevance of STEM.
Research question two is concerned with a student’s attitude toward the relevance of STEM in
that student’s academic and personal life. There is no difference in student attitude pre-camp
(Mean=3.19) to post-camp (Mean=3.19). The means scores show students are neutral in terms
of STEM being relevant in their lives. In terms of gender, there is no difference in relevance
attitude for males (pre-camp Mean=3.28 to post-camp Mean=3.28). There is no difference in
relevance attitude for females (pre-camp Mean=3.13 to post-camp Mean=3.13). Table 3 lists
these results. Table 4 shows there is no significant difference in Native American middle school
attitude toward the relevance of STEM pre-camp to post-camp (Time).
Table 3
Pre-Relevance
Female 3.13 .43 35
Male 3.28 .36 21
Total 3.19 .41 56
Post-Relevance
Female 3.13 .43 35
Male 3.28 .36 21
Total 3.19 .41 5
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Table 4
Time .000 1 .00 - -
Native American middle school student attitudes change about their academic
ability (self-efficacy). Research question three is concerned with a student’s attitude toward their
academic ability in terms of STEM. There is an increase in attitude toward academic ability pre-
camp (Mean=3.94) to post-camp (Mean=3.99). The mean scores show students have a high self-
efficancy and is probably the reason they were chosen and decided to attend the camp. In terms
of gender, there is a decrease in academic ability attitude for males (pre-camp Mean=3.97 to
post-camp Mean=3.03). There is an increase in academic ability attitude for females (pre-camp
Mean=3.92 to post-camp Mean=3.97). Table 5 lists these results. Table 6 shows there is no
significant difference in Native American middle school attitude toward academic ability in
terms of STEM pre-camp to post-camp (Time).
Table 5
Pre-Academic Ability
Female 3.92 .39 35
Male 3.97 .51 21
Total 3.94 .43 56
Post-Academic Ability
Female 3.97 .46 35
Male 3.03 .38 21
Total 3.99 .43 56
66
Table 6
Time .081 1 .08 .59 .45
Native American middle school student attitudes about the importance, relevance,
and academic ability (self-efficacy) of STEM based on gender. Table 7 shows there is no
significant difference between Native American middle school students in terms of gender when
it comes to the impact of camp on STEM importance, relevance, and academic ability.
Table 7
Pre and Post Camp Gender (N=56)
Importance .042 1 .04 .29 .60

Relevance .584 1 .58 1.79 .19
Academic Ability .072 1 .07 .30 .59
Discussion
In order to maximize the upside of attending a summer camp, it is essential that a
student’s interests and abilities be successfully matched with the correct camp. The data shows
SEPA did an excellent job selecting students that were interested in STEM and had high self –
efficacy. In order to get the best fit for students, SEPA allowed math and science teachers at the
participating schools to select the camp participants. The mean results of the surveys indicated
the students attending the SEPA camp valued the importance and relevance of STEM pre and
67
post camp. The mean results of the surveys also indicated the SEPA camp participants had high
self-efficacy.
The students did benefit from attending the SEPA camp. The primary benefit for middle
school students who attend an academic summer camp is offsetting the summer slide. The
summer slide impacts students of different socioeconomic status differently. Low-income
students lose a significant portion of their skills while higher income students lose little of their
skills, none of their skills or even make gains over the summer (Heyns, 1978, 1987). Benson and
Borman (2010) confirmed that high-income students gained academically over the summer while
middle class student held their skills constant, and low-income students lost a significant amount
of their skills. The summer slide is cumulative and over time helps create the achievement gap
between low-income and higher income students (McCombs et al., 2011). It is estimated that the
summer slide in the first five years of schooling accounts for two-thirds of the reading
achievement gap by a student’s ninth grade (Alexander, Entwisle, Olson, 2007).
Holistically, summer camps provide students with many developmental benefits. Summer
camps may provide students the opportunity to develop self-reliance and independence (Walsh,
2018). Students are provided with the chance to make new friends, meet people from different
backgrounds, develop new social skills, explore new cities, learn from positive role models, and
broaden their horizons as to what is possible (Morgan, 2014; Walsh, 2018). Academic summer
camps also give students space, time, and attention to learn and think in an alternative learning
environment (Cochrane, 2014; Dahl, 2009; Dahl, Sethre-Hofstad, & Salomon, 2013). In terms of
college prep academic and high school to college transition, academic summer camps provide
several benefits that include getting acclimated to on-campus life, getting a chance to experience
college classes, and getting an opportunity to learn about potential majors.

