Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching, Leadership & Professional Practice

First Advisor

Kathy Smart

Second Advisor

Julie Robinson

Abstract

This qualitative study examines how culturally relevant practices are perceived and enacted by K-12 STEM educators working with Native American and non-Native American students. Situated within the context of North Dakota’s educational landscape, the research explores both teacher perspectives and curriculum design, with particular attention to the role and integration of the North Dakota Native American Essential Understandings (NDNAEU) within STEM instruction and curriculum design. Using thematic analysis of interviews and photo elicitation with three K-12 teachers who have participated in culturally relevant engineering education, as well as document analysis of NDNAEU and state-standards-aligned STEM lesson plans, the study examines how culturally responsive pedagogy is reflected in instructional practice and how lesson plans embed cultural relevance.

The dual focus on teacher voice and curriculum artifacts provides insight into the alignment and/or misalignment between pedagogical intent and curricular representation. While this study does not directly measure student engagement or achievement, understanding teachers’ perceptions with designing culturally relevant STEM lessons, alongside the ways curriculum materials frame cultural relevance provides critical insight for developing culturally responsive practices. Research suggests these practices can foster engagement and equitable outcomes for Native American students. Findings revealed that teachers perceive culturally relevant practices are most impactful when they incorporate place-based learning, student autonomy, and Indigenous perspectives. Document analysis, however, showed that state-aligned lesson plans often diverge from these perceptions, emphasizing Western scientific rationalism over relational worldviews. These findings matter because research demonstrates that culturally grounded approaches such as place-based learning and integration of Indigenous knowledge foster engagement, persistence, and achievement among Native American students in STEM. In addition, the misalignment between teachers’ perceptions and available state-aligned lessons indicates a need for sustained, content-focused professional learning and improved state-supported curriculum resources that authentically integrate NDNAEU to better align material with impactful practice.

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