68
SEPA Health and Science Fun Camp used all the best practices for summer academic camps:
Table 8
Best Practices
Best Practice SEPA Camp Reference
Camp Theme “The Science of the Human Davis & Hardin, 2013;
Body, Plants, and Animals” Wiest, 2008
Carefully Selected SEPA provides real world Davis & Hardin, 2013;
Academic Activities and hands-on activities that Wiest, 2008
absolutely do not use
worksheets. SEPA also uses
alternative learning
methods, that are project-
based and create no fear of
failure
Recreational and Social SEPA schedules time for Wiest, 2008

Activities socialization during meals,
breaks during the day, at
recreational activities, and
evenings in the dorm before
lights out
Over Planning SEPA has mini lessons and Davis & Hardin, 2013
quick activities to transition
from a planned activity that
is not going well
Role Models and SEPA has real world STEM Wiest, 2008
Networking professionals to interact
with students
Direct Supervision of SEPA provides continuous Wiest, 2008

Students 24-hour supervision
Fun The purpose of any camp is Davis & Hardin, 2013;

to create engagement and Wiest, 2008
for students to have fun
69
Conclusion
Statistically, the SEPA Health and Science Fun Camp did not make a significant change
in the attitude of Native American middle school students in terms of STEM importance,
relevance, and student academic ability or between genders. However, SEPA did an excellent job
selecting students that were interested in STEM and had high self –efficacy. The mean results of
the surveys indicated the students attending the SEPA camp valued the importance and relevance
of STEM pre and post camp. The mean results also showed the SEPA camp participants came
into the camp with and maintained a high self-efficacy. To get these results and the best fit for
students, SEPA allowed math and science teachers at the participating schools to select the camp
participants. SEPA’s using academic camp best practices also played a large part in the study’s
results.
70
References for Chapter 5
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gap. American Sociological Review, 72(2), 167-180.
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Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychology
Review, 84, 191-215.
Benson, J., & Borman, G.D. (2010). Family neighborhood and school settings across seasons:
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Bhattacharyya, S., Nathaniel, R., & Mead, T. (2011). The influence of science summer
camp on African-American high school students’ career choices. School Science
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Bischoff, P., Castendyk, D., Gallagher, H., Schaumloffel, J., & Labroo, S. (2008). A
science summer camp as an effective way to recruit high school students to major
in the physical sciences and science education. International Journal of
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Britner, S., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school
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Byrd, W., Dika, S., & Ramlal, L. (2013). Who’s in STEM? An exploration of race, ethnicity, and
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Chacon, P., & Soto-Johnson, H. (2003). Encouraging young women to stay in
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Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher, P. (2007). Gender ratios in
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Appendix A
SEPA Health & Science Camp Letter and Flyer

75
MUNROE-MEYER INSTITUTE NEBRASKA’S HEALTH SCIENCE CENTER
Science Education Partnership Award
Dear Student,
For an opportunity to learn about careers in health and science, participate in the 12th
Annual SEPA Health and Science Fun
Camp being held in partnership with University of Nebraska Medical Center in Omaha, NE
June 2 – 5! This event is for students who will be enrolled in the 6th, 7th, or 8th grade next
year at one of our SEPA partner schools.
Since this is a FREE camp, space is limited to the first 5 students per school. This
number includes the junior counselor, if the school appoints one. Spots will be filled in the
order the applications are received. If any schools do not fill the allotted spots, alternates
will be selected from other schools.
If you decide to participate, we will send your chaperone detailed information and maps at
a later date.
Applications and ALL completed forms must be received before Wednesday, May 1
This camp was designed for learning about science and health in a fun environment. This
year’s summer camp will focus on Science of the Human Body, Plants, and Animals
• Sunday afternoon - you will arrive around 4:00 pm and check into Scott Residence
Hall at the UNMC campus in Omaha, NE. You will meet your camp mates over dinner
and then participate in an evening of planned fun activities.  
• Monday - you will be at the UNMC campus learning about the human body. We will
have an afternoon visit to the planetarium and learn about some creation stories
related to astronomy.  
• Tuesday – you will take a field trip to an educational garden and learn about how
plants keep us healthy. You will spend some time interacting with smart
mannequins used to teach nursing and medical students about the human body. You
76
will also visit the zoo and learn about animal science. An evening picnic is planned.
 
• Wednesday morning – you will spend at the school of engineering and learn how
robotics plays an important role in health care. The day will conclude with lunch
noon and your school can depart after everyone has had a meal.  
In order to participate, students must be present from Sunday evening until the
camp ends on Wednesday.  
Transportation & Meals  Each partner school or community will be responsible for
providing at least 1 chaperone/school sponsor for their students. Your parents or
your school will need to provide transportation to and from Omaha, NE.
Transportation for all the activities while you are attending the camp and all your
meals (Breakfast, Lunch, and Dinner) will be provided each day.  
Arrival and Lodging  You will need to arrive in Omaha, NE around 4:00 pm on Sunday.
More information will be sent to the school chaperones about housing
arrangements. You will be placed in a private in a suite with 3 other campers of the
same gender. The dorm facility will provide a pillow, bed linens, a blanket, and a
towel set. You will need to bring your own toiletries (deodorant, shampoo,
washcloth, sponge, etc.).  
Departure  You must depart from the Residence Hall by 1:30 pm on Wednesday, June 5.
 If you have questions, contact the camp coordinator at the number listed below.
We hope to see you in June! Sincerely,  Liliana Bronner, Camp Coordinator (402)
559-4365  
983075 Nebraska Medical Center • Omaha, NE 68198-3075 • Phone: 402.559.4365 • Fax:

402.559.6105 • http://www.unmc.edu/sepa
77
CAMP ACTIVITIES
Sunday: Chemistry Show and Science Games
Monday: Mind & Brain, Anatomy, and Planets
Tuesday: Plants & Health, Clinical Laboratory, and Animal Science
Wednesday: Robots & Engineering in Health Science
“The Science of the Human Body, Plants, and Animals”
June 2 - 5, 2019
Hosted by the University of Nebraska Omaha and
University of Nebraska Medical Center
This year’s camp will help participants connect real-world situations with science. Students will
spend time watching demonstrations and doing hands-on activities designed to teach
introductory concepts of how the health of human body, plants, and animals are
interconnected.
78
Appendix B
Research Consent Form

79
IRB PROTOCOL # 213-10-EP Page 1 of 3
NARRATIVE CONSENT SUMMER SCIENCE CAMP
Title of this Research Study
Building Bridges: Health Science Education in Native American Communities
The University of Nebraska Medical Center and the Great Plains Tribal Chairmen’s Health
Board invite your child to participate in a weeklong summer science experience, as well as
participate in a research study where he/she would answer questions about his/her experience at
the camp.
The University of Nebraska Medical Center has been working with teachers in your community
to enhance science education in grades K-8. We would like to bring some of these experiences to
your child directly. Your child is eligible to participate in this camp because he/she attends one
of our partner schools and is enrolled in the 6th, 7th, or 8th grade. Your child is eligible for the
research study if they attend the camp.
The purpose of this camp is to increase the appreciation and awareness of science and scientific
and health care careers. The camp curriculum will be a mixture of pure science and health career
exploration centered around a theme. The camp will provide for enrichment that goes beyond the
regular classroom experience.
As part of the research study, your child will be asked to answer questions each day related to the
activities in which they have participated. It will take him/her 10-15 minutes to answer these
questions. Your child does not have to answer any or all of the questions. The feedback will be
reviewed by the researchers to find ways to improve the camp in future years. One of the known
risks is the possible loss of confidentiality in the answers submitted by your child.
By participating in this camp, your child may learn and apply scientific concepts. This may
benefit your child as he/she continues his/her education; however, your child is not expected to
receive any benefit from answering the questions related to the research study.
There will be no cost to you for your child’s participation in the camp or the research study. You
or your child will not be compensated for participation in the camp or the research study. The
University of Nebraska Medical Center has been funded by the
IRBVersion 4
Subject's Initials______________
80
National Institutes of Health for a grant entitled: Building Bridges: Health Science Education
in Native American Communities.
Your child’s welfare is the concern of every member of the camp personnel and the research
team. During the camp your child may be photographed. In the interest of education and the
advancement of the health sciences, the photographs taken may be used to produce
newspaper/magazine articles or television news stories in which your child may be included in
whole or in part. The photographs may be released to hometown newspapers and to the Omaha
local media. You have the option as to whether or not your child is photographed.
No information that identifies your child will be released to anyone without your explicit
permission.
Your child has rights as a research subject. These rights are explained in this consent form and in
The Rights of Research Subjects that you have been given.
If your child has a problem as a direct result of participating in the camp or being in this study,
you should immediately contact one of the people listed at the end of this consent form.
If your child does not wish to continue attending once the camp has started there is no obligation
to continue.
Your child can decide not to be in the research study (answering the questions about their camp
experience), or your child can stop being in this research study (withdraw) at any time before,
during, or after the camp begins. Your child can still attend the camp even if he/she is not in the
research study. Deciding not to be in or withdrawing from the study will not affect your child’s
relationship with the investigator, the camp personnel or with the University of Nebraska
Medical Center.
You are freely making a decision whether to allow your child to attend the camp and whether to
enroll your child in the research study. Signing this form means that
(1) You have read and understood this consent form, (2) you have had the consent form
explained to you (3) you have had your questions answered and
IRBVersion 4
81
(4) You have decided to allow your child to attend the camp.
If you have any questions concerning your or your child's rights, or complaints about the
research, talk to the investigator or contact the Institutional Review Board (IRB) by telephone
(402) 559-6463, e-mail: IRBORA@unmc.edu, or mail: UNMC Institutional Review Board,
987830 Nebraska Medical Center, Omaha, NE 68198-7830.
If you have any questions about the camp at any time, you should talk to one of the investigators
listed below. Information about the camp will be posted on www.unmc.edu/sepa. You will be
given a copy of this consent form to keep.
Printed Name of Student Participant ______________________________ Printed Name of

Parent/Guardian _________________________________
You have decided to allow your child to participate in the research portion of the camp as
explained in this consent form (please circle) YES NO
Signature of Parent/Guardian _______________________________ Date _ _ / _ _ / _ _ _
_ Principal Investigator: Maurice Godfrey, Ph.D. (402) 559-6689 or 1-800-656-3937

extension 6689 Secondary Investigators:
Liliana Bronner, MHSA (402) 559-4365 Signature of person documenting consent

______________________ Date Received _ _ / _ _ / _ _ _ _
IRBVersion 4
82
Institutional Review Board (IRB)
What Do I Need To Know Before Being In A Research Study?
You have been invited to be in a research study. Research studies are also called "research
surveys", "research questionnaires" or "scientific protocols." Research is an organized plan
designed to get new knowledge about health, disease, behaviors, attitudes and interactions of,
among and between individuals, groups and cultures. The people who are in the research are
called research subjects. The investigator is the person who is running the research study. You
will get information from the investigator and the research team, and then you will be asked to
give your consent to be in the research.
This sheet will help you think of questions to ask the investigator or his/her staff. You
should know all these answers before you decide about being in the research.
What is the purpose of the research? Why is the investigator doing the research? What are the
risks of the research? What bad things could happen?  What are the possible benefits of the
research? How might this help me?  How is the research different than what will happen if I
m not in the research? Will being in the research cost me anything extra?
Do I have to be in this research study? How will it affect my status at the institution if I say no?
Can I stop being in the research once I’ve started? How?
Who will look at my records?
How do I reach the investigator if I have more questions?
Who do I call if I have questions about being a research subject?
Make sure all your questions are answered before you decide whether or not to be in this
research.
Institutional Review Board (IRB)

83
THE RIGHTS OF RESEARCH SUBJECTS AS A RESEARCH SUBJECT YOU HAVE

THE RIGHT:
To be told everything you need to know about the research before you are asked to decide
whether or not to take part in the research study. The research will be explained to you in a
way that assures you understand enough to decide whether or not to take part.
To freely decide whether or not to take part in the research.
To decide not to be in the research, or to stop participating in the research at any time. This
will not affect your medical care or your relationship with the investigator or the Nebraska
Medical Center. Your doctor will still take care of you.
To ask questions about the research at any time. The investigator will answer your questions
honestly and completely.
To know that your safety and welfare will always come first. The investigator will display the
highest possible degree of skill and care throughout this research. Any risks or discomforts will
be minimized as much as possible.
To privacy and confidentiality. The investigator will treat information about you carefully, and
will respect your privacy.
To keep all the legal rights you have now. You are not giving up any of your legal rights by
taking part in this research study.
To be treated with dignity and respect at all times
The Institutional Review Board is responsible for assuring that your rights and welfare are
protected. If you have any questions about your rights, contact the Institutional Review
Board at (402) 559-6463.
Academic Research & Services Building 3000 / 987830 Nebraska Medical Center / Omaha NE
68198-7830 402-559-6463 / FAX 402-559-3300 / Email: irbora@unmc.edu /
http://www.unmc.edu/irb
84
Appendix C
Student Attitude Survey

85
STUDENT SURVEY
The following statements relate to your attitude toward Science, Technology,
Engineering, and Math (STEM) education. Please tell us your attitude toward each statement by
circling one number that best represents your honest feeling using the following response scale:
1 = Strongly Disagree
2 = Disagree
3 = Neither Agree or Disagree
4 = Agree
5 = Strongly Agree
Once you have completed your survey, please turn in to the completed survey. Thank you for
your assistance.
STEM Importance Index
1) I am a member of a science, technology, engineering, or math club in school.
1 2 3 4 5
Strongly Disagree Neither Agree Agree Strongly

Disagree or Disagree Agree
2) I watch TV shows about science, technology, engineering, or math.
1 2 3 4 5

3) I keep up with the news by watching TV, reading newspapers, or browsing the internet.
1 2 3 4 5

86
4) I enjoy working in math labs, technology labs, engineering labs, or science labs and
doing experiments.
1 2 3 4 5

5) I will be taking as many math, technology, engineering or science classes as I can.
1 2 3 4 5

6) I would like to learn about math, technology, engineering, or science in college.
1 2 3 4 5

7) I would like to become a mathematician, computer scientist, engineer, or scientist.
1 2 3 4 5

STEM Relevance Index
1) Scientists, computer scientists, engineers, and mathematicians are important people.
1 2 3 4 5

87
2) Many good things in my life are due to science and technology.
1 2 3 4 5

3) Doing well in science, technology, engineering or math will open up different jobs for
me.
1 2 3 4 5

4) Learning about science, technology, engineering, or math will give me the chance to
choose how much money I make.
1 2 3 4 5

5) I do not need to learn science, technology, engineering or math in school.
1 2 3 4 5

88
6) I do not need science, technology, engineering or math because I will never use it in my
job.
1 2 3 4 5

STEM Academic Ability
1) I plan on going to college.
1 2 3 4 5

2) I do well in my science, technology, engineering, or math classes at school.
1 2 3 4 5

3) Math, technology, engineering or science is a very hard subject in school.
1 2 3 4 5

Demographics (Please circle your answer)
1) Gender
Male Female
89
2) What is your age?
_______________
3) What will be your grade level when school starts?
2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
4) What ethnic/racial categories do you identify with??
Native American White/Caucasian Black/African-American
Hawaiian/Pacific Islander Asian Hispanic/Latino
Other (specify)_____________________
5) What tribe are you a member of? ________________________________

90
Appendix D
Survey Permission Letter

91

How Academic Summer Camps Chan

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HOW ACADEMIC SUMMER CAMPS CHANGE THE ATTITUDE OF NATIVE

AMERICAN MIDDLE SCHOOL STUDENTS RELATIVE TO THE STEM FIELDS

George L. Shipley Jr.

B.S., University of Dayton, 1983

Division of Educational Leadership

All rights reserved

INFORMATION TO ALL USERS

All Rights Reserved.

GEORGE L. SHIPLEY JR.

All Rights Reserved

Native Americans have historically been significantly underrepresented in the career

Dr. Karen Card

thanks. Thanks to everyone I have meet on my life journey.

Table of Contents ...........................................................................................................................vi

List of Tables ................................................................................................................................. x

Statement of the Problem……… ............................................................................3

Purpose of the Study................................................................................................5

Research Questions……….. ...................................................................................5

Significance of Study ..............................................................................................6

Background and Role of the Researcher..................................................................6

Limitations and Delimitations of Study...................................................................9

Organization of Study ...........................................................................................10

2. Review of Related Literature ............................................................................................11

Student Attitude Toward STEM............................................................................12

Native Americans and STEM................................................................................13

The Reservation System in South Dakota ............................................................14

Rosebud Reservation: South Dakota ........................................................17

Yankton Reservation: South Dakota..........................................................18

Ponca Reservation: Nebraska....................................................................19

Omaha Reservation: Nebraska...................................................................19

Santee Sioux Reservation: Nebraska.........................................................19

Winnebago Reservation: Nebraska............................................................20

Overview of Summer Camps.................................................................................22

Student Growth Through Academic Summer Camps...........................................23

Benefits of Academic Summer Camps..................................................................25

Students Get Acclimated to On-Campus Life...........................................26

Students Get a Chance to Experience College Classes..............................27

Students Get a Chance to Learn About Potential Majors..........................27

Benefits of Academic Summer Camp for Young Females........................27

3. Research Methodology .....................................................................................................29

Research Questions ...............................................................................................30

Camp Structure .....................................................................................................31

Data Collection .........................................................................................32

Results Related to the Research Questions............................................................35

Native American Middle School Student Attitudes About the Importance

Native American Middle School Student’s Attitudes About the Relevance

Native American Middle School Student Attitudes Change About Their

Academic Ability (Self-Efficacy)..............................................................37

Native American Middle School Student Attitudes About the Importance,

Relevance, and Academic Ability (Self-Efficacy) of STEM Based on

Recommendations for Future Research………………………………….38

References for Chapter 1, 2, 3, and 4.....................................................................40

Data Analysis ............................................................................................62

Results Related to the Research Questions…………………………...….63

Native American Middle School Student Attitudes About the

Importance of STEM Change…………………...…………….…63

Native American Middle School Student’s Attitudes About the

Native American Middle School Student Attitudes Change About

Their Academic Ability (Self-Efficacy)…………..……………..65

Native American Middle School Student Attitudes About the

Importance, Relevance, and Academic Ability (Self-Efficacy) of

STEM Based on Gender…....…………………………………....66

References for Chapter 5.......................................................................................